• Haworth School District Gifted and Talented Resources and Programs

    Haworth School District recognizes its responsibility to identify gifted and talented students within the school district and to provide these students with appropriate instructional adaptations and services to meet their varied needs.  To meet this requirement, we utilize the PK-12 Gifted Programming Standards from the National Association for Gifted Children as a basis of meeting the needs of our gifted learners.  These standards are woven throughout our various programs and service continuum as outlined below.  Our three tiers are designed to start with the least disruptive enrichment to an accelerated program that allows students to progress into more advanced content areas at an accelerated pace and beyond their chronological years.  

    Haworth School Continuum of Services:  There are 3 recognized tiers for each type of gifted program in order to offer a continuum of services ranging from in-class differentiation all the way to grade level advancement.  

    ContinuumGifted

    *Note that due to COVID-19, not all of the enrichment programs will run until we return to a normal schedule.  

    Selection and Multiple Measures for Haworth Gifted and Talented Programming

    Visual and Performing Arts Gifted Program Selection

    Our music enrichment and gifted programs are designed to help students meet a higher performance level in the visual and performing arts.  Selection is based on observation and evaluation data, portfolio review, and student affinity to participate.  

    Academic Gifted and Talented Selection Process for Pull-Out G&T

    Eligibility Chart  

    * Note that due to COVID-19, the multiple measures above are being adapted.  

    Eligibility Criteria:  10-12 Points       Maximum:  12 Points

    Only the top ten percent of students in grades four through eight who earned 10-12 points are admitted into the Gifted and Talented program.

    K-3 Classroom Based Instructional Programming

    Using multiple teacher-based measures, students are individually assessed throughout the curriculum in order to identify those students with curriculum replacement.  In the earlier graders, students are identified by the teacher within specific content areas.  Teachers then allow for enrichment or curriculum replacement as necessary.  Additional support personel have also been identified at times to assist with program creation.  This includes the learning consultant and basic skills personnel.  

    Meeting the Needs of the Twice Exceptional

    In the field of gifted education, the more commonly used term for a gifted student with a co-occurring disability is “twice-exceptional learner”. This simple definition belies the complexity that underlies the multiple issues associated with twice-exceptionality.  It is our belief and policy that all children can be gifted within specific areas despite other learning challenges.  It is the district's practice to not exclude students that are gifted in one or more areas but face learning challenges in others.  Child study team members and teachers work in concert to ensure that we are addressing not only the learning needs but also the strengths within the IEP process, and students that demonstrate that they are twice exceptional will not be excluded from the gifted and talented programs that match their strength.  

    Recent and Upcoming Professional Development Opportunities for Teachers

    2019-2020 School Year

    2019-20 NVCC Professional Learning Catalog

    From this catalog of offerings, the following workshops are most applicable to G&T:

    • Universal Design for Learning in the English Language Arts Classroom; (Grades 9-12); 9/23/19
    • Universal Design for Learning; (Grades 6-12); 9/25/19
    • Looking at Your Curriculum Through the Lens of the ISTE Educator Standards and Universal Design for Learning; (Grades Pre-K-12); 9/27/19
    • Meeting Students Where They Are & Strategies for Growth; (Grades 6-12); 10/3/19
    • Using the Genius Project to Personalize and Incentivize Research; (Grades 6-12); 10/8/19
    • Meeting Students Where They Are & Strategies for Growth; (Grades 6-12); 10/10/19
    • Universal Design for Learning; (Grades 6-12); 10/14/19
    • Digital Breakout and the 4 Cs; (Grades Pre-K-12); 10/15/19
    • Math Workshop as a Structure for GO Math! Differentiation; (Grades Pre-K-5); 10/16/19
    • Universal Design for Learning; (Grades 6-12); 11/4/19
    • Universal Design for Learning; (Grades 6-12); 11/5/19
    • Digital Breakout Design for Students; (Grades Pre-K-12); 11/13/19
    • Personalized Learning and Student Choice in the Classroom; (Grades Pre-K-12); 11/18/19
    • STEAMing Ahead with Hands-On Learning; (Grades K-4); 12/5/19
    • Game-Based Learning; (Grades 6-12); 12/9/19
    • Blended Learning I: Leveraging Technology in the Classroom; (Grades 6-12); 1/3/20
    • Brain Research and Implications for Teaching and Learning; (Grades Pre-K-12); 1/6/20
    • Strategies and Tools for Student Engagement; (Grades Pre-K-12); 1/10/20
    • Enhancing Teaching & Learning with Digital Tools; (Grades 6-12); 1/15/20
    • STEAMing Ahead with Hands-On Learning; (Grades 5-8); 1/16/20
    • Making Social Studies Exciting: How to Create Engaging Lessons for All Learners; (Grades 6-12); 2/5/20
    • Blended Learning II: Focusing on Station-Rotation to Reimagine Old Lessons and Create New Ones; (Grades 6-12); 2/7/20
    • Using Data to Drive Instruction; (Grades Pre-K-12); 2/10/20
    • Problem & Project Based Learning; (Grades 6-12); 3/18/20

    2020-2021 School Year

    From this catalog of offerings, the following workshops are most applicable to G&T:

    • Using Data to Drive Instruction; (Grades Pre-K-12); 11/16/20
    • Differentiating Writing Instruction with UDL in Mind; (Grades 6-12); 1/14/21
    • Meeting Students Where They Are & Strategies for Growth; (Grades Pre-K-5); 2/2/21
    • Meeting Students Where They Are & Strategies for Growth; (Grades 6-12); 2/4/21
    • Game-Based Learning; (Grades 6-12); 2/9/21
    • Designing Digital Breakouts; (Grades Pre-K-12); 3/30/21
    • Personalized Learning and Student Choice in the Classroom; (Grades Pre-K-12); 5/21/21