SUPPLEMENTAL AND GIFTED EDUCATION (S.A.G.E.)
PHILOSOPHY
The River Vale Public Schools recognize that every student deserves an education that is appropriate for his/her needs and that allows him/her to develop that potential to the greatest extent possible. It was with this concept in mind that a committee of parents, educators, and Board of Education members was formed in an effort to re-evaluate the effectiveness of the Gifted Education Program and to identify an instructional model for the purpose of program improvement. The Committee made recommendations for a multi-faceted educational design which affords all students opportunities for curriculum enrichment. The recommendations also included one gifted teacher for each building. The new program is titled S.A.G.E. S.A.G.E. teachers for the 2003-2004 school year are: Ms. Tira-Lynn Smid (Holdrum), Mrs. Maria Sommer (Roberge), and Mrs. Meryl Wolf (Woodside). This revised concept will be phased in over a two-year period and will not adversely affect students currently in the program. Newly identified students will be selected based on the rubric devised by professional staff.
The learning opportunities have been created not only for those students who exhibit outstanding abilities and are capable of high performance in creative/productive thinking, but also for the general school population. This idea is associated with the work of Joseph Renzulli, Sally M. Reis, and Howard Gardner. Renzulli and Reis formulated the school-wide enrichment model to promote development of creative productivity in all students. Gardner developed the theory of multiple intelligences to stress the extensive range of abilities intrinsic in all individuals and to tap the inherent potential of all children within the learning environment. These two ideas complement each other, since both are meant to encourage the development of gifted behaviors and creativity in young people. The newly designed, two-tiered S.A.G.E. Program in grades K-8 is a direct result of the committee’s efforts to design a Gifted Education Program that will enhance the quality of education for all students through a combination of strategies including, but not limited to, differentiation, enrichment, and acceleration. Enrichment suggestions, in accordance with the Core Content Standards, will be located in the content area in the curriculum guide.
In keeping with the above philosophy, in Tier I, all students will receive enrichment. The S.A.G.E. teacher will collaborate with classroom teachers through staff development and/or in-class assistance to provide instruction within the classroom setting. The gifted teachers will also serve as a resource to the classroom teacher.
Recognizing that exceptionally able learners require a unique atmosphere to develop their abilities to the fullest potential and to provide them with appropriate academic challenges throughout their educational experience, Tier II offers a separate program in grades K-8 for those who are identified. This would also serve to meet the requirements of the State of New Jersey by providing relevant experiences to nurture high ability students. Identified students in grades K-3 receive instruction within the classroom setting. Identified students in grades 4-8 receive instruction outside the classroom setting. The identification process is on-going and students will be assessed annually.
INTRODUCTION
The purpose of the K-3 S.A.G.E. program is to provide not only those identified students, but all children with differentiated educational experiences that will stimulate logical and critical thinking, creativity and imagination, abstract conceptualization, leadership, problem solving, and task commitment. All lessons attempt to enhance existing curriculum in each grade and provide another dimension to the child’s growth. The classroom atmosphere is designed to develop a positive level of self-esteem and self-worth, which will complement all aspects of classroom learning.
The K-3 program stresses the belief that all students benefit and learn from enrichment experiences. In addition, it assists the classroom teacher and the S.A.G.E. teacher in gaining insight into the unique strengths and talents of each student. While whole class enrichment emphasizes full class involvement, it also recognizes the importance of working with small, randomly selected groups depending on the particular activity of the day. This enables teachers to identify and provide for the needs of the exceptionally able student.
Grades: 4-5 (Tiers 1 and II)
In addition to the enrichment of all students in grades 4 and 5, the grade 4-5 S.A.G.E. program provides selected students with activities designed to foster the utilization of their capabilities beyond the regular classroom. These children are scheduled into a “pull-out” program. This program should reflect high caliber learning while it seeks to develop critical thinking and reasoning skills. The program should also nurture such intellectual pursuits as problem-solving, creative thinking, expanding interests, and affective education, all at levels meant to challenge their abilities.
Middle School:
Grades 6-8
Tier I: All students will have some type of enrichment in their core classes. The classroom teacher will collaborate with the S.A.G.E. teacher to provide in-class instruction on a regular basis. The enrichment program