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Mission Statement - "Igniting Potential"
The Rumson School District ignites the potential of its learners by growing, inspiring, and cultivating personal excellence academically, socially, and emotionally.

 

Curriculum

Gifted and Talented

Gifted and Talented Programming
  • K-2 Programming
  • 3-5 JET Programming
  • 6-8 Programming
  • Twice Exceptional Students
  • Identification Procedures & Assessments
  • K-2 Identification
  • 3-5 Identification
  • 6-8 Identification
  • Twice Exceptional Students
  • Strengthening Gifted and Talented Education Act Appeal Process
  • Schoolwide Enrichment Programming


    K-2 Programming

    The focus on development of gifted potential is the foundation for K-2 programming. During these developmental years it is appropriate to allow for children to become acquainted with the learning process and social nuances of the school setting. The goal is not to label some students gifted while others are not.  The goal is to provide the most appropriate level of instruction.

    After having analyzed the student data and checklists, students demonstrating traits of giftedness will be provided with 

    • Continued differentiated instruction in literacy and mathematics to challenge students demonstrating indicators of giftedness. 

    • small group instruction by the classroom teacher, paraprofessionals, interventionists, and the Reading Specialist as needed.   

    • instruction in art, music, and STEM by other specialists as indicated.  

    The gifted and talented teacher, as well as the Reading Specialist, may model periodic small group, differentiated lessons in the classroom and provide ongoing consultation with the classroom teacher to ensure and support appropriate instruction for the advanced/gifted child.  

    • The gifted/talented teacher serves as a resource to the classroom teacher, meeting with the classroom teacher to identify and/or provide resources that ensure appropriate depth and rigor for those students demonstrating indicators of gifted/high ability through a consultative model.  

    • The gifted/talented teacher visits each K-2 classroom regularly throughout the school year in order to provide push-in enrichment, and also provides support to small, flexible groups in the classroom as applicable.