How does the Naglieri screener work?

The Naglieri screener is comprised of three tests: Verbal Reasoning (in which students are asked to understand the relationships between pictures), Nonverbal Reasoning (in which students are asked to decipher the logic in patterns), and Quantitative Reasoning (in which students examine the relationships among numbers).  Students in K will take Verbal; students in 2nd will take Verbal and Nonverbal; Students in 4th will take Verbal, Nonverbal, and Quantitative.  The tests are given online and each takes approximately 30 minutes.  

How were the Naglieri test scores used to determine giftedness? 

As part of universal screening in grade K, 2 and 4, East Brunswick uses local norms to identify the top five percent of students in each grade and school who require gifted services through pull-out instruction. The need for gifted services is determined by each student’s standing relative to other students testing within their elementary school and grade level.  Local qualifying scores are available on each child's individual results letter.

This year, as part of gifted screening in grades 1 and 3, East Brunswick is using national norms to identify students who scored in the “very much above average” range who require gifted services through pull-out instruction. We used national norms for these grades because the small number of students precluded us from creating local norms. Students’ scores are determined based on a comparison of their performance with those of their peers across the country who have taken the same tests. All students in grades 1 and 3 whose parents requested testing were tested, as well as all students who were listed by a teacher on the Teacher Observation Inventory.

Beginning next year, all students in K, 2, and 4 will have the opportunity to retest.

Does the Naglieri Test account for students with limited English language proficiency? 

Yes.  The Naglieri General Ability Tests feature language-free animated test instructions and item content that has been carefully designed to be nearly culture-free; reducing the demand for academic knowledge and allowing students to solve problems regardless of the language they speak. 

Are the tests created in such a way that children from one demographic can outperform those from another?  

Research studies conducted on the Naglieri general Ability Tests revealed little to no differences in student scores across race, ethnicity, gender, and parental education level.  Students from different racial and ethnic backgrounds, both males and females, and students with different parental education levels, performed similarly to each other.

How many gifted kids are there across the country?

The U.S. Department of Education's Office of Civil Rights estimates that six percent of public school students are enrolled in gifted and talented programs.

I heard that teachers were given a survey about their students. What did it ask?

Every teacher of every subject, including electives and specials, is given a Teacher Observation Inventory (TOI) on which they can list as many students as they like that they think exhibits signs of giftedness.  In cases where a student was noted by at least one teacher, we looked again at his or her Naglieri or SAGES-3 scores.  This survey helps us better align teachers’ conceptions of giftedness with those of the NJ Association for Gifted Children.

My child has always had great grades and high test scores and is reading at advanced levels. Isn’t that gifted?

There’s a difference between knowledge of curricular content and giftedness. For a number of reasons, gifted children may not always receive the highest grades or traditional metrics of academic achievement. Gifted students, in the words of the National Association of Gifted Children, are those “who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.”

How does the SAGES-3 screener work?

The SAGES-3 test is divided into four sections: Nonverbal Reasoning, Verbal Reasoning, Language Arts/Social Studies, and Math/Science. These sections are scored and combined to determine three key scores: the Reasoning Ability Score, the Academic Ability Score, and the General Ability Score, all of which are adjusted based on the student’s age at the time of testing. Alongside the giftedness assessment, all teachers completed surveys to identify students demonstrating characteristics of giftedness. Results are expressed as a probability of giftedness ranging from “very unlikely” to “unlikely” to “possibly” to “likely” to “very likely” gifted. The score range for each is determined by the student’s age (in months) on the day of the test. Tier 2 students are those whose General Ability Giftedness score came out to be “likely;” Tier 3 are those who came out to be “very likely.”

My fifth-grade child was not eligible this year. Will there be another screening next year?

Yes. 

I’d like my child to enroll in Honors courses. Will FOCUS prepare them for Honors courses? Are students who receive gifted services automatically enrolled in Honors classes?

Participating in FOCUS has no bearing on future course enrollments. Most of our students are not eligible for gifted services, yet enroll in Honors and AP courses before they attend top universities.

Is FOCUS specific to any one subject?

FOCUS sessions are not subject-specific, nor are they a way for students to engage in above-grade-level math or language arts lessons. FOCUS sessions are meant to provoke divergent thinking, creativity, and problem-solving.

What are the different tiers?

To best meet the needs of all students, our gifted education program has a tiered approach. Tier 1 lessons are taught to all students by classroom teachers at different times during the year. These lessons emphasize divergent thinking and metacognition. Students identified as “likely gifted” receive Tier 2 services via lessons conducted by the gifted teacher in pull-out sessions once each week. Students identified as “very likely gifted” receive Tier 3 services; these students meet once a week with the Tier 2 students and during an additional period with other Tier 3 students.

Can students miss a FOCUS session if they want to stay in their regularly scheduled class?

No. If a student is eligible for gifted services, he or she must consistently attend the assigned period. Teachers will certainly be accommodating to students who participate, but students should also be aware that they are responsible for any missed work.

I’m concerned that this may be too much of a commitment. Can we opt out?

Yes. You may decide to withdraw your child from Tier 2 or 3 sessions at any time.

What are the benefits that this program will offer to my child?

The FOCUS program will challenge your child intellectually while providing time for them to work with peers who have similar abilities. The pull-out services create an opportunity for these students to do more challenging, deeper, independent work while personalizing their learning and providing support to further develop the gifts and talents that connect these unique students.

Any concerns regarding the district's Gifted and Talented Program should first be addressed with Daniel Moran, the Supervisor of Social Studies and Gifted Education, at dmoran@ebnet.org.  If the concern is not resolved, parents/guardians should contact Joyce Boley, Assistant Superintendent of Academics, at jboley@ebnet.org.  

After these avenues have been exhausted, students or parent/guardians who wish to file a written complaint with the Board of Education may send correspondence to Victor Valeski, Superintendent of Schools, at 760 Route 18, East Brunswick, NJ 08816 or via email to vpvaleski@ebnet.org

An individual who believes the district has not complied with the provisions of N.J.S.A. 18A:35-34 et seq. (Strengthening Gifted & Talented Act) may file a complaint with the Board of Education. The Board shall issue a decision, in writing, to affirm, reject, or modify the district’s action in the matter.  The individual may then file a petition of appeal of the Board’s written decision to the Commissioner of Education through the Office of Controversies and Disputes in accordance with N.J.S.A. 18A:6-9 and the procedures set forth in State Board of Education regulations.