The following standards are from the National Association for Gifted Children (NAGC). These standards provide a framework in which to develop opportunities for gifted and talented students. 

Standard 1: Learning and Development 

Description: Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes. 

Standard 2: Assessment 

Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains. 

Standard 3: Curriculum & Instruction 

Description: Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes. 

Standard 4: Learning Environments 

Description: Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes. 

Standard 5: Programming 

Description: Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners with gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes. 

Standard 6: Professional Development 

Description: All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge and skills using the NAGC/CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards. They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time, funding for continuing education, and substitute support. These practices are judged through the assessment of relevant student outcomes.

Although interpretations of the word “gifted” seem limitless, there are a handful of foundational definitions that may be categorized from conservative (related to demonstrated high IQ) to liberal (a broadened conception that includes multiple criteria that might not be measured through an IQ test). 

National Association for Gifted Children (NAGC) 

Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports). 

Federal Definition 

This definition is taken from the Javits Act, which provides grants for education programs serving bright children from low-income families: 

“The term ‘gifted and talented student’ means children and youths who give evidence of higher performance capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the schools in order to develop such capabilities fully.” 

U.S. Office of Educational Research and Improvement (OERI) (1993) 

In the report titled National Excellence and Developing Talent, the term “gifted” was dropped. Their definition uses the term “outstanding talent” and concludes with the sentence: 

“Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor.” 

State Definitions of Gifted and Talented 

Each state has its own definition of gifted and talented.  

• The New Jersey Administrative Code (N.J.A.C. 6A:8-3.1) definition of gifted and talented students states the following: “Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local school district and who require modifications of their educational program if they are to achieve in accordance with their capabilities.”  
• Code N.J.A.C. 6A:8-3.1(a)5ii requires all district boards of education to provide appropriate K-12 educational services for gifted and talented students. 

Gifted and talented students are those who by virtue of outstanding abilities are capable of high performance and are identified by qualified teachers. These are students who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.

Tabernacle’s Gifted and Talented Program 

Tablenacle’s Gifted and Talented Program is referred to as PERC.  PERC stands for the Program for Enrichment, Reasoning, and Creativity.  Below describes policies, procedures, and continuum of services for the gifted and talented program for grade levels kindergarten through eight. 

Policies and Procedures 

• K-5th Grade PERC:  
• In Grades K-5, PERC testing is a three-tiered process.  First, all students take the MAP assessment (Measures of Academic Progress).  If a student places in the top 25 students in both reading and math, he/she moves onto the second round of testing.  The second round of testing involves the Fountas and Pinnell benchmark assessment.  If a student tests two grade levels above on his/her Fall F&P test, he/she moves onto the third and final round of testing, which is the CogAT test (Cognitive Abilities Test).  From there, if a student receives a 7 or higher as his/her stanine score, he/she will be placed into the program.   

Continuum of Services

Kindergarten PERC

• Advanced Guided Reading Instruction
• Advanced Word Work Instruction

1st Grade PERC

• The William and Mary Center for Gifted Children:  Beyond Words 
• This literature unit, organized around the study of figurative language, explores the idea that language can change the way we think about the world by creating new images and connections in our minds.  The unit uses poetry and picture books as the basis for analyzing different types of figurative language, including simile, metaphor, and personification, and gives opportunities for students to create their own literary images.  The unit introduces students to persuasive writing and to advanced word study, as well as providing an opportunity for students to explore how language changes over time.
• The William and Mary Center for Gifted Children:  A Wild, Wacky, Wonderful World of Words
• This unit is designed to engage primary students with high abilities in the verbal domain in challenging reading, writing, and interpretation skills in the language arts. It reflects talented young learners’ need for greater exposure to higher-level thinking activities sooner in their school years than other students.  The unit specifically focuses on literature that uses extensive figurative language in order to support young children’s development of metaphoric competence in the areas of both comprehension and production. 

2nd Grade PERC

• The William and Mary Center for Gifted Children:  What a Find!
• In this unit, students are put in the role of junior archaeologists at a research museum and discover that construction work has been halted on a new school because historic artifacts were discovered. To determine whether or not the dig is important enough to halt building the school entirely, students learn to excavate and actually conduct the dig—carefully seeded with “historic artifacts.”
• The William and Mary Center for Gifted Children:  Ancient Egypt: Gift of the Nile
• Gift of the Nile is designed around the idea that human civilizations develop and sustain themselves as a collection of interdependent systems.  The civilization of ancient Egypt forms the central content of the unit, with exploration of systems of agriculture, economics, language, and leadership in this ancient culture.  Students broaden their understanding by comparing the ancient Egyptian civilization with aspects of their own lives and communities.

3rd Grade PERC

• The William and Mary Center for Gifted Children:  Journeys and Destinations
• This unit uses an inquiry-based approach to investigate literature in an interdisciplinary, multicultural curriculum.  The guiding theme of this unit is the recognition of change as a concept that affects people and their relationships to the world around them.  An open-ended approach to the discussion process is emphasized in the search for meaning in selected literature selections.  Vocabulary development, writing activities, oral communication, research, and reasoning are also integrated into the unit.
• The William and Mary Center for Gifted Children:  Ancient China: The Middle Kingdom
• The concept of systems is the foundation for The Middle Kingdom, which explores ancient China to demonstrate the interdependent systems that develop and sustain a civilization.  The unit explores systems of agriculture, language, leadership, and trade in ancient China, using models for reasoning and document analysis to support student understanding. 

4th Grade PERC

• The William and Mary Center for Gifted Children:  Where’s the Beach?
• In this unit, plans for building a children’s camp at the beach are on hold because the town council is worried about beach erosion. Since the camp received a large donation to develop nature-themed experiences, designed to teach children how to protect the environment, the camp manager wants to cooperate with the council.  The problem is that she must begin construction quickly to be ready for the summer season.  Acting as members of the town council, the students must develop scientifically-based regulations that will satisfy the long-term needs of the town and the plans for the new camp. 
• The William and Mary Center for Gifted Children:  Building a New System: Colonial America 1607-1763
• Building a New System begins with an in-depth study of the interrelationships between the Chesapeake Bay system and both the Native Americans and the early English colonists in Virginia.  The unit then turns to an exploration of the economic, social, and political systems of early America across the colonies, comparing and contrasting lifestyles of different groups in different regions. 

5th Grade PERC

• Animal/Environmental Advocacy
• Students participate in the Philadelphia Zoo UNLESS Contest, which is a year-long, project-based contest that encourages students to create real solutions to environmental issues in their lives.

Policies, Procedures, & Continuum of Services for Grades 6-8

• 6th-8th Grade PERC
• In Grades 6-8 PERC, each course and grade level has different requirements for eligibility of the gifted and talented program.  Additionally, some courses are advanced courses and students can receive high school credit for completing the course if the required average is maintained.

6th Grade PERC

• Advanced Mathematics Curriculum- 6th and 7th Grade Curriculum
• Double Advanced Mathematics- Pre Algebra
• The criteria used to determine if a student is eligible for Advanced Mathematics Curriculum or Double Advanced Mathematics is based on a rating system of the entire grade level of the following characteristics:

1. Course Average
2. MAP Score
3. End of Year Assessment
4. Teacher Observable Characteristics
5. Currently taking AP course

• Curriculum aligns with the New Jersey Student Learning Standards

• English Language Arts:
• The criteria used to determine if a student is eligible for Grade 6 PERC English Language Arts is as follows:

1. Past Marking Period Grades in Reading and Language
2. NWEA MAP Scores for Reading
3. Prior Year NJSLA English Language Arts Scores
4. Teacher Recommendation

7th Grade PERC

• Advanced Mathematics Curriculum- Pre Algebra
• The criteria used to determine if a student is eligible for Advanced Mathematics Curriculum or Double Advanced Mathematics is based on a rating system of the entire grade level of the following characteristics:

1. Course Average
2. MAP Score
3. End of the Year Assessment
4. Teacher Observable Characteristics
5. Currently taking AP course

• Curriculum aligns with the New Jersey Student Learning Standards

• Double Advanced Mathematics- Algebra I 
• Future City Cross-Curricular Program
• Future City is a STEAM competition that starts with the question, how can we make the world a better place?  In this competition students use the engineering design process to imagine, research, design and build cities to showcase their solution to a citywide sustainability issue.  
• Students complete five deliverables
• 1,500 word essay
• A scale model built from recycled materials
• A project plan
• A presentation video
• A question and answer session
• While competing in Future City, students 
• Apply math and science concepts to real world scenarios
• Develop writing, public speaking, problem solving and time management skills
• Research and propose solutions to engineering challenges
• Discover different types of engineering and explore career options
• English Language Arts:
• The criteria used to determine if a student is eligible for Grade 7 PERC English Language Arts is as follows:

1. Past Marking Period Grades in Reading and Language
2. NWEA MAP Scores for Reading
3. Prior Year NJSLA English Language Arts Scores
4. Teacher Recommendation

• 7th Grade ELA- Future City Essay:
• Students in 7th Grade PERC Pre-Algebra class participate in the Future City engineering competition by Rutgers University.  In order to foster cross-curricular learning design, students receive instruction and support on the essay portion of the Future City project in their ELA class.
• 7th Grade ELA Course Description:
• In alignment with the New Jersey Student Learning Standards, students in 7th grade PERC English Language Arts develop essential reading and writing skills by working with advanced literature and informational text.  Students discuss themes, the world, and the human condition when reading advanced texts in order to improve their comprehension, vocabulary, writing, and overall enjoyment of reading.  In addition, students learn about key word study techniques as they craft narrative, informational, and argumentative pieces, as well as written responses to text.  Instruction is presented using a Balanced Literacy Framework by infusing 21st century technology skills.

8th Grade PERC

• Advanced Mathematics Curriculum- Algebra I
• The Algebra curriculum is aligned with the Lenape Regional High School District.
• enVision Algebra 1 textbook is utilized.
• Students must receive an A or B in Algebra I to move on to Geometry the following year at Seneca or at OMS.
• The criteria used to determine if a student is eligible for Algebra I is based on a rating system of the entire grade level of the following characteristics:

1. Course Average
2. MAP Score
3. Algebra Readiness Assessment
4. End of Year Assessment
5. Teacher Observable Characteristics
6. Currently taking AP course

• Double Advanced Mathematics- Geometry
• The Geometry curriculum is in alignment with the Lenape Regional High School District (Honors).
• Utilize the enVision Geometry textbook

• Seneca High School sending district Geometry teachers collaborate with each other, as well as, with the Geometry department at Seneca.  

• Students that maintain an average of “C” or above will receive high school credit as long as the proper paperwork is provided. 
• The criteria used to determine if a student is eligible for Geometry is as follows:

1. Passing of Algebra I course with a average grade of a “B” or better
2. Teacher Recommendation

• Higher order thinking math application projects (i.e. Escape Room)
• The Escape Room project is a year long project that involves researching, developing puzzle chains, building models, budgeting and purchasing items, constructing the escape room, and game master management.  This project involves the initial to final stages of building an escape room.
• English Language Arts:
• The criteria used to determine if a student is eligible for Grade 8 PERC English Language Arts is as follows:

1. Past Marking Period Grades in Reading and Language
2. NWEA MAP Scores for Reading
3. Prior Year NJSLA English Language Arts Scores
4. Teacher Recommendation
5. Spanish I Placement Assessment (given towards the end of 7th grade) 
1. Spanish I replaces one period ELA in Grade 8

• The 8th Grade PERC ELA course moves at an accelerated pace.  Students enrolled in this course are also taking Spanish I, which replaces one period of ELA in Grade 8.  Therefore, students in 8th Grade PERC ELA have one period of a combined Reading/Language course.
• 8th Grade ELA Course Description:
• In alignment with the New Jersey Student Learning Standards, students in 8th grade PERC English Language Arts develop essential reading and writing skills by working with advanced literature and informational text.  Students discuss themes, the world, and the human condition when reading advanced texts in order to improve their comprehension, vocabulary, writing, and overall enjoyment of reading.  In addition, students learn about key word study techniques as they craft narrative, informational, and argumentative pieces, as well as written responses to text.  Instruction is presented using a Balanced Literacy Framework by infusing 21st century technology skills.

• 8th Grade Spanish I
• The Spanish I Curriculum is in alignment with the Lenape Regional High School District.
• The Curriculum aligns with ¡Avancemos! 
• Students that maintain an average of “B” or above will receive high school credit as long as the proper paperwork is provided. 
• Seneca High School sending district Spanish Teachers collaborate with each other, as well as, with the Spanish Department at Seneca.  This allows for a smooth transition from Spanish I to Spanish II.
• The criteria used to determine if a student is eligible for Spanish I is as follows:

1. Spanish I Placement Assessment (given towards the end of 7th grade)
2. Past Marking Period Grades in Related Arts Spanish
3. MAP Scores for ELA
4. NJSLA Language Arts Scores
5. Teacher Recommendation