Updated 8-25-20

Programming Options/Services
The mission statement of the programming options/services subcommittee is to provide
the support and guidance to districts and schools for the purpose of the intentional
planning of multiple programs and services that adequately address the academic,
intellectual and creative abilities of gifted students.

Goals of the programming options/services:

● Programming/services match the assessment/criteria for gifted

● Looking closely at the various types of intelligences for gifted programs
● Provide resources and support for the various options: Cluster, pull out program, push
in program, etc
● Equity in programming/services especially for underrepresented student populations
● Provide challenging, authentic, and innovative learning experiences to enhance the
knowledge and ingenuity of the learners.

The information presented here is a live document to provide up to date best practices
and strategies for gifted education.

Section I: Programming/services matching the assessment/criteria

for gifted students

Ensure that assessments and criteria match the programming being offered. For example, if it
is an accelerated art program, portfolios should be reviewed as opposed to state testing data.
Districts should be creative in looking at how they are offering programming.

Section II: Various types of intelligences for gifted programs

Type of intelligence Characteristics Other information

General Intellectual Ability Exceptional ability in both Links:
verbal and non-verbal Definitions of giftedness
reasoning, often Federal definition of
characterized by advanced giftedness
vocabulary and abstract
reasoning. Generally, such
students are capable of
achieving in all academic
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subjects.

Specific Intellectual or Exceptional ability in either

Academic Ability verbal or non-verbal
reasoning. These students
are exceptionally high
achievers in a specific
academic subject to the
extent that the normal
curriculum may be
insufficient. This specific
ability may also be displayed
as exceptional understanding
of a skill in a vocational area.

Creative or Productive Exceptional ability in

Thinking Ability developing original and/ or
unusual ideas, especially as
solutions to problems. Such
students are very imaginative
and often willing to take risks
when sharing their ideas.

Psychosocial Ability Exceptional

interpersonal skills or
leadership ability,
sometimes characterized by
the ability to
organize people and tasks,
and motivate others.
Often these students have
strong moral and
social concerns.

Visual and Performing Arts Exceptional ability in art,

Ability music, drama, or creative
writing. These students are
highly committed to their art
form and often show
imagination and originality
within general artistic
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disciplines.

Psychomotor Ability Exceptional ability in fine

and/or gross motor skills.
Students may have
exceptional ability in balance,
strength, agility, and physical
endurance.

Section III: Various types of programs and options

Type of Summary Resources and

program/Options Examples (include
links/websites)
In Class Support Provide students gifted in VanTassel-Baska, Ed.D., J &
specific subjects or skills Baska, A (2019). ​Curriculum
opportunities to work together Planning & Instructional
on projects in order to Design for Gifted Learners
challenge themselves. (3rd ed). Prufrock Press Inc..

Renzulli Learning: In Class Renzulli Learning is an Renzulli Learning | Total

Use of Technology for GT interactive online system that Talent Development
Students provides a personalized
learning environment for
students, which allows
teachers to differentiate
instruction to increase
engagement and achieve
higher academic
performance. Renzulli
Learning supports strength
based personalized learning
in all subjects for students in
grades Pre-K through 12.

Gifted and Talented School In large districts, students https://gta-pps-nj.schoolloop.c

may have the option of om/
applying and gaining entrance
to schools that have a
complete GT program for all
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subjects

Acceleration Burris, C. C., Heubert, J. P.,

& Levin, H. M. (2006).
Accelerating mathematics
achievement using
heterogeneous grouping.
American Educational
Research Journal, 43(1),
137-154.

Learning in the Fast Lane​ by

Suzy Pepper Rollins:
https://mathinfastlane.com/

Curriculum Compacting Method of demonstrating https://gifted.uconn.edu/scho

mastery of grade level skills olwide-enrichment-model/curr
Works especially well with iculum_compacting/
subject mattering that is
usually presented as highly VanTassel-Baska, Ed.D., J &
factual with only one answer. Baska, A (2019). ​Curriculum
Students who know all the Planning & Instructional
“right answers can Design for Gifted Learners
immediately move on to (3rd ed). Prufrock Press Inc..
related analytical material and
activities.

School Wide Enrichment The Schoolwide Enrichment SWEM-​https://gifted.uconn.ed

Model Model (SEM, Renzulli, 1977; u/schoolwide-enrichment-mo
Renzulli & Reis, 1985, 1997, del/#
2014) is widely implemented
as a both an enrichment
program used with
academically gifted and
talented students and as a
magnet theme/enrichment
approach for all students,
thus providing opportunities &
experiences for
underserved/under identified
students to demonstrate their
abilities (lens for equity). The
theme of the SEM is to
develop the strengths and
talents of ALL students.
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Cluster Grouping fulltime in Cluster grouping of students SCGM- ​American Association

Regular Classroom for instructional purposes is a of School Administrators
programming strategy that
can be used to meet the
needs of high achieving and
gifted students in the regular
classroom. CG is the
intentional placement of a
group of high achieving or
gifted students in an
otherwise heterogeneous
classroom with a teacher who
has both the background and
willingness to provide
appropriate challenges for
these students (McInerney,
1983). Research indicates
three major benefits exist to
cluster grouping. First, gifted
students interact with their
intellectual peers as well as
their age peers on a regular
basis. Second, cluster
grouping provides services for
gifted students without
additional cost to the school
district. Third, recent research
has demonstrated that cluster
grouping facilitates ongoing
programming for gifted or
high achieving students in the
regular classroom (Hoover,
Sayler, & Feldhusen, 1993).

Regularly scheduled use of Genius hour allows students https://www.scholastic.com/te

Genius Hour, 20% Time, to explore their own passions achers/articles/18-19/genius-
Passion Projects, etc. and encourages creativity in hour-in-the-classroom-/
the classroom. It provides
students a choice in what https://www.youtube.com/wat
they learn during a set period ch?v=2n7EelMbzG0
of time during school.
Students are challenged to http://www.geniushourguide.o
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explore something they want rg/5-genius-hour-strategies-to

to learn about. They spend -get-you-started/
several weeks researching
the topic before they start
creating a product that will be
shared with the
class/school/world.
Deadlines are limited and
creativity is encouraged.
Throughout the process the
teacher facilitates the student
projects to ensure that they
are on task and to engage in
higher level thinking,
questioning and problem
solving.

Schedule Modifications Adjust schedule to support

students attending higher
grade content while in their
current grade. A 2nd grade
student attending 3rd grade
ELA class.

At the secondary school level,

ensure that students are not
tracked for all honors classes.
Allow scheduling to be unique
to each content area for
consideration in the honors
program.

Differentiation: Specific to Give choices to help them VanTassel-Baska, Ed.D., J &

gifted feel empowered and Baska, A (2019). ​Curriculum
engaged. Planning & Instructional
Design for Gifted Learners
Arrange for real world (3rd ed). Prufrock Press Inc..
experiences and applications
to demonstrate purpose and
opportunity.

Differentiation: For all Intentionally design and craft https://gifted.uconn.edu/wp-c

students in which gifted classroom environments ontent/uploads/sites/961/201
students can respond to high which focus on higher order 8/07/Five_Dimensions_of_Dif
levels and “hidden” GT can thinking strategies, student ferntiation.pdf
Updated 8-25-20

be discovered choice/voice, questioning to

drive learning and purposeful https://www.nagc.org/blog/ser
technology integration, & ving-gifted-students-general-e
encourage a climate of risk, d-classrooms
perseverance and innovation.
By planning unique, rigorous,
differentiated learning
experiences, focused on 21​st
century competencies,
teachers empower all
students to make strong
content connections and
strengthen their essential
“real world” ​thinking skills. As
students (GT & others) plan,
design, create, reflect and
celebrate their work, they
cultivate the highest level of
thinking skills and develop
the tools necessary to reach
their full potential.

Gifted Center Programming Identified Gifted students Examples:

attend a specific center or Pittsburgh Model
school one day a week with Orange School District
advanced classes and
opportunities in various
subjects to address higher
order thinking, problem
solving, decision making, and
real-world applications with
like-minded peers. The other
days of the week, the
students receive instruction at
their home schools.

Other: Social and Emotional Make a plan to address SEL The Rights of a Gifted Child.
Learning-Support needs: document/poster. Look on
G &T students often have -Weekly advisory sessions NJAGC website.
increased SEL needs. -Mental health counseling
-Peer support groups Traits of a Gifted Child. Chart
outlining positive and
negative manifestations.
Appears in ​Teaching the
Gifted in the Regular
Classroom.
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Enrichment Days/Clusters Enrichment offered to all Renzulli

students on certain days
instead of traditional Example:
programming. Branchburg School District

Independent Study Match students up with

mentors for particular areas
where they have exhausted
the curriculum
● Give the student a
free block to study
with the teacher
● Sometimes students
sit in with another
class and work
independently in the
back
● Sometimes it’s an
outside mentor
● Independent study for
AP courses
● Students have to
present to the GT
coordinator and
building principal to be
allowed to complete
the independent study

Section IV: Equity in Programming for underrepresented populations

Socioeconomic status accounts for a large part of academic success. Providing opportunities
for underrepresented populations may mean providing scaffolds and supports for gifted
learners who have not had the opportunities that other students have had. Criteria for
acceptance to G&T programs should ensure that students of all ethnicities and races receive
entrance to the programs. Programs should include supports for all students so that they are
able to remain in the program.
Updated 8-25-20

This may require districts to be aware of how environmental factors prohibit students from
being referred to G & T programs in their district. For example, homeless children are more
frequently absent. However, being homeless should not preclude a child from being in G & T
programs.

Similarly, twice exceptional children may need an inclusion teacher or pull out support, but
should still be given the opportunity for rigorous content at their academic level.

ELL students can be identified and engaged through non verbal, hands on programming.
This even encourages them to speak more since it is a small group, informal class.

Data must be kept to ensure that G&T programs promote equity.

Section V: Resources for challenging, authentic and innovative

learning experiences to enhance the knowledge and ingenuity of the
gifted learner.

Resource Summary Website/Reference

MockTrial All grades. Can be used for

critical thinking about any
subject matter

Debate . “ “

Model United Nations . “. “

Museum of Natural History scientific method,

Naturalist Contest. presentation skills primary
sources, etc. thanks

Odyssey of the Mind Creative thinking, https://www.odysseyofthemin

performance competition d.com/
(Grade K-2, 3-5, 6-8, 9-12)

Destination imagination Participants (PreK through https://www.destinationimagin

college) engage in ation.org/
project-based challenges that
are designed to build
confidence and develop
extraordinary creativity,
critical thinking,
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communication, and
teamwork skills

eCybermission STEM ecybermission.com

National Geographic Bee School, State and National nationalgeographic.org/educa

contest (Grades 4-8) tion/student-experiences/geo
bee/

CyberPatriot Middle/High School https://www.uscyberpatriot.or

g/competition/current-competi
tion/competition-schedule

Scripps National Spelling Bee School, State, and National http://spellingbee.com/

contest (Grades 4-8)

National Mythology Exam National contest (Grades 3-4, https://www.etclassics.org/Co

5-6, 7-8, 9-12) ntests/National-Mythology-Ex
am

Wonder Robotics Robotics competition for the https://www.makewonder.co

elementary age using coding m/classroom/robotics-compet
and basic robots (Dash/Dot) ition/

STEAM TANK Sponsored by New Jersey https://www.njsba.org/service

School Boards Association s/isteam-2/steam-tank-challe
and the US Army nge/

JA NJ BizTown Financial Literacy and https://janj.ja.org/programs/op

Business simulation portunity/ja-nj-biztown-and-fin
ance-park

Living History Museum Students research a historical

figure or event and present
the information as that
character or event.

Inventor’s Fair Student’s create an invention

and create a presentation

National Math Club Enrichment activities and https://www.mathcounts.org/p

competition for grades 6-8. rograms/math-club

Natural History Wax Museum Students research a scientific

principle, scientist, or animal
and create a presentation
where they become the topic.
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The Stock Market Game Sponsored by the SIFMA www.stockmarketgame.org

Organization, this program
has existed since the early
1970’s. An excellent
opportunity to learn how to
purchase stocks, bonds and
mutual funds while building
your portfolio towards winning
recognition. Other
competitions exist within this
program and provide
excellent opportunities for
students to excel.

NJ Law Adventure Various levels of competition; https://njsbf.org/school-based

Competition cases created by 7th and 8th -programs/mock-trial/law-adv
grade students across the enture-competition-for-grades
state. Opportunities to review -7-and-8/
cases as well as write your
own and submit. Winning
cases are presented in
Trenton. (Designed for 7th
and 8th grade students)

Congressional Award The Congressional Award is https://www.congressionalaw

Program the United States Congress’ ard.org/
award for young Americans.
Participants earn Bronze,
Silver, and Gold
Congressional Award Medals.
Each level involves setting
goals in four program areas:
Voluntary Public Service,
Personal Development,
Physical Fitness, and
Expedition/Exploration.
Earning The Congressional
Award is a fun and
interesting way to get more
involved in something you
already enjoy or something
you’d like to try for the first
time. You move at your own
pace – on your own or with
your friends. This is not an
award for past
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accomplishments. Instead,
you are honored for
achieving your own
challenging goals after
registering for the program.

Model Congress Program Model Congress is an https://www.rider.edu/faculty/

opportunity for students to micah-rasmussen
be legislators! Students will
write their own bill and
practice the rules and
procedures for proper debate
in after school activities.
Students will be offered the
opportunity to compete for
leadership positions against
students from over 40 high
schools located throughout
the State of New Jersey. In
the culminating activity,
students will be active
members of a mock House or
Senate committee. In these
sessions, students will
engage with peers from all
over New Jersey in debate
over potential legislation that
will encompass all topics in
government today. In a
second session, students will
participate in a full assembly
of the House of
Representatives or Senate.
This is an overnight trip and is
held at Rider University.

Academic Team The academic team travels to https://www.naqt.com/about/

different schools to compete
with other academic teams.
Students answer “Jeopardy
like” questions on topics such
as math, science, pop culture,
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sports and history during the

competition.

Bibliography:
https://www.prufrock.com/
https://gifted.uconn.edu/
https://education.wm.edu/centers/cfge/
https://gifteded.rutgers.edu/
https://www.nagc.org​/
https://www.njagc.org/
https://cty.jhu.edu/