Enrichment ? Gifted and Talented programs are generally top 5 to 10% Statute for gifted population only requires meeting the needs of the top 3 to 5 % Enrichment programs are generally top 10 to 15% Hazlet Township BOE expands the concept of Enrichment to increase opportunities, allowing more students to participate. Hazlet Schools go beyond the confines of the rigid “Academically Talented” programs allowing for more creativity.

Hazlet Township Enrichment Program Grades K-2 Whole Class Instruction “Push In” model once a week Grades 3-6 Identified students for “Pull Out” model two times per week

Grades K-4 PETS (Primary Education Thinking Skills) Critical thinking and Problem Solving with various convergent, divergent and deductive strategies Creative Literature: with Junior Great Book Series includes Author Studies, Vocabulary and Shared Inquiry Math: Discreet Math, Singapore Model Drawing Method, Chess Geography changed from Science after newest curriculum for classroom was implemented

Grade 5 and 6 Problem Solving - Community Based Problems, Future Cities, Mock Trials, Debates Creative Literature Junior Great Book Series Historic Explorations Middle Ages Europe (grade 5) and Ancient Civilizations (grade 6) Creative Writing Visual Arts Dramatic Arts

Renzulli (University of Connecticut)

Howard Gardner (Harvard School of Education) Gardner’s Theory of Multiple Intelligences states that not only do human beings have many different ways to learn and process information, but that these are independent of each other: leading to multiple "intelligences" as opposed to a general intelligence factor among correlated abilities. In 1999 Gardner currently lists eight intelligences asTheory of Multiple Intelligences

Gardner Multiple Intelligence Theory

Shore Consortium For the Gifted A PLC of Educators from Monmouth County area schools that collaborate on program design, selection process and curriculum. This PLC also plans various convocations for students that include robotics, art, film, and science. The Shore Consortium for the Gifted meets once a month

Shore Consortium for the Gifted

SELECTION CRITEREA Teacher Recommendation Average of Report Card Grades from Marking Periods 1, 2, and 3 NJPASS or NJASK S.A.G.E.S. (Screening Assessment for Gifted Elementary Students)

S.A.G.E.S. Pictorial Analogies that Assess Reasoning Skills

Learning Characteristics Grades 2 and 3 Unusually advanced vocabulary for age and grade level, has verbal behavior characterized by “richness” of expression, elaboration and fluency Student possesses a large storehouse of information about a variety of subjects beyond their peers Student has quick mastery and recall of factual information Student has rapid insight into cause and effect relationships, tries to discover the how and why of things and ask provocative questions

Learning Characteristics Grades 3 to 6 Demonstrates Critical Thinking (knowledge, comprehension, application, analysis, synthesis, evaluation) Demonstrates Creative Thinking (Originality, fluency, curiosity, flexibility, imagination, elaboration, risk taking, complexity) Demonstrate Motivation for learning (follows through with assignments, exhibits excellent study habits) Demonstrates high quality work (has quick mastery and recall of factual information, has “rapid” insight into cause-effect relationships) Demonstrates Task Commitment (Is persistent in seeking task completion)

Communication Characteristics Grades 4, 5, and 6 Student speaks and writes directly to the point Student modifies and adjusts ideas Student is a leader in several kinds of activities, is able to influence others Student explains things precisely and clearly Student can find various ways of expressing ideas s o others can understand