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What does QUEST look like

in Grades 3-5?

In third, fourth, and fifth grades, universal screenings using multiple measurement tools are administered to all students in order to identify individuals that are eligible for our Tier 3 services. The identification process is designed to highlight student strengths in all areas that mark giftedness and talent including academic achievement, creativity, and task commitment. 

Our identification measures used are carefully chosen and weighted to be:

  • Equitable
  • Diverse
  • Comprehensive
  • Culturally, linguistically, and 2e sensitive

A closer look at the identification process

All data for identification of QUEST Tier 3 services is collected in the Spring for the following year. Parents of identified students will be notified at the end of September and services will begin in October. There will be additional testing windows in the Fall and Winter for new students to the district. Parents of new students will be notified if their child is found eligible as soon as all testing and processing is complete.

The following identification measures will be used to identify students eligible for Tier 3 services in the 2023-2024 school year:

Once the identification process is complete, parents of identified students will receive a letter informing them of their child's eligibility and will be asked to provide consent for services. Enrolled students will receive Tier 3 services for that school year. The identification process will occur annually. This means that your child is not guaranteed QUEST Tier 3 services every year.

QUEST Tier 3 Services Offered

Identified students will receive pull-out services once a week with the QUEST teacher. In these classes, students will be given the opportunity to pursue their strengths and passions with guidance and challenging learning opportunities given by the QUEST teacher. These students will also receive instructional adaptations in the regular classroom.

An "affiliate" group will be created that is comprised of students that were not found eligible for pull-out services, but are still "high-achievers" and will receive instructional adaptations in the regular classroom as well. These students will receive a once-monthly QUEST challenge with the QUEST teacher. Additionally, the QUEST teacher will work with classroom teachers to continuously assess these students' needs and provide them with resources and strategies to accelerate their learning.


Twice Exceptional (2e) Learners

The NAGC defines twice exceptional learners as students "who are both gifted and disabled. These students may also be referred to as having dual exceptionalities or as being gifted with learning disabilities (GT/LD). This also applies to students who are gifted with ADHD or gifted with autism." 

Princeton's identification process for QUEST students is all-inclusive and gives learners with IEPs and 504 Plans equal opportunity for services. Identification measures of potential 2e students will be closely reviewed to determine the best educational plan for meeting their gifted and talented needs. Because the circumstances surrounding 2e students often differ from students without learning disabilities, services will be determined on a case-by-case basis.

Program Exit Procedures

In some circumstances, students found eligible for QUEST services do not always prove to be the right fit for the program. Discontinuation of services may occur as a result of any of the following:

  • Failure or inability to meet regular classroom expectations
  • Failure or inability to meet QUEST program expectations
  • Reluctance to participate in QUEST program

Exit from the program can be initiated by classroom teacher, QUEST teacher, or parent. After an exit request is made, a review meeting will be held with appropriate stakeholders and one of the following decisions will be made:

  • The student will remain in the program
  • The student will take a leave of absence from the program
  • The student will leave the program for the remainder of the school year