Gifted and Talented Program

Curriculum, Instruction & Assessment

Whiton School
Andrea Curcic

Stony Brook School John Gottshalk

Central Middle School Suzanne Updegrove

Gifted and Talented Program Description

Districtwide Enrichment Opportunities

GATE Curriculum Maps


On June 1, 2005 the State Board of Education readopted with amendments N.J.A.C. 6A: 8, Standards and Assessment for Student Achievement, which includes more specific requirements for gifted and talented programs. Changes to the regulations are highlighted below in bold.

The regulations define gifted and talented students as: 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 district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

Key Points

§ All public schools must have a board-approved gifted and talented program.

§ Students are to be compared with their peers in the local school district.

§ District boards of education shall make provisions for an ongoing K-12 identification process for gifted and talented students that includes multiple measures, including but not limited to, achievement test scores, grades, student performance or products, intelligence testing, parent, student and/or teacher recommendation, and other appropriate measures.

§ The regulations do not establish state-level criteria for giftedness (such as an IQ score or grade point average). Specific tests are not required to be used to identify gifted and talented students.

§ Local school districts should ensure that the identification methodology used is developmentally appropriate, non-discriminatory, and related to the programs and services offered.

§ N.J.A.C. 6A: 8-3.1(a)5 ii requires local district boards of education to provide appropriate K-12 educational services for gifted and talented students.

§ The rules require district boards of education to develop appropriate curricular and instructional modifications for gifted students. Programs must address appropriate content, process, products, and learning environment.

§ District boards of education shall take into consideration the PreK-Grade 12 Gifted Program Standards of the National Association for Gifted Children (NAGC) in developing programs for gifted and talented students. The NAGC standards establish requisite and exemplary gifted program standards and can be accessed at

§ Each curriculum framework developed by the department provides general as well as content-specific information on gifted education (e.g., terminology, examples of appropriate practices). The frameworks can be accessed at or at

§ Local school districts will continue to be monitored as part of the regular school district evaluation process. Board-approved policies and procedures must be made available.

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