Scholars Program

All students who are not previously identified shall be eligible for referral for the program each year. Referrals may be submitted by students themselves, teachers, parents, or any person familiar with a student's abilities, potential, performance, and/or past records. Referrals shall be based on evidence of high-level reasoning ability and/or the development of unique products that demonstrate unusual academic ability.

The screening stage identifies a pool of students approximately twice the size of the final program cohort. It relies on existing data for students at target grade levels.

• Grades 4 and above: NJSLA test results serve as the primary screening measure for academic achievement. All students scoring Level 5 – Exceeded Expectations in Math and/or ELA will be included in the pool. Adjustments to ELA scores may be made to balance pool sizes between subject areas.
• Grades 1–3: In the absence of standardized test scores, referrals are based on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Phonics Inventory results at the end of the second marking period.
• Multilingual Learners: ACCESS testing results are used as a screening measure.

This stage of the process requires the use of more off-level assessments to discern who the top students are in each domain. The Cognitive Abilities Test is used at all grade levels to find the most promising students in three domains: verbal, mathematical, and nonverbal. In addition to the COGAT, it is important to obtain teacher input on these learners in their area of strength, with appropriate indicators for aptitude in these areas.

Students in the Paterson Public Schools will be assessed for the Scholars program after the second marking period of each school year, using multiple measures that may include:

• Cognitive Abilities Test
• NJSLA scores
• ACCESS scores
• Link It
• Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Phonics Inventory
• Teacher Assessment
• Grade Point Average
• Attendance/Lates

If a parent/guardian of a student would like to appeal against the decision of the selection committee, they may appeal one time only for students. Parents/guardians are to follow this process:

• Parents/Guardians will contact their child's school counselor in writing and request an appeal. The written notification requesting this appeal must be submitted within seven days.
• The School Counselor will contact the principal notifying him/her of the parents’ wish for an appeal.
• The principal must then respond within another seven days informing the parent/guardian of the next step in the process.
• Matrix scores for the appealed student will be reviewed.
• The principal will contact the parents to discuss questions or concerns regarding the original decision.

Advanced abilities can emerge early in a child's educational experience. In Grades K–2, students who learn and comprehend at a faster pace or at a greater level of complexity than their age peers may demonstrate characteristics of advanced learners. These students may acquire skills earlier, make connections more readily, and progress through content at an accelerated rate.

During these early grades, identification is based primarily on teacher observation, classroom performance, and professional judgment, rather than reliance on standardized or norm-referenced scores. Teachers are encouraged to provide intentional enrichment and differentiated learning opportunities for students whose advanced abilities and potential warrant additional challenge and support.

Early access to differentiated instruction and enrichment provides opportunities for students to develop their strengths over time. Participation in early enrichment does not automatically result in placement in the District's Scholars Program upon entry into Grade 3.

Beginning in Grade 3, students participating in the District's Scholars Program are grouped in classrooms with other high-achieving students and provided with a deliberately adapted and enhanced grade-level curriculum designed to address their advanced learning needs.

Instruction, learning experiences, and assessments are differentiated to provide appropriate levels of acceleration, complexity, depth, challenge, creativity, and abstraction. Students are provided with opportunities to extend their learning beyond standard grade-level expectations while developing critical thinking, problem-solving, creativity, independence, and leadership skills.

In Grades 4–8, students are grouped in classrooms with other high-achieving students and engage in an accelerated curriculum across core subject areas. Differentiated instruction provides opportunities for enrichment, deeper learning, increased complexity, and academic challenge through specialized lessons, activities, interdisciplinary learning, and problem-based learning experiences.

In Mathematics, Grades 6–8, courses are designed to meet the needs of students who demonstrate exceptional mathematical aptitude and readiness for advanced concepts. All students will complete Algebra I in Grade 8, while students demonstrating advanced readiness may complete Algebra I in Grade 7 and progress to Geometry in Grade 8. This accelerated pathway allows students to advance their mathematical learning while maintaining appropriate levels of rigor and challenge.

In Grades 9–12, students have access to multiple pathways for advanced learning, including Accelerated Cohort, Honors, Advanced Placement (AP), and International Baccalaureate (IB) courses. These courses emphasize rigorous, inquiry-based instruction and provide students with opportunities to engage in increasingly complex academic work.

Students are also encouraged to participate in Dual Enrollment opportunities offered in partnership with colleges and universities. Dual Enrollment provides qualified high school students with the opportunity to complete college-level coursework and earn college credits while enrolled in high school. Additional opportunities include Early College and other accelerated or specialized academic programs designed to meet individual educational needs.

Paterson Public Schools employs a range of specialized learning experiences and supports to provide advanced learners with opportunities to develop academically, socially, and personally. Depending on grade level and program, these opportunities may include:

Grades 3–8

• High-ability instructional grouping in mathematics, English language arts, science, and social studies
• Interdisciplinary and cross-disciplinary learning organized around key concepts, themes, and real-world issues
• Accelerated or specialized academic programs and independent study based on individual educational needs
• Development of leadership skills, critical thinking, and productive habits of mind
• Participation in academic competitions and enrichment opportunities
• Counseling services that support psychosocial development, academic planning, and career exploration
• Clubs and enrichment activities offered during and beyond the school day to develop students' interests, talents, and areas of aptitude
• Service-learning experiences that intentionally connect academic learning with meaningful community service

Grades 9–12

• Accelerated Cohort Courses, Grades 9–10
• Honors Courses, Grades 9–12
• Advanced Placement Courses, Grades 9–12
• International Baccalaureate Courses, Grades 11–12
• Dual Enrollment courses offered in partnership with colleges and universities
• Early College opportunities, Grades 11–12
• STEPS (Students Taking an Early Pathway to Success), Grade 12
• Accelerated or specialized academic programs and independent study based on individual educational needs
• Development of leadership skills, critical thinking, and productive habits of mind
• Academic, athletic, and performing arts competitions and performance opportunities
• Community-based learning, mentorships, internships, and other authentic learning experiences
• Counseling services supporting psychosocial development, academic planning, college and career readiness, and career development
• Clubs and enrichment opportunities that allow students to explore interests, develop talents, and maximize their unique abilities
• Service-learning and Creativity, Activity, Service (CAS) experiences that connect learning with meaningful community engagement

Paterson Public Schools recognizes that students with advanced learning needs require intentional opportunities for appropriate challenge, depth, and acceleration. Consistent with N.J.A.C. 6A:8-3.1, district curriculum and instruction are designed to enable all students to demonstrate the knowledge and skills specified by the New Jersey Student Learning Standards (NJSLS), while providing appropriate instructional adaptations for students with disabilities, multilingual/English learners, students enrolled in alternative education programs, and students with advanced learning needs.

Through a continuum of differentiated, accelerated, and specialized learning opportunities, Paterson Public Schools seeks to ensure that students with advanced academic potential have equitable access to rigorous learning experiences and meaningful pathways for continued academic growth.