Talented & Gifted

On January 13, 2020, the New Jersey legislature passed the Strengthening Gifted and Talented Education Act. This bill requires New Jersey public schools to identify gifted and talented students in grades K-12 and provide appropriate educational services. Gifted and talented students are defined in the legislation (N.J.S.18A:35-36) “as those who possess or demonstrate a high level of ability in one or more content areas when compared to their chronological peers in the school district and who require modifications of their educational program if they are to achieve in accordance with their capabilities.” 

The Monroe Township Public Schools’ TAG program is a standards-based curriculum centered on collaborative planning, student goals, and individualized learning plans. TAG services are designed to provide academic rigor that complements and extends learning beyond the traditional classroom experience.

Monroe Township Public Schools is committed to identifying gifted and talented students from all backgrounds, including economically disadvantaged students, English language learners, and students with disabilities. To ensure equitable access, students are identified for TAG services through multiple measures. This approach helps reduce bias and allows the district to recognize diverse forms of giftedness, including those among underrepresented populations.

The district complies with the Strengthening Gifted Education Act by offering Talented and Gifted (TAG) services in grades K-12. Eligibility for these services varies by grade level, and students must be re-identified each school year. The TAG program at Monroe Township Public Schools aims to provide a challenging curriculum that enhances student development.

Screening for elementary TAG students starts at the kindergarten level using multiple measures. TAG students are identified using assessments by FastBridge (aReading/aMath), running records by LinkIt!, kindergarten entrant assessment, and classroom screeners. LinkIt! running records is a data collection tool that evaluates students’ reading fluency and comprehension, providing insight into their current reading levels and progression over time. Classroom screeners are based on instructional observations performed by the teacher. 
Using a hybrid TAG model, all kindergarten students will participate in classroom lessons that introduce divergent thinking skills through the Primary Education Thinking Skills (PETS) curriculum. Students identified through multiple measures will also participate in additional pull-out lessons with a TAG teacher that extend and deepen these thinking skills. Throughout the school year, students demonstrating strengths in specific areas may also be invited to participate in individual pull-out learning experiences. Participation in one or more pull-out lessons does not automatically identify a student for TAG services in the following school year, as identification is determined through the district's multiple-measures process.

Students in first grade will continue to participate in the hybrid TAG model. All first-grade students will receive classroom instruction that introduces divergent thinking skills through the PETS curriculum. Students identified through multiple measures will participate in additional pull-out lessons with a TAG teacher designed to extend and deepen these concepts. Throughout the school year, students demonstrating strengths in specific areas may also be invited to participate in individual pull-out learning experiences. Participation in one or more pull-out lessons does not automatically identify a student for TAG services in the following school year. Students not initially identified as TAG entering first grade will continue to be screened throughout the year using multiple measures. These include FastBridge (aReading/aMath), Cognitive Abilities Test (CogAT), running records by LinkIt!, and classroom screeners. Students identified through the district's multiple-measures process will be eligible for second-grade TAG services.

Students identified as TAG entering second grade will take part in a TAG program that offers differentiated learning experiences beyond the typical classroom curriculum. The second-grade program is designed for students to meet with a TAG teacher two times per week for seventy-five minutes per session. Students will continue to engage with the PETS curriculum while also participating in phenomena-based learning experiences that integrate all core subject areas, encouraging students to apply critical and creative thinking to authentic, real-world investigations. In addition to providing a full-year TAG program, classroom teachers will be provided supplemental materials to support student learning. Students not initially identified for TAG in second grade will continue to be screened throughout the year using multiple measures. These include CogAt, Test of Mathematical Abilities for Gifted Students (TOMAGS), LinkIt! Form C assessments, CBM Reading, FastBridge (aReading/aMath), and classroom screeners. Second-grade students identified through these multiple measures will be eligible for third-grade TAG services.

Students identified as TAG entering third and fourth grade will be invited to participate in a TAG program that provides advanced instruction beyond the regular classroom experience. Students in grades three and four will meet with a TAG teacher two times per week for seventy-five minutes per session. Instruction is centered on the Future Problem Solving (FPS) Action-Based Problem Solver curriculum and phenomena-based learning experiences that integrate multiple content areas while fostering critical thinking, collaboration, creativity, and real-world problem solving. Students who have not been identified as TAG will continue to be screened throughout the school year.

Multiple measures for third and fourth-grade students will include CogAt, TOMAGS, LinkIt Form C assessments, running records, CBM Reading, FastBridge (aReading), IXL, and classroom screeners. Students identified by these screeners will be placed into TAG groups.

It’s important to remember that students must be re-identified each school year for TAG services. Identification in one school year does not guarantee eligibility for TAG services in the following year. Similarly, participation in classroom enrichment or individual pull-out learning experiences does not, by itself, qualify a student for future TAG services. Notifications will occur throughout the school year when students become eligible. The district encourages ongoing communication and collaboration with families to support each student’s gifted education experience.

For additional information on day-to-day TAG instruction, please contact your student's TAG teacher.

• Ms. Ariel Lopez at alopez@monroetwp.k12.nj.us (Holly Glen Elementary)
• Ms. Cheryl Batchelor at cbatchelor@monroetwp.k12.nj.us (Oak Knoll Elementary)
• Ms. Michelle Haley at mhaley@monroetwp.k12.nj.us (Radix Elementary)
• Ms. Christine Foley at cfoley@monroetwp.k12.nj.us (Whitehall Elementary)

For additional information about the TAG program at the elementary school level, please contact Mr. Richard Baker at rbaker@monroetwp.k12.nj.us
 

At the middle school level, the TAG program transitions students from a removal-from-classroom model to an immersive learning experience. Students are screened for TAG services using multiple measures, including local assessments, aptitude assessments, and classroom-based screeners. 

Williamstown Middle School offers TAG courses during the advisory period for fifth, sixth, and seventh graders. The TAG advisory class develops critical and creative thinking through the Future Problem Solving (FPS) framework. Students spend one semester preparing for and participating in the FPS competition, one marking period engaging in hands-on STEAM challenges, and one marking period applying their learning through collaborative, performance-based skits.

Seventh and eighth-grade advanced offerings include English language arts and math, with the addition of social studies and world language in eighth grade. Designed to promote ownership of learning, these courses challenge students through rigorous content, enriched materials, and opportunities for critical thinking and problem solving. Students receive support through structured guidance, collaborative projects, and independent exploration of advanced topics, fostering a sense of accountability for their learning. These courses are designed to develop the academic skills, independence, and confidence necessary for students to successfully transition into high school-level honors and Advanced Placement (AP) coursework.

The middle school uses multiple measures to identify TAG students. Screeners include the New Jersey Student Learning Assessment (NJSLA), LinkIt! assessments, IXL diagnostic assessments, CogAT, SAGES, and classroom screeners. LinkIt! assessments evaluate student mastery of learning standards, while classroom screeners rely on instructional observations from content-area teachers. Report card grades are not used in the screening process. The data collected from these measures generate identification points, which help determine eligibility for TAG services.

It’s important to remember that students must be re-identified each school year for TAG services. Identification in one school year does not guarantee eligibility for TAG services in the following year. Notifications will occur throughout the school year when students become eligible. The district encourages ongoing communication and collaboration with families to support each student’s gifted education experience.

For additional information on day-to-day TAG instruction, please contact your student's TAG teacher. 

For additional information about the TAG program at the middle school level, please contact Mr. Richard Baker at rbaker@monroetwp.k12.nj.us
 

Williamstown High School has a comprehensive honors and Advanced Placement (AP) program for gifted learners across various content areas. 

As incoming ninth graders, students are eligible to take honors-level courses based on course prerequisites and multiple measures. Students may continue along the honors track throughout high school by meeting the prerequisites for specific courses. Please refer to the Williamstown High School Program of Studies.

In addition to honors-level courses, Williamstown High School has a wide-ranging set of Advanced Placement (AP) courses available starting in tenth grade to eligible students. AP courses allow students to complete college-level work while still attending high school. Students may earn college credit by successfully completing the AP exam administered by the College Board. Students who earn AP credits from multiple courses can accelerate their college graduation. 

Below are AP classes offered at Williamstown High School:

• AP 3D Art and Design
• AP Art History
• AP Biology/Lab
• AP Calculus AB
• AP Calculus BC
• AP Chemistry
• AP Computer Science
• AP Computer Science Principles
• AP English Language and Composition
• AP English Literature and Composition
• AP Environmental Science
• AP French
• AP German
• AP Human Geography
• AP Modern World History
• AP Music Theory and Composition
• AP Photography
• AP Physics I
• AP Physics “C”/Lab
• AP Pre-Calculus
• AP Psychology
• *AP Seminar & Research (AP Capstone Program)*
• AP Spanish
• AP Statistics
• AP Studio Art III & IV
• AP US Government and Politics
• AP US History 

Williamstown High School’s AP Capstone Program is a standout offering designed to help students develop critical thinking, research, and communication skills. Gifted students are especially encouraged to enroll in AP Seminar and AP Research, two unique courses that empower students to investigate real-world topics aligned to personal interests. Completion of both courses, along with four additional AP exams, can earn students the prestigious AP Capstone Diploma, a distinction recognized by colleges and universities nationwide. 

Williamstown High School also offers college-level coursework through our dual credit program, High School Plus, in partnership with Camden County College and Stockton University. These courses, typically honors or AP-level, have been certified to meet the requirements of equivalent college courses. Students who earn a grade of 85 or higher will receive a college transcript from the sponsoring institution, allowing them to earn college credit while still in high school.

For a complete list of approved dual credit offerings, please refer to the Williamstown High School Program of Studies.

In addition to rigorous academic courses, students have the opportunity to explore specialized interests through our academy track programs, which include Allied Health, Business and Finance, Science, Engineering Science, Law and Justice, Teacher Education, Visual and Performing Arts, and Air Force JROTC. 

Students must meet course prerequisites each school year to remain eligible for honors and AP classes. Placement in an honors or AP class for one year does not guarantee placement the following year. Course eligibility is re-evaluated annually based on prerequisites. The district encourages students and families to review course requirements in the Program of Studies and to maintain regular communication with school counselors when planning their academic pathways.

For additional information on prerequisites, academy tracks, AP Courses, and dual credit opportunities, please contact the Williamstown High School Counseling Department.

For additional information about the TAG program at the high school level, please contact Mr. Richard Baker at rbaker@monroetwp.k12.nj.us
 

Appealing Placement:

To appeal a student's placement, parents or guardians should contact the appropriate point of contact by sending a formal email inquiry. To initiate an appeal, follow the established chain of command. 

Elementary Schools: 

• Gifted and Talented Teacher
• Supervisor of MTPS Talented and Gifted Services
• Building Principal
• Assistant Superintendent
• Superintendent

Middle & High Schools:

• School Counselor
• Building Assistant Principal
• Supervisor of MTPS Talented and Gifted Services
• Building Principal
• Assistant Superintendent
• Superintendent

The appeal process will continue to rely on data, and additional measures may be used to determine if placement is appropriate.

Complaint Process:

The following procedure must be followed to file a complaint regarding Monroe Township Public Schools’ compliance with the Strengthening Gifted Act. Please note that this process addresses alleged procedural non-compliance only and is not intended for appeals regarding individual student placement.

Eligibility to File:

• The alleged violation must have occurred within one year of the filing date.

Required Complaint Contents: 

• The complaint must be submitted in writing and include:
• The name, address, and contact information of the complainant; A clear statement that the district is not in compliance with the provisions of the Act;
• Specific facts supporting the allegation of non-compliance.

Steps for Filing a Complaint:

1. TAG Teacher (Elementary) or School Counselor (Middle & High School)
   • Begin by contacting your child’s TAG teacher or school counselor. This is your first point of contact to clarify policies, procedures, or concerns related to the TAG program.
2. Supervisor of MTPS Talented and Gifted Services
   • If concerns remain after speaking with the teacher or counselor, a written complaint may be submitted to the Supervisor of Talented and Gifted Services. The written complaint must follow the guidelines outlined above.
   • The Supervisor will review the complaint and respond with a written decision.
3. Assistant Superintendent
   • If the complainant is dissatisfied with the Supervisor’s response, a written complaint may be submitted to the Assistant Superintendent. The written complaint must follow the guidelines outlined above.
   • The Assistant Superintendent will review the complaint and respond with a written decision.
4. Superintendent
   • If the complainant is dissatisfied with the Assistant Superintendent’s response, a written complaint may be submitted to the Superintendent. The written complaint must follow the guidelines outlined above.
   • The Superintendent will review the complaint and respond with a written decision.
5. Board of Education
   • If the complainant is dissatisfied with the Assistant Superintendent’s response, they may submit a written appeal to the Monroe Township Board of Education.
   • The Board will review the matter and issue a decision affirming, rejecting, or modifying the district’s actions.
6. Executive County Superintendent
   • Should the concern persist after the Board’s decision, the complainant may appeal to the Executive County Superintendent.
   • The County Superintendent must complete an investigation and render a decision within 60 calendar days.
7. Commissioner of Education
   • If the matter remains unresolved, a final appeal may be submitted to the New Jersey Commissioner of Education through the Office of Controversies and Disputes, in accordance with N.J.S.A. 18A:6-9 and the State Board of Education regulations.

For more information on the Monroe Township Public Schools’ regulations and complaint process, please access the Official Regulation.