GT/Enrichment

Cranbury School Gifted and Talented (GT) and Enrichment Programming

PHILOSOPHY

The Cranbury Township School district is dedicated to providing all students with learner centered education that “offers every student an opportunity to shine. We inspire each other to build lives of intellectual curiosity and purpose. While learning timeless skills, students develop character and confidence to lead by example in a diverse and changing world.” (Cranbury School Mission Statement). The Enrichment Education program at Cranbury School recognizes exceptionally able students, those who perform or show the potential to perform at high levels of ability. This program offers meaningful opportunities and curriculum modified by content, process, products, and learning environment, which enable these students to achieve in accordance with their capabilities.

To that end, we are committed to providing a flexible continuum of enrichment and acceleration opportunities designed to actively challenge and engage students within a supportive and nurturing environment.

DEFINITIONS OF GIFTED AND TALENTED

The National Association for Gifted Children (NAGC) defines giftedness in a Position Paper entitled A Definition of Giftedness that Guides Best Practices:

Students with gifts and talents perform - or have the capability to perform - at higher levels compared to others of the same age, experience, and environment in one or more domains. They require modification(s) to their educational experience(s) to learn and realize their potential. Student with gifts and talents:

Come from all racial, ethnic, and cultural populations, as well as all economic strata.

Require sufficient access to appropriate learning opportunities to realize their potential.

Can have learning and processing disorders that require specialized intervention and accommodation.

Need support and guidance to develop socially and emotionally as well as in their areas of talent.

Require varied services based on their changing needs.

The New Jersey Department of Education offers a similar definition to guide school districts in identifying and addressing the needs of gifted learners:

"Gifted and talented student" means a student who possesses or demonstrates a high level of ability in one or more content areas when compared to his chronological peers in the school district and who requires modifications of his educational program if he is to achieve in accordance with his capabilities. (N.J.A.C 18A:35-35)

GOALS OF GT/ENRICHMENT PROGRAMMING

The goal of all GT/Enrichment programming is to foster gifted behaviors, as defined by Joseph Renzullis’ Three-Ring Conception of Giftedness. Through a continuum of opportunities and services that provide students with appropriate challenges and supports, GT/Enrichment programming aims to bring together students’ abilities, creativity, and intrinsic motivation (task commitment) so they may achieve in accordance with their capabilities and potential.

MTSS FRAMEWORK FOR GT/ENRICHMENT

Multi-tiered System of Support (MTSS) Framework is in place to support the needs of all students at Cranbury School. In addition to a robust continuum of Schoolwide Enrichment opportunities for all students, GT/Enrichment Specialists work with classroom teachers and students to offer additional challenge and support to groups of students and individuals as appropriate to students' individual abilities, interests, and learning needs.

GT/ENRICHMENT PARENT PRESENTATION

The following presentation was shared with parents on October 7, 2025. Information related to identification of needs and a to-date list of Schoolwide Enrichment and Targeted Support opportunities are included in this presentation. Please note the list is not exhaustive as GT/Enrichment programming is designed to be responsive to students’ varied and changing needs.

GT/Enrichment Parent Presentation (October 7, 2025)

GT/ENRICHMENT SPECIALISTS

GT/Enrichment Programming is supported by educators trained in gifted education and differentiation strategies. Our GT/Enrichment Specialist teachers support students through consultation and collaboration with classroom teachers, as well as working directly with students. Parents are encouraged to reach out to our GT/Enrichment specialists with any questions or concerns they may have related to programming or their child’s needs.

Frequently Asked Questions about GT and Enrichment:

How are students’ needs identified?

Student needs are identified at least annually through multiple measures, including measures of ability and achievement, as well as teacher observations and rating scales. Students take the NWEA MAP assessment each spring, which provides a measure of achievement that goes beyond grade level standards in reading and math. We administer the CogAT (a Cognitive Abilities Test) in second grade and fifth grade. Identification of needs is ongoing and fluid, so ongoing classroom observations and assessments may also be used to determine needs.

How will I know if my child is receiving Tier 2 pull-out services?

It depends! Students work with GT/Enrichment teachers and enrichment materials during class time, and our goal is always to make this as flexible and seamless as possible. Sometimes, students will work in small groups either in or out of the regular classroom, and we do not always notify parents when this is happening. If your child is scheduled to regularly meet with one of our GT/Enrichment teachers, the teacher will reach out to you via email to you to let you know. In addition, you may discuss the nature of these groups and your child’s participation at conferences..

Starting in third grade, students are identified for participation in small group lessons to address cognitive and affective needs related to giftedness. In these cases, parents receive a formal identification letter.

How do I talk to my child about giftedness?

The term “gifted” itself can be a bit confusing, so this is an important question. Talking with students about the nature of giftedness is about increasing self-awareness and self-understanding, so students can develop a healthy self-concept and growth mindset. It’s not a single “big talk” but rather a continuous dialogue that focuses on who they are as a whole person, not just their test scores or abilities. Here are some tips to remember when talking with your child:

Focus on Effort & Learning	Emphasize that their abilities mean they have the potential to do complex or advanced work, but that effort, struggle, and persistence are still necessary for growth. Use the term "challenge" rather than "easy."
Normalize Asynchronous Development	Explain that giftedness often means different aspects of them develop at different rates. Their intellectual age may be much higher than their emotional or social age, which is normal. This can help them understand why they might feel different from their peers.
Giftedness is a Difference, Not Superiority	Frame giftedness as a difference in learning needs—like needing glasses or having an interest in a specific sport—not as being "better" than others. This helps prevent arrogance and promotes empathy.
Use Concrete Language	Use terms they understand. Instead of "gifted," you might say, "You learn things very quickly," "You notice small details others miss," or "You have very strong feelings about justice."

What is the difference between GT and Enrichment?

GT (Gifted and Talented) education is a comprehensive educational philosophy and set of services designed to meet unique learning needs of identified students. It may include aspects of both acceleration and enrichment, and it also addresses social-emotional needs related to giftedness.

Enrichment is a strategy often used either within or outside of GT education to enhance learning, often by increasing the depth, breadth, or variety of learning opportunities. Many students, including gifted, high-achieving, and even struggling students, may benefit from enrichment opportunities.

Math courses are leveled in middle school -- why not in different subjects?

Cranbury School offers middle school math pathways that provide for both one- and two- year course accelerations, allowing students to take high-school level Algebra and even Geometry while still at Cranbury School. High school math curricula is unique in its cumulative and hierarchical nature, and as such, leveling courses is necessary in order to provide this access. Unlike subjects like Social Studies or Language Arts, where you can study the Civil War without mastering Ancient Greek history, math concepts and content build upon one another from course to course. A rich and robust curriculum for students is possible in other courses without major changes in content.

How can my child get involved in Schoolwide Enrichment activities?

Schoolwide Enrichment is embedded into the school day through special area class, whole-class lessons with the GT/Enrichment Specialists, and Choice activities offered starting in fourth grade. Students may also get involved in extracurricular activities outside of the school day. Students learn about these opportunities in school, and families can watch the weekly Cranbury School Communicator for additional information about these opportunities.