Kiel Area School District Services for Gifted and Talented Students

Gifted and Talented Program Plan School District of Lodi

Table of Contents

Acknowledgement: Gifted and Talented Advisory Committee 1

Philosophy: The District Mission and Vision of Gifted and Talented 3

Definition of Giftedness 4 Gifted and Talented Student Identification Process: 5 Identification Criteria Student Monitoring

Gifted and Talented Services & Programming: 9 Wisconsin Program Model School District of Your School Continuum of Services Differentiation Strategies Differentiated Educational Plan (DEP)

Accountability & Monitoring 12

Glossary: What’s in a Word? 15

References & Bibliography 18 Appendices: Appendix A: Nomination/Alert Form 22 Appendix B: Gifted and Talented Profile 23

Appendix C: Differentiated Educational Plan (DEP) 25 Addendums: Addendum 1: Wisconsin Standard (T) 27

1 Gifted and Talented Advisory Committee

The School District of Lodi thanks the members of the Gifted and Talented Advisory committee who were instrumental in the creation of this plan:

Tiffany Loken Gifted & Talented Coordinator/Director of Instruction Linda Sanders School Guidance Counselor LeAnn Haroldson Midddle School Math Teacher Peggy Schaub Library Media Specialist Sandi Murray Primary School Teacher Barb Weber Primary School Teacher Sandy Osterman Art Teacher Chandra Anderson Physical Education Teacher

2 Mission & Vision Statement

The mission of the School District of Lodi, a strong partnership of families, community and educators, is to inspire students to become lifelong learners who seek new understanding and skill to assume the role of responsible and contributing members of society by creating a world- class, innovative learning environment that stimulates academic and personal excellence.

It is the School District of Lodi’s vision for gifted and talented programming to provide for the educational needs of all students in academic, social, emotional, artistic and leadership development through differentiated classroom instruction as well as supplemental opportunities outside of the classroom.

Philosophy: Gifted children have unique needs in varying areas including academic, social and emotional needs. If these needs are not met, there is a loss to the individual, to the school, and to society.

Research Basis: The School District of Lodi’s plan for services for gifted and talented students is based primarily on these documents: Wisconsin Standard (T) legislation (Addendum 1), The National Association for Gifted Children (NAGC) Pre-K – Grade 12 Gifted Program Standards (2000) (Addendum 2), and the Gifted and Talented Resource Guide for Educators, Coordinators, and Administrators in Wisconsin Public Schools (2005) (Addendum 3).

3 Definitions of Gifted and Talented Students

Definition: From Wisconsin School Law, Chapter 118.35 - “Gifted and talented pupils” means pupils enrolled in public schools who give evidence of high performance capability in intellectual, creative, artistic, leadership or specific academic areas…”

Giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. (The Columbus Group, 1991)

Sternberg’s five “necessary and sufficient conditions that gifted persons have in common”: 1. Excellence. A gifted person must be extremely good at something. 2. Rarity. He or she must possess a high level of an attribute that is uncommon relative to peers. 3. Productivity. The superior trait must (potentially) lead to productivity, 4. Demonstrability. The trait also must be demonstrable through one or more valid tests. 5. Value. The superior performance must be in an area that is valued by society. (Davis and Rimm, 1998, p. 23)

Joseph Renzulli’s Three-Ring Model “Gifted behavior. . . reflects an interaction among three basic clusters of human traits - these clusters being above average (but not necessarily high) general and/or specific ability, high levels of task commitment (motivation), and high levels of creativity. Gifted and talented children are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance.” (quoted in Davis and Rimm, 1998, p. 19)

4 Gifted and Talented Identification Procedure

The School District of Lodi adheres to the Wisconsin Standard (T) requirement stating gifted and talented students shall be identified as required in s. 119.35(1), Stats. This identification shall include multiple criteria that are appropriate for the category of gifted including intelligence, achievement, leadership, creativity, product evaluations, and nominations. A pupil may be identified as gifted or talented in one or more of the categories under s.118.35(1), Stats

The School District of Lodi has developed a Nomination/Alert Form (Appendix A) for assisting with this process. If the student is placed on alert, the GTRC will begin completing a GT Profile Form (Appendix B) to further determine if the student has met the identification criteria as outlined in this plan.

Nominating—All Students  If someone wants to nominate a student, give him or her a Nomination/Alert Form.  Teachers/parents should return the completed form to the GT Building Level Coordinator  GT Building Level Coordinator team enters nomination information into Infinite Campus.

K – 2  Do an initial screening using running records level, Informal Reading Inventory (IRI), IQ, and/or WIAT-II assessments. If a K – 2 student scores two or more grade levels above, he or she will be placed on Alert.  Add the student’s name to the GT Identification Process Checklist.  A copy of the Nomination/Alert Form is then sent to the GT Building Level Coordinator.

3+  Do an initial screening using results from the most recent standardized test, WKCE, SRI, Reading Verification, WIAT-II, IQ scores for the student. If the child has qualifying scores, begin the GT Profile on the student.  Add the student’s name to the GT Identification Process Checklist.

5  Give the teacher a GES-2 to complete. Inform him or her that it is important to fill out the student’s date of birth and the date that the evaluation was done. If necessary, another teacher (art, music) may rate the student in applicable areas.  Send a GES-2 form or interest survey to the parent along with the letter of explanation.  Both GES-2 forms should be returned to the GT Building Level Coordinator.  Once the SRT has the Nomination/Alert Form, GT Profile, and the GES-2 forms, schedule an appointment with the GT Building Level Coordinator to determine services.  Continue to complete the GT Identification Process Checklist..  The GT Advisory team adds the level to Infinite Campus.

Identification  Once a student has been identified, share identification criteria sheet with the teacher and discuss possible strategies.  Send a letter home to the parents.  A copy of the parent letter is placed in the student’s cumulative file.

6 Gifted and Talented Identification Procedure

Transitions—School to School  If a student moves from one school in the district to another school in the district, the classroom teacher sends his or her file on the student to the new school. The GT Building Level Coordinator at the new school makes contact with the new teacher.

Transitions—Elementary to Middle  For a student moving on to middle school, the GT Building Level Coordinator sends his or her file on the student and the GT Monitoring Form for Individual Students to the GT Building Coordinator at the middle school.  Informal testing materials do not need to be included.

Transitions—Middle to High  For a student moving on to high school, the Guidance Counselor sends his or her file on the student and the GT Monitoring Form for Individual Students to the GT Building Level Coordinator at the high school.  Informal testing materials do not need to be included. th  The School Counselor may meet with all identified gifted 9 graders to give them their GT Monitoring Form for Individual Students.

7 K-12 Identification Criteria

Identification Criteria

A student must meet the identification criteria in at least two different categories.

th  WKCE Score at or above the 95 percentile (or above)

 WIAT-II (Wexler Individual Achievement Test) score of 125 to 134 (or above)

 SRI Score in the above grade level range

 Local Assessment scores in the above grade level range (Fountas & Pinnell Reading Assessment/DIBELS/Gordon Test (Music)/Other Local Assessment Tools)

 Full scale IQ score of 130 – 139 (general intellectual) or above

 Standard score between 13 and 20 on the GES-2*, Teacher Rating Scale

 Student work samples/portfolio/evidence  Visual arts portfolio  Leadership portfolio

*GES-2, Gifted Evaluation Scale, Second Edition

8 Gifted and Talented Services & Programming

Program/Services Model: The School District of Lodi uses Wisconsin’s Comprehensive Integrated Gifted Programming Model. (See Addendum 3, page 27 & 28.) The pyramid represents all levels of identified gifted students. The base of the pyramid represents the 60% of identified students whose needs can be met in the regular classroom with regular classroom differentiation such as curriculum compacting and tiered assignments.

The next section of the pyramid represents about 35% of students identified as gifted who need more than good classroom differentiation. These students may need small group enrichment, co-curricular activities, online classes, or advanced classes such as Honors or Advanced Placement (AP) classes.

The top of the pyramid represents about 5% of students identified as gifted who need very specialized services such as subject or grade acceleration, mentorships, or independent study. A Differentiated Educational Plan (DEP) may be written for these students. (See Appendix C.)

Differentiated Educational Plan (DEP)  Any student being considered for a DEP should have been identified as GT or the process should be started.  A student needing a DEP may be Level I or Level II.  After a meeting with the parent, teacher, GT Building Level Coordinator, and other school personnel as defined previously, the GT Building Level Coordinator will draft the DEP.  Once the DEP has been approved, it is sent to the building secretary to enter into Infinite Campus and then sent to parents for signatures.  Once the parents have signed the DEP, the building secretary sends it to the GT Building Level Coordinator to obtain the teacher’s, principal’s and/or counselor’s signatures.  When the secretary receives the DEP with all signatures, copies are made. The secretary sends a copy of the signed DEP to the parents. The GT Building Level Coordinator is sent a copy for his or her records and a copy to be placed in the student’s cumulative file. The original is kept on file in the School Counseling office.

9 GIFTED AND TALENTED CONTINUUM OF SERVICES

Classroom Differentiation

(Curriculum Compacting, Tiered Assignments, Flexible Skills Grouping . . .) Small Group Enrichment Primary & Elementary Middle School High School Limited term pull out Literature Clubs Newspaper Reader’s Theater Battle of the Books Math Groups Drama Units Math 24 Literature Clubs Math Team Math 24 Yahara Writing Contest Yahara Writing Contest August Derleth August Derleth After School Clubs

Advanced Courses Primary & Elementary Middle School High School WCATY classes Advanced Mathematics Accelerated math Advanced and AP classes Courses Creative writing class Project Based Learning Course Distance Learning

Midwest Academic Talent Search (MATS) Acceleration Primary & Elementary Middle School High School Subject Acceleration Subject Acceleration Early Admission Grade Acceleration Grade Acceleration Youth Options

Extended Learning Opportunities Primary &Elementary Middle School High School Elementary Math Bowl MS Math Bowl Honors Band Science Fair Spelling Bee Forensics Geography Bee Geography Bee Show Choir Spelling Bee Jazz Ensemble After School Clubs

10 Services to Teachers Professional Development (Building, District), Gifted and Talented Conference, Training/Coaching in Differentiation Services to Parents Parent Advisory Team, Gifted and Talented Conference, Special Topic Speakers

Refer to the Glossary for further description of these services.

11 Monitoring and Accountability

Monitoring  The principal and school counselor should receive a copy of the GT School Roster of all identified students at the beginning of each year. Update as needed.  Also at the beginning of the year, the GT Building Level Coordinator shares a GT Teacher Roster with each teacher who has one or more GT children in his or her class.  The GT Building Level Coordinator meets with the teacher twice a year to complete the GT Monitoring Form for Individual Students.  The GT Building Level Coordinator meets yearly with students in grades 7 and 8 to complete the GT Monitoring Form for Individual Students.

Accountability  At the end of each year, the GT Building Coordinator tallies services from the GT Monitoring Form for Individual Students onto the School Summary of Services Form and sends a copy to the Director of Instruction.

Program Alignment to the National Association of Gifted Children (NAGC) Standards

The School District of Lodi will adhere to the NAGC standards in implementing the Gifted and Talented program plan:

NAGC Standard 1: Curriculum and Instruction Gifted education services must include curricular and instructional opportunities directed to the unique needs of the gifted child.

As outlined in this plan, the School District of Lodi will offer high quality, challenging learning opportunities for gifted students through differentiation techniques and programming described.

NAGC Standard 2: Program Administration and Management Appropriate gifted programming must include the establishment of a systematic means of developing, implementing, and managing services.

12 The district appointed Gifted and Talented Coordinator (Director of Insruction) will administer the School District of Lodi’s services for gifted students on the district level. In addition, Guidance Counselor, Principal and Gifted and Talented Coordinator will be responsible for implementing the program at the building level.

NAGC Standard 3: Program Design The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical, and empirical support.

The School District of Lodi will use the Wisconsin’s Comprehensive Integrated Gifted Programming Model (Addendum 3, page 27). Specific services are included in the Gifted and Talented Program Continuum Services.

NAGC Standard 4: Program Evaluation Program evaluation is the systematic study of the value and impact of services provided.

Services for each student identified will be monitored by the use of the GT Monitoring Form for Individual Students.

The School District of Lodi’s GT Advisory Committee made up of parents, building principal, director of curriculum and instruction, teachers, school counselor, and gifted and talented coordinator. The committee will meet quarterly to monitor services and recommend changes and additions

This advisory committee will use the NAGC standards as a program evaluation tool on a periodic basis.

NAGC Standard 5: Socio-Emotional Guidance and Counseling Gifted education programming must establish a plan to recognize and nurture the unique socio-emotional development of gifted learners.

The district gifted and talented coordinator will work with principals, school counselors, and classroom teachers to assist gifted and talented students with services to meet their unique socio-emotional needs.

13 NAGC Standard 6: Professional Development Gifted learners are entitled to be served by professionals who have specialized preparation in gifted education, expertise in appropriate differentiated content and instructional methods, involvement in ongoing professional development, and who possess exemplary personal and professional traits.

The Director of Instruction, in collaboration with the building principals, will be responsible for coordinating professional learning opportunities to ensure that all staff understand the unique academic needs of gifted students and that all teachers have the tools necessary to meet these needs. Classroom teachers will use differentiation and other strategies to meet the needs of all students.

NAGC Standard 7: Student Identification Gifted learners must be assessed to determine appropriate educational services.

The School District of Lodi’s gifted and talented coordinator, school psychologist, and guidance counselor will meet to determine appropriate testing necessary to identify gifted and talented students as described in this plan.

14 Glossary What’s in a Word?

TERM DEFINITION Acceleration Allowing students to advance by grade or by subject Advanced Placement College level courses taught at the high school. (AP) Students who choose may take a standardized test in May. Depending on their scores and the colleges to which they apply, they may earn college credit. Cluster Grouping Identifying and placing the top students (5-8) in the same classroom to allow them to work together occasionally and to be with a teacher who likes gifted kids and has received special training in meeting their needs. Concurrent Allowing students to attend classes in more than one Enrollment building such as an 8th grader taking geometry at the high school. Curriculum Pretesting students to find out what they already Compacting know and then allowing them to “buy time” to do more appropriate work. Differentiated A DEP is written for a student when his or her needs Educational Plan cannot be met in the regular classroom. (DEP) Differentiating Strategies used by teachers to adapt the content, Instruction process, or product based on student readiness, learning profile, and interest. Examples include tiered assignments and curriculum compacting. Early Entrance A form of acceleration which allows students to enter kindergarten or any other level earlier than their age peers. Enrichment Activities that provide “horizontal” breadth and depth as opposed to vertically advancing a child. Extension Menus Activity choices for students who finish their work or have compacted out of a lesson. Flexible Skills Varying the composition of groups based on student Grouping readiness, interest, and learning profile. Higher Order Questioning in discussion or other activities based on

15 Thinking processes of analysis, synthesis, evaluation, or other Skills critical thinking skills. Independent Study Structure projects agreed upon by the teacher and student to allow the student to individually investigate an area of great interest to her or him. Learning Contracts Student and teacher jointly develop a contract for time “bought” through compacting. The contract usually includes the desired learning outcomes, proposed product, and working conditions. Learning Centers Areas in the room set up with learning activities around a theme, subject, or by preferred learning style. Typically designed to provide additional skills practice. Like-Ability Organizing learning groups at least occasionally by Cooperative Learning like ability. Midwest Talent Students who score in the 95th percentile or above in Search (MTS)/ reading or math on standardized tests are invited to Midwest Talent take an out-of-level test such as the ACT, SAT, or Search For young Explore. Students who participate receive academic People (MTSY) planning information and may be invited to participate in courses offered by Northwestern University and the Wisconsin Center for Academically Talented Youth (WCATY). Open-ended Providing students with tasks and work that do not Assignment have just one right answer or outcome in order to encourage divergent thinking. Personal Goal Setting Teaching student to set personal goals and how to prioritize time and activities in order to reach those goals. Subject Acceleration Allowing students to advance in one or more subjects. Thematic Units Uniting two or more disciplines (math, language arts, social studies . . .) under a conceptual theme such as change. Tiered Assignments A differentiation strategy in which teachers identify the key concepts and skills students must acquire but then plan activities at varying levels of difficulty to appropriately challenge students of varying readiness. Youth Options 11th and 12th graders who have exhausted the district

16 offerings in a subject may apply to take the next course at a college or university and the district pays the tuition.

17 References

Rogers, K. B. (2002). Re-Forming Gifted Education. Scottsdale: Great Potential Press.

Smutny, J. F. (2001). Stand Up for Your Gifted Child. Minneapolis: Free Spirit Publishing

Gifted and Talented Resource Guide for Educators, Coordinators, and Administrators in Wisconsin Public Schools. (2005) Downloaded from DPI website: http://dpi.wi.gov/cal/pdf/gtguide.pdf

Bibliography (For Teachers & Parents)

Adderholdt, M. & Goldberg, J. (1999). Perfectionism: What’s Bad About Being Too Good? Minneapolis Free Spirit. 1 575 420 627

Berger, S. (1998). College Planning for Gifted Students. Reston, VA: ERIC. 0 865 853 121

Cobain, B. (1998). When Nothing Matters Anymore. Minneapolis: Free Spirit. NOTE: This is a survival guide for depressed teens. Author is a cousin of Curt Cobain of Nirvana. 1 575 422 352

Colangelo, N. & Davis, G. (1997). Handbook for Gifted Education. Boston: Allyn and Bacon. 0 205 260 853

Davis, G. & Rimm, S. (1998). Education of the Gifted and Talented. 4th ed. Boston: Allyn and Bacon. 0 205 270 00X

Empfield, M. & Bakalar, N. (2001). Understanding Teenage Depression. New York: Henry Holt. 0 805 067 612

Galbraith, J. (1984). The Gifted Kids Survival Guide: For Ages 10 and Under. Minneapolis: Free Spirit. 0 915 793 008

Galbraith, J. & Delisle, J. (1996). Gifted Kids’ Survival Guide: A Teen Handbook. Minneapolis: Free Spirit. 1 575 420 031

18 Galbraith, J. & Delisle, J. (2002). When Gifted Kids Don’t Have All the Answers: How to Meet Their Social and Emotional Needs. Minneapolis: Free Spirit. 1 575 421 070

Halsted, J. W. (1994). Some of My Best Friends are Books: Guiding Gifted Readers from Pre-School to High School. Scottsdale: Gifted Psychology Press. 0 910 707 510

Heacox, D. (1991). Up From Underachievement. Minneapolis: Free Spirit. 0 15 793 350

Landrum, M., Callahan, C., & Shaklee, B. (2001). Aiming for Excellence: Gifted Program Standards: Annotations to the NAGC Pre-K-Grade 12 Gifted Program Standards. Waco, TX: Prufrock Press. 1-882664-72-8

Neihart, M., Reis, S., Robinson, N., & Moon, S. (2002). The Social and Emotional Development of Gifted Children: What Do We Know? Waco, TX: Prufrock Press. 1 882 664 779

Riley, D. (2000). The Depressed Child. Royal Oak, MI: Taylor Trade Publishing. 0 878 331 875

Rimm, S. (1995.) Why Bright Kids Get Poor Grades. New York: Three Rivers. 0 517 886 871

Rogers, K. B. (2001). Re-Forming Gifted Education: Matching the Program to the Child. Scottsdale: Gifted Psychology Press. 0 910 707 464

Sheffield, A. (1998). How You Can Survive When They're Depressed. New York: Three Rivers Press. 0 609 804 154

Silverman, L. (ed.) (1993). Counseling the Gifted and Talented. Denver: Love. 0 891 082 735

Smutny, J. F. (2001). Stand Up for Your Gifted Child: How to Make the Most of Kids’ Strengths at School and at Home. Minneapolis: Free Spirit. 1 575 420 880

19 Smutny, J. & Veenker, K. & Veenker, S. (1989). Your Gifted Child: Birth to Seven. New York: Ballantine. 0 345 368 30

Strip, C.A. & Hirsch, G. (2000). Helping Gifted Children Soar: A Guide for Parents and Teachers. Scottsdale: Gifted Psychology Press. 0 910 707 413

Torrance, P. & Sisk, D. (1999.) Gifted and Talented Children in the Regular Classroom. Buffalo: Creative Education Foundation. 0 930 222 067

Walker, S. (2002). The Survival Guide for Parents of Gifted Kids. (Revised.) Minneapolis: Free Spirit Press. 1 575 421 119

Webb, J. T. & Meckstroh, E. A. (1994). Guiding the Gifted Child: A Practical Guide for Parents and Teachers. Scottsdale: Gifted Psychology Press. 0 910 707 006

For teachers:

Heacox, D. (2002). Differentiating Instruction in the Regular Classroom: How to Reach and Teach all Learners, Grades 3-12. Minneapolis: Free Spirit. 1 575 421 054

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms. Alexandria, VA: ASCD. 0 871 205 122

Tomlinson, C.A. & Eidson, C. C. (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum. Grades K-5. Alexandria, VA: ASCD. 0 871 207 605

Tomlinson, C.A. & Eidson, C. C. (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum. Grades 5-9. Alexandria, VA: ASCD. 0 871 206 552

Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom. (Revised.) Minneapolis: Free Spirit. 1 575 420 899

20 Web Sites:  www.nagc.org The National Research Center on the Gifted and Talented  www.watg.org Wisconsin Association Talented & Gifted  www.wiarted.org Wisconsin Art Association--Good source for activities for students related to art  www.wcaty.org Wisconsin Center for Academically Talented Youth  www.sengifted.org Supporting Emotional Needs of Gifted  www.hoagiesgifted.org Hoagies Gifted Education Page  http://www.gt-cybersource.org/Record.aspx?NavID=0_7,0_7&rid=11201 GT Cybersource (Davidson Institute)

WISGIFT - Listserv: Parents & teachers

To SUBSCRIBE to the list: 1. Send an e-mail message to [email protected] 2. In the message area type SUBSCRIBE WISGIFT-L 3. Leave the subject line blank, and don't include your e-mail signature

Graduate Courses in Gifted Education: UW-Whitewater UW-Stevens Point UW-Green Bay

21 Appendix A: Gifted and Talented Nomination/Alert Form

School District of Lodi

Gifted and Talented Nomination/Alert Form

Student Name School

Birth Date Age Grade

Parent(s)/Guardian

Mailing Address

Home Phone Zip Code

*********************************************

Nomination made by

Relationship to student Date of nomination

In what areas do you feel this student is gifted?

_____ Visual Arts _____ Reading/Language Arts _____ Performing Arts _____ Math _____ Leadership _____ Science _____ Social Studies

Please share why you think this student is gifted.

22 Please give the completed form to your GT Building Level Coordinator.

Reviewed: ______(GTC) (Date) ____ This student has been placed on “Alert” pending further test results and review _____ Copy to GT Coordinator _____ Copy in student file

23 Appendix B: Gifted and Talented Profile School District of Lodi

Gifted and Talented Profile

Student Name (last) (first)

School Graduation Year

Present Teacher Present Grade

Meets Level I Meets Information Gathered Criteria Level II Criteria Standardized Test Scores Test Name

Month/Year

Reading

Language

Science

Soc. Studies

Other Test Results

GES-2 Teacher Rating Scale Month/Year

Intellectual

Creativity

Specific Academic ______area Leadership Ability

Performing/Visual Arts

Work Samples/Portfolio/Evidence/Report Cards Describe:

24 Recommendation:

Based on the information gathered, the above named student

_____ is placed on Alert.

_____ meets the gifted and talented criteria in the area(s) of ______.

_____ does not meet the gifted and talented criteria for identification at this time.

Reviewed by Date ______Gifted and Talented Coordinator

______Copy to student file

25 Appendix C: Differentiated Education Plan . School District of Lodi DIFFERENTIATED EDUCATION PLAN (DEP)

Primary School Elementary School Middle School High School

Student Last: Student First:

Student ID Number: Grade:

Date of Birth: Graduation Year:

Parent(s)/Guardian(s):

Address:

Telephone: Email:

DEP Meeting Date: DEP Review Date:

Student Profile (Why)

Educational Plan (How)

Consider adding parent input for what they want for programming.

Assessment/Follow Up (Proof)

26 Participants (signatures indicate approval of plan)

______Parent/Guardian Date Student Date

______Classroom Teacher (Elementary) Date Guidance Counselor Date

______Gifted and Talented Coordinator Date Building Administrator

27 Addendum 1: Standard (T)

WISCONSIN GIFTED AND TALENTED LAW

Wisconsin School Law, Chapter 118.35: Programs for gifted and talented pupils. (1) In this section, “gifted and talented pupils” means pupils enrolled in public schools who give evidence of high performance capability in intellectual, creative, artistic, leadership or specific academic areas and who need services or activities not ordinarily provided in a regular school program in order to fully develop such capabilities. (2) The state superintendent shall by rule establish guidelines for the identification of gifted and talented pupils. (3) Each school board shall ensure that all gifted and talented pupils enrolled in the school district have access to a program for gifted and talented pupils.

Standard (t) Gifted and Talented Students Requirements S.121.02(1)(t) Wisconsin Statute

“Each school board shall: (t) Provide access to an appropriate program for pupils identified as gifted and talented.”  The school board must designate a person to coordinate the gifted/talented program. PI 8.01 (2)(t).  The district must have a board-approved plan for the education of gifted and talented students. PI 8.01 (2)(t).

This plan usually includes the local philosophy for educating gifted and talented students, the definition of gifted and talented students, the procedures and timeline for identifying the students, the programming options available, the student records system, the evaluation system for showing the viability of the identification and programming procedures and offerings, and an explanation of how parents participate in program planning.

 The school board provides an opportunity for parental participation in the planning of the program.  The school board must implement a process, based on multiple criteria, for identifying gifted and talented pupils in each of the categories specifies in s.118.35 (1): intellectual, creative, artistic, specific academic areas and leadership.

28  The school board must establish without charge for tuition, a systematic and continuous set of instructional activities or learning experiences which expand the development of pupils identified as gifted or talented as required under ss. 118.35(1), 118.35(3), and 121.02(1)(t) in the intellectual, creative, artistic, specific academic, and leadership areas. (This statute refers to services provided during the regular school day and during the regular school year. Private music lessons and/or summer learning opportunities are excluded.)

PI 34 LICENSE RULES FOR GIFTED AND TALENTED

PI 34.33 Supplementary Categories. Except as specified under sub. (1) (c) in order to receive a license issued under a supplementary category under this subchapter, an individual shall hold or be eligible to hold a teaching license issued by the department under subch. VII. Licenses under this subchapter may be issued in the following categories:

(5g) GIFTED AND TALENTED. A license in gifted education may be issued to an applicant who holds a regular license under subchapter VII and who has completed an approved program including a concentration in gifted, talented, and creative education, which includes demonstrated understanding and competence in all of the following:

(a) The educational psychology of the gifted, talented, and creative.

(b) The ability to develop differentiated curricula and to modify content, process, and product expectations as a means of achieving differentiated learning outcomes.

(c) The ability to recognize, recommend, and use alternative instructional strategies, including the use of technologies, to facilitate development of differentiated learner outcomes.

(d) The ability and demonstrated performance in working with the gifted. This performance shall be demonstrated through a practicum, an internship, or supervised activity in working with the gifted, talented, and creative.

(e) Demonstrated understanding of program models, methods, and general strategies for meeting the educational needs of the talented and creative. These include, but are not limited to, acceleration, enrichment, flexible grouping, resource rooms, mentorships, and independent study.

(f) The ability to develop, implement, and evaluate programs. 29 (g) The ability to work collaboratively with colleagues, families, community groups, university faculty, and resource people to facilitate appropriate educational experiences for the gifted, talented, and creative.

(h) Operational knowledge of ss. 118.35 and 121.02 (1) (t), Stats., s. PI 8.01 (2) (t), and the Wisconsin gifted education model.

SUBCHAPTER IX – ADMINISTRATION CATEGORIES PI 34.32 Administration Categories.

(7) PROGRAM COORDINATOR. A program coordinator license to administer the following programs is required if the holder does not otherwise have a license under this chapter: (a) Special school programs. Program coordinator licenses in the following categories shall meet the requirement in sub. (1) (b): Gifted and talented.

Addendum 2: NAGC Standards (CESA 5 GT Coordinator Resource Binder)

Addendum 3: Gifted and Talented Resource Guide for Educators, Coordinators, and Administrators in Wisconsin Public Schools (in CESA 5 GT Coordinator Resource Binder)