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    Welcome to Mrs. Mazurek's Webpage!

    Talented & Gifted/

    Enrichment Instructor


    Phone: (201)768-6363 EXT. 60239



    Norwood Public School

    Talented and Gifted (TAG) Program


    Program Goals:

    • Encourage and challenge identified gifted students in their areas of specific abilities and interests by providing them with opportunities for in-depth learning in their area(s) of talent and interest.
    • Develop the thinking dispositions and affective skills necessary for students to become lifelong, independent learners.  These include curiosity, risk taking, and motivation.
    • Develop the academic potential of identified gifted learners.
    • Encourage opportunities for interaction with academic peers to develop self-awareness and self-efficacy.
    • Development of social and leadership skills, fostering a sense of societal responsibility.
    • Encourage creative productivity through the development of higher order thinking skills such as problem solving, decision-making and critical thinking skills.
    • Foster ongoing professional development to support classroom differentiation of content, process, and product.



    The district employs the New Jersey State Board of Education definition of giftedness as defined in N.J.A.C. 6A:8 as:

    Those exceptionally able students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.



    The Norwood Public School Talented and Gifted Program has been developed with thoughtful alignment to the New Jersey Learning Standards for the Gifted and Talented and the National Association for Gifted Children’s Pre-K-Grade 12 Gifted Programming Standards.


    Program Description:

    Our TAG program is designed around the belief that talents emerge when students are given opportunities to develop and display abilities in their area of talent and interest.  It is our belief that all students benefit from valuable enrichment experiences and should be given opportunities for exposure to a wide variety of such experiences. The TAG program provides these experiences through small group pull-out enrichment sessions that include curriculum extensions, special presentations, interest-based projects, outreach convocations, and competitions. In-class enrichment opportunities are provided when appropriate.  An ongoing identification procedure has been established to identify students who demonstrate exceptional general or specific abilities, in one or more content areas, beyond those of their chronological peers. Students who demonstrate advanced abilities will have opportunities to participate in specialized programming to further develop these abilities.  Identified students will be considered for curriculum modifications, advanced out of class instruction, and facilitation of independent projects as deemed appropriate through collaboration of the gifted and talented teacher with general education teacher(s).  Curriculum modifications may take the form of compacting, acceleration, or curricular enhancement as required for maximum academic growth.


    Identification Procedures:

    CogAT (Cognitive Abilities Test):  Tests Verbal, Quantitative and Nonverbal Reasoning.
    Composite VQN Score of 128 or higher.

    Scales for Rating the Behavioral Characteristics of Superior Students (Renzulli Scales):
    Categories for Consideration- Learning Characteristics, Creativity, Motivation, Leadership, Planning, Total Score.
    We look for a score of 85% or higher in each category.

    Screening Assessment for Gifted Elementary and Middle School Students (SAGES) : Screening device used to identify students ages 5-14 who are gifted in the academic areas of math/science; language arts/social studies; and reasoning.
    We look for 91% or higher for each subtest.

    Teacher Recommendations: Teachers recommend students who routinely display extraordinary performance in the areas of leadership, motivation, work ethic, natural curiosity, academic aptitude, productive thinking, reasoning, and creativity. These students produce work that exceeds grade level expectations and serves as a model for others in the general education setting.

    Parent Nominations: Parent nominations in writing will be accepted at any time. However, students will engage in the screening process during the spring of the school year for which the parent nomination letter was received. At least one teacher recommendation must accompany the parent nomination letter in order for the student to be considered for further screening.

    PARCC: Scores for ELA and Math are considered when the eligibility criteria is deemed inconclusive (grades 3-5).

    Primary Education Thinking Skills (P.E.T.S.): Teacher observations and activity assessments are considered as part of the overall screening process (Grade 2 only).

    Outside Testing:  As per the Northern Valley Identification Process, outside testing is not considered for screening purposes. However, a copy of any test scores from outside sources will be added to the student’s Identification Profile portfolio.



    Parents or students may appeal the selection committee’s decision. Written notification must be submitted to the TAG teacher stating the request for appeal.  A meeting will be scheduled with the parent, the TAG teacher, and the curriculum supervisor to discuss the appeal. Final decisions on all appeals will be made by the Chief School Administrator.


    Exit Procedures:  

    Students are re-evaluated in the spring of fifth grade for continued participation in the differentiated services provided by  the gifted and talented program. However, recommendations for exit from the program may be initiated at any time by the classroom teacher, the gifted and talented teacher, the child study team, the parent, or the student.  All concerns must be directed to the TAG teacher who will conduct a meeting to discuss the issues with those individuals involved in the concern. A plan will be developed to support the student’s continued participation in the program and a follow-up meeting will be scheduled.  A second meeting will be held to evaluate the student’s progress and determine if continued participation or withdrawl from the program is most appropriate for the student.