School District of Wisconsin Dells

Plan for Serving Gifted and Talented Learners

Approved (Date)School District of Wisconsin Dells Board of Education

Gifted and Talented Program PlanSchool District

Table of ContentsPage

Nondiscrimination Statement 1Acknowledgement: Gifted and Talented Advisory Committee 2Philosophy: The District Mission and Vision of Gifted and Talented 3Definition of Giftedness 4Gifted and Talented Student Identification Process & Criteria 5Gifted and Talented Services & Programming 7School District of Your School Continuum of Services 8Student Monitoring 9Accountability & Program Monitoring 9Glossary: What’s in a Word? 12References & Bibliography 15Appendices:

Appendix A: Wisconsin Standard (T) legislation T Appendix B: National Association for Gifted Children (NAGC)

Pre-K – Grade 12 Gifted Program Standards (2000) Appendix C: Wisconsin’s Comprehensive Integrated Gifted

Programming Model Appendix D: Academic Characteristics Appendix E: Creativity Characteristics Appendix F: Leadership Characteristics Appendix G: Visual Arts Characteristics Appendix H: Performing Arts Characteristics Appendix I: Parent/Guardian Notification Letter Appendix J: Parent/Guardian Survey Appendix K: Differentiation Instruction Model Appendix L: A Student Plan–Programming for Most Able

Learners Appendix M: C.A.R.E. process Appendix N: S.P.E.C. process

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Nondiscrimination Statement

The School District of Wisconsin Dells is committed to equal educational pportunity for all students in the District.It is the policy of the School District of Wisconsin Dells, pursuant to s. 118.13, Wis. Stats., and PI9, that no person, on the basis of sex, race, religion, national origin, ancestry, creed, pregnancy, marital or parent(s)/ guardian(s)al status, sexual orientation or physical, mental, emotional, or learning disability, may be denied admission to any school in this District or be denied participation in, be denied the benefits of, or be discriminated against in any curricular, extracurricular, pupil services, recreational, or other program.This policy also prohibits discrimination under related federal statutes, including Title VI of the Civil Rights Act of 1964 (race and national origin), Title IX of the Education Amendments of 1972 (sex), and Section 504 of the Rehabilitation Act of 1973 (handicap).

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Gifted and Talented Advisory Committee

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

Gifted & Talented CoordinatorGail Webb School PsychologistCarol Coughlin Building PrincipalJodi Nelson School Guidance Counselor

Director of Curriculum & InstructionGisela Hamm School Board MemberJessica Frank-Leichsenring Parent/guardianKathleen Helland Parent/guardianMary Tylka Parent guardianAmiee Schulz Parent guardianHugh Gaston Alumni

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Gifted and Talented Mission, Vision, and Philosophy

The School District of Wisconsin Dells Gifted & Talented (GT) Program’s philosophy is that all children have the capacity to reach higher levels of academic and artistic success. The mission of the program is to tap the potential of our students and provide challenging opportunities.

The GT program will provide directed resources in all areas of giftedness for the willing and gifted student. The GT program will create opportunities for teachers to discover self-motivated students and develop expanded educational experiences. The GT program will direct resources to these students and experiences that enable accelerated mastery of subject matter in concurrence with or, as needed, outside the regular classroom. The GT program will give Parent(s)/guardian(s) the tools to monitor their child’s learning and development.

It is the school district’s belief that by lighting the path to excellence for the willing and gifted students, this program will set a higher standard of success for all within the district.

Research Basis: The School District of Wisconsin Dells plan for services for gifted and talented students is based primarily on these documents: Wisconsin Standard (T) legislation (Appendix A), The National Association for Gifted Children (NAGC) Pre-K – Grade 12 Gifted Program Standards (2000) (Appendix B), and the Wisconsin’s Comprehensive Integrated Gifted Programming Model (Appendix C)).

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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 and who need services or activities not ordinarily provided in a regular school program in order to fully develop such capabilities.

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)

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Gifted and Talented Identification Procedure

The School District of Wisconsin Dells adheres to the Wisconsin Standard (T) (Appendix A) 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 district has developed a nomination process for assisting with the identification of needs commensurate with the categories of giftedness. Staff have been alerted to the difference between bright versus gifted children (Appendix D) and instructed on the Wisconsin’s Comprehensive Integrated Gifted Programming Model (Appendix C).

Nominating StudentsFour and Five Year Olds When parent(s)/guardian(s) of four and/or five year old children make the District aware of their child’s accelerated abilities, the GT Coordinator in collaboration with the building principal, counselor, and psychologist, will meet with the parent(s)/guardian(s) to determine if the Early Admission procedure should be utilized. The purpose of the Early Admission procedure is to identify children who are academically advanced and demonstrate a high degree of readiness for the demands of kindergarten or first grade. (See Board Policy 421.1)

Grades K-12 Acceleration ProcessAn acceleration request may be initiated by a teacher(s) or parent(s)/guardian(s) as per Board Policy 343.51, Procedure for Acceleration. This policy defines the process to be followed for subject area or grade acceleration.

Grades 3-12 Formal Nomination/Identification ProcessBased on student work, samples, portfolio or other evidence, the staff nominates students by completing the GT nomination form(s) in one or more of the areas of giftedness: Academic Characteristics – Appendix D Creativity Characteristics – Appendix E Leadership Characteristics – Appendix F Visual Arts Characteristics – Appendix G

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Performing Arts Characteristics – Appendix HWhen teachers return the completed form to the GT Coordinator, a letter is sent home (Appendix I) to notify parent(s)/guardian(s) regarding the specific areas of giftedness for which their child has been nominated. Parent(s)/guardian(s) are asked to complete a Parent(s)/ guardian(s) survey (Appendix J) and return it to the GT Coordinator. A copy of the nomination form(s) and parent(s)/guardian(s) survey are kept on file in the GT Coordinator’s office and student’s area(s) of giftedness are indicated electronically in the Student Management System.

The GT Coordinator also utilizes the WKCE percentile scores (95th percentile and above) to alert staff to the potential need for additional services for high performing students.

The GT Coordinator maintains a list of students by grade level and area of giftedness for reference when providing enrichment opportunities beyond the classroom setting.

When necessary, further assessment tools may be utilized. This may include, but are not limited to, the Screening Assessment for Gifted Elementary and Middle School Students (SAGES-2) and the Midwest Academic Talent Search (MATS).

Gifted and Talented Services & Programming

Program/Services Model: The School District of Wisconsin Dells uses Wisconsin’s Comprehensive Integrated Gifted Programming Model (Appendix C). The pyramid represents all levels of identified gifted students. The base of the pyramid represents the approximately 60% of identified students whose needs can be met in the regular classroom with regular classroom differentiation instruction (Appendix K) 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,

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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 Student Plan – Programming for Most Able Learners (Appendix L) (Board Policy 343.53) is completed and kept on file in the GT Coordinator’s office.

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GIFTED AND TALENTED CONTINUUM OF SERVICES

Classroom Differentiation(Scaffolding, Compacting, Contracts, Tiered Assignments, Cluster

Grouping, Product/Process Choices)Small Group Enrichment

ElementaryJunior Great BooksMystery Box (4)

Middle School High Math (8)

High SchoolAccelerated Eng 9/10

Advanced CoursesElementary

WCATY classes (5)Middle School

WCATY classes (6-8)High School

Youth OptionsAP Courses Independent Study Distance Learning

AccelerationElementary

Subject AccelerationGrade Acceleration

Middle School Subject Acceleration Grade Acceleration

High SchoolSubject AccelerationGrade Acceleration

Extended Learning OpportunitiesElementary

August Derleth Spelling Bee (4/5)Math 24 (4/5)Geography BeeCreative Arts Festival (5)

Middle SchoolMath Maniacs (7/8)Math 24 (6)Spelling Bee Geography Bee College Days for Kids (6)Leadership Conf (7/8)Creative Arts Festival (6)Expanding Your Horizons

High SchoolAcademic DecathlonMath CompetitionHonors Band ForensicsAnnual Play/MusicalSolo/Ensemble

Services to TeachersOngoing District Initiative since 2006

Professional Development (Building, District), Gifted and Talented Conference, Training/Coaching in Differentiation

Services to Parent(s)/guardian(s) Parent(s)/ guardian(s) GT Advisory Team, Gifted and Talented

Conference, Special Topic Speakers, Attend Extended Opportunities, Mailings Alerting Parents to Opportunities for Their Gifted Child

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Monitoring and Accountability

Monitoring At the beginning of the year, the GT Coordinator shares a list of

previously identified students with all teachers in grades 3-12. The GT Coordinator meets with teachers in grades 3-8 to make

them aware of the extended opportunities available to identified gifted students. In grades 9-12, the counseling department and teachers makes students/parents/staff aware of extended opportunities available to students with gifts and talents.

Each spring, the teaching staff (grades 2-8) is asked to review the list of gifted students based on student work, WKCE, and teacher observation to determine students who will eligible for extended learning opportunities for the following school year.

When necessary, student counseling services are used to address the socio-emotional needs of individual GT students.

When necessary, the C.A.R.E. process in grades K-8 and the S.P.E.C. process in grades 9-12 are utilized to monitor the progress of GT students. (Appendix M and N)

AccountabilityOn a periodic basis throughout the school year, the GT Coordinator reports to the School Board on activities, events, results, and other data deemed prudent as it relates to education of students with gifted and talented needs. The community is kept informed via newspaper articles and the School District’s website.

Program Alignment to NAGC Standards

The district 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 Wisconsin Dells will offer high quality, challenging learning opportunities for gifted students though differentiation techniques and programming described.

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

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The District appointed Gifted and Talented Coordinator will administer the School District’s services for gifted students on the district level. In addition, Principal and Gifted and Talented Coordinator will be responsible for implementing the program at the building level. The Gifted and Talented Coordinator and the Director of Curriculum and Instruction will ensure that provision for curriculum that meets the needs of gifted students is part of the ongoing curriculum work.

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

The School District of Wisconsin Dells will use the Wisconsin’s Comprehensive Integrated Gifted Programming Model (Appendix H). Specific services are included in the Gifted and Talented Program Continuum of Services. The Continuum will be used to get the big picture to see where more services are needed.

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

Building level monitoring may be done by compiling data for individual students in that building and through the use of the C.A.R.E. and S.P.E.C. team processes.

The School District of Wisconsin Dells GT Advisory Committee made up of Parent(s)/guardian(s) , building principal, director of curriculum and instruction, teachers, school counselor, and gifted and talented Coordinator. The committee will meet periodically 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 CounselingGifted 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 school counselors and classroom teachers to assist gifted and talented students with services to meet their unique socio-emotional needs.

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NAGC Standard 6: Professional DevelopmentGifted 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 Curriculum and Instruction 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, including the gifted.

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

The School District of Wisconsin Dells Gifted and Talented Coordinator, school psychologist, and District Assessment Coordinator will meet to determine appropriate testing necessary to identify gifted and talented students as described in this plan.

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GlossaryWhat’s in a Word?

TERM DEFINITIONAcceleration Allowing students to advance by grade or by

subjectAdvanced Placement (AP)

College level courses taught at the high school. 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 Enrollment

Allowing students to attend classes in more than one building such as an 8th grader taking geometry at the high school.

Curriculum Compacting

Pretesting students to find out what they already know and then allowing them to “buy time” to do more appropriate work.

Student Plan – Programming for Most Able Learners

A Student Plan is written for a student when his or her needs cannot be met in the regular classroom.

Differentiating Instruction

Strategies used by teachers to adapt the content, 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 Grouping

Varying the composition of groups based on student readiness, interest, and learning profile.

Higher Order Thinking Skills

Questioning in discussion or other activities based on processes of analysis, synthesis, evaluation, or other critical thinking skills.

Independent Study Structure projects agreed upon by the teacher and student to allow the student to individually

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investigate an area of great interest to her or him.

Interest Development Centers

Display set up around a theme to enable students to learn and do activities that can lead to greater in-depth learning based on their interest.

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 Cooperative Learning

Organizing learning groups at least occasionally by like ability.

Mentoring A one-to-one relationship between a student and an adult with whom the student shares a passionate interest. The purpose may be career exploration, acquisition of knowledge, or the development of social skills.

Midwest Talent Search (MTS)/ Midwest Talent Search For young People (MTSY)

Students who score in the 95th percentile or above in reading or math on standardized tests are invited to take an out-of-level test such as the ACT, SAT, or Explore. Students who participate receive academic planning information and may be invited to participate in courses offered by Northwestern University and the Wisconsin Center for Academically Talented Youth (WCATY).

Multi-Age Classrooms

Combining two or three grade levels in one classroom and placing the brightest children as the youngest in the class.

Open-ended Assignment

Providing students with tasks and work that do not 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

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

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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 & Parent(s)/guardian(s) )

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

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

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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

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 Parent(s)/guardian(s) 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

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Walker, S. (2002). The Survival Guide for Parent(s)/guardian(s) 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 Parent(s)/guardian(s) 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

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: Parent(s)/guardian(s) & teachers

To SUBSCRIBE to the list:1. Send an e-mail message to lyris@listmanager.uww.edu

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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-WhitewaterUW-Stevens PointUW-Green Bay

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Appendix A: Wisconsin Standard (T) legislation T

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 Parent(s)/guardian(s) participate in program planning.

The school board provides an opportunity for parent(s)/ guardian(s)al 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.

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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.

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.

(g) The ability to work collaboratively with colleagues, families, community groups, university faculty, and resource people to

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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 CATEGORIESPI 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.

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Appendix B: National Association for Gifted Children (NAGC) Pre-K – Grade 12 Gifted Program Standards (2000)

Introduction In 1998, NAGC developed and released the Pre-K—Grade 12 Gifted Program Standards to assist school districts in examining the quality of their programming for gifted learners. Recognizing that the ongoing evaluation and retooling of a successful gifted program is an evolutionary process, the NAGC Standards detail a framework including both minimum standards (nominal requirements for satisfactory programs) and exemplary standards (characteristics of excellence in gifted education programming).

To help you focus on important aspects of gifted programming, the current Standards are divided into seven criterion areas: Program Design, Program Administration and Management, Student Identification, Curriculum and Instruction, Socio-Emotional Guidance and Counseling, Professional Development, and Program Evaluation.

Several organizing principles guided the work of the task force, including: ← Standards should encourage but not dictate approaches of high quality. ← Standards represent both requisite program outcomes and standards for excellence. ← Standards establish the level of performance to which all educational school districts and agencies should aspire. ← Standards represent professional consensus on critical practice in gifted education that most everyone is likely to find acceptable. ← Standards are observable aspects of educational programming and are directly connected to the continuous growth and development of gifted learners.

For more information and guidance about using the NAGC Pre-K—Grade 12 Gifted Program Standards, visit www.nagc.org. Definitions Gifted learners are “Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities." (No Child Left Behind, 2002).

Gifted education programming is a coordinated and comprehensive structure of informal and formal services provided on a continuing basis intended to effectively nurture gifted learners.

A standard is a criterion-based designated level of performance against which programming success is measured (Worthen, Sanders, & Fitzpatrick, 1997). The Standards here allow us to evaluate existing programs, compare services across schools and districts, and provide guidance for developing new programs for gifted learners. This document contains both minimum standards— requisite conditions for acceptable gifted education practice and exemplary standards— desirable and visionary conditions for excellence in gifted education practice.

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Gifted Education Programming Criterion: Student Identification Description: Gifted learners must be assessed to determine appropriate educational services.

Guiding Principles Minimum Standards Exemplary Standards 1. A comprehensive and cohesive process for student nomination must be coordinated in order to determine eligibility for gifted education services.

1.0M Information regarding the characteristics of gifted students in areas served by the district must be annually disseminated to all appropriate staff members. 1.1M All students must comprise the initial screening pool of potential recipients of gifted education services. 1.2M Nominations for services must be accepted from any source (e.g., teachers, parents, community members, peers, etc.). 1.3M Parents must be provided with information regarding an understanding of giftedness and student characteristics.

1.0E The school district should provide information annually, in a variety of languages, regarding the process for nominating students for gifted education programming services. 1.1E The nomination process should be ongoing and screening of any student should occur at any time. 1.2E Nomination procedures and forms should be available in a variety of languages. 1.3E Parents should be provided with special workshops or seminars to gain a full meaning of giftedness.

2. Instruments used for student assessment to determine eligibility for gifted education services must measure diverse abilities, talents, strengths, and needs in order to provide students an opportunity to demonstrate any strengths.

2.0M Assessment instruments must measure the capabilities of students with provisions for the language in which the student is most fluent, when available. 2.1M Assessments must be culturally fair. 2.2M The purpose(s) of student assessments must be consistently articulated across all grade levels. 2.3M Student assessments must be sensitive to the current stage of talent development.

2.0E Assessments should be provided in a language in which the student is most fluent, if available. 2.1E Assessment should be responsive to students’ economic conditions, gender, developmental differences, handicapping conditions, and other factors that mitigate against fair assessment practices. 2.2E Students identified in all designated areas of giftedness within a school district should be assessed consistently across grade levels. 2.3E Student assessments should be sensitive to all stages of talent development.

3. A student assessment profile of individual strengths and needs must be developed to plan appropriate intervention.

3.0M An assessment profile must be developed for each child to evaluate eligibility for gifted education programming services. 3.1M An assessment profile must reflect the unique learning characteristics and potential and performance levels.

3.0E Individual assessment plans should be developed for all gifted learners who need gifted education. 3.1E An assessment profile should reflect the gifted learner’s interests, learning style, and educational needs.

4. All student identification procedures and instruments must be based on current theory and research.

4.0M No single assessment instrument or its results denies student eligibility for gifted programming services. 4.1M All assessment instruments must provide evidence of reliability and validity for the intended purposes and target students.

4.0E Student assessment data should come from multiple sources and include multiple assessment methods. 4.1E Student assessment data should represent an appropriate balance of reliable and valid quantitative and qualitative measures.

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5. Written procedures for student identification must include, at the very least, provisions for informed consent, student retention, student reassessment, student exiting, and appeals procedures.

5.0M District gifted programming guidelines must contain specific procedures for student assessment at least once during the elementary, middle, and secondary levels. 5.1M District guidelines must provide specific procedures for student retention and exiting, as well as guidelines for parent appeals.

5.0E Student placement data should be collected using an appropriate balance of quantitative and qualitative measures with adequate evidence of reliability and validity for the purposes of identification. 5.1E District guidelines and procedures should be reviewed and revised when necessary.

Gifted Education Programming Criterion: Professional Development Description: 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. Guiding Principles Minimum Standards Exemplary Standards 1. A comprehensive staff development program must be provided for all school staff involved in the education of gifted learners.

1.0M All school staff must be made aware of the nature and needs of gifted students. 1.1M Teachers of gifted students must attend at least one professional development activity a year designed specifically for teaching gifted learners.

1.0E All school staff should be provided ongoing staff development in the nature and needs of gifted learners, and appropriate instructional strategies. 1.1E All teachers of gifted learners should continue to be actively engaged in the study of gifted education through staff development or graduate degree programs.

2. Only qualified personnel should be involved in the education of gifted learners.

2.0M All personnel working with gifted learners must be certified to teach in the areas to which they are assigned, and must be aware of the unique learning differences and needs of gifted learners at the grade level at which they are teaching. 2.1M All specialist teachers in gifted education must hold or be actively working toward a certification (or the equivalent) in gifted education in the state in which they teach. 2.2M Any teacher whose primary responsibility for teaching includes gifted learners, must have extensive expertise in gifted education.

2.0E All personnel working with gifted learners should participate in regular staff development programs. 2.1E All specialist teachers in gifted education should possess a certification/specialization or degree in gifted education. 2.2E Only teachers with advanced expertise in gifted education should have primary responsibility for the education of gifted learners.

3. School personnel require support for their specific efforts related to the education of gifted learners.

3.0M School personnel must be released from their professional duties to participate in staff development efforts in gifted education.

3.0E Approved staff development activities in gifted education should be funded at least in part by school districts or educational agencies.

4. The educational staff must be provided with time and other support for the preparation and development of the differentiated education plans, materials, curriculum.

4.0M School personnel must be allotted planning time to prepare for the differentiated education of gifted learners.

4.0E Regularly scheduled planning time (e.g., release time, summer pay, etc.) should be allotted to teachers for the development of differentiated educational programs and related resources.

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Gifted Education Programming Criterion: Socio-Emotional Guidance and Counseling Description: Gifted education programming must establish a plan to recognize and nurture the unique socio-emotional development of gifted learners. Guiding Principles Minimum Standards Exemplary Standards 1. Gifted learners must be provided with differentiated guidance efforts to meet their unique socio-emotional development.

1.0M Gifted learners, because of their unique socio-emotional development, must be provided with guidance and counseling services by a counselor who is familiar with the characteristics and socio-emotional needs of gifted learners.

1.0E Counseling services should be provided by a counselor familiar with specific training in the characteristics and socio-emotional needs (i.e., underachievement, multipotentiality, etc.) of diverse gifted learners.

2. Gifted learners must be provided with career guidance services especially designed for their unique needs.

2.0M Gifted learners must be provided with career guidance consistent with their unique strengths.

2.0E Gifted learners should be provided with college and career guidance that is appropriately different and delivered earlier than typical programs.

3. Gifted at-risk students must be provided with guidance and counseling to help them reach their potential.

3.0M Gifted learners who are at risk must have special attention, counseling, and support to help them realize their full potential.

3.0E Gifted learners who do not demonstrate satisfactory performance in regular and/or gifted education classes should be provided with specialized intervention services.

4. Gifted learners must be provided with affective curriculum in addition to differentiated guidance and counseling services.

4.0M Gifted learners must be provided with affective curriculum as part of differentiated curriculum and instructional services.

4.0E A well-defined and implemented affective curriculum scope and sequence containing personal/social awareness and adjustment, academic planning, and vocational and career awareness should be provided to gifted learners.

5. Underachieving gifted learners must be served rather than omitted from differentiated services.

5.0M Gifted students who are underachieving must not be exited from gifted programs because of related problems.

5.0E Underachieving gifted learners should be provided with specific guidance and counseling services that address the issues and problems related to underachievement.

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Gifted Education Programming Criterion: Program Evaluation Description: Program evaluation is the systematic study of the value and impact of services provided. Guiding Principles Minimum Standards Exemplary Standards 1. An evaluation must be purposeful. 1.0M Information collected must reflect the interests and needs

of most of the constituency groups. 1.0E Information collected should address pertinent questions raised by all constituency groups, and should be responsive to the needs of all stakeholders.

2. An evaluation must be efficient and economic.

2.0M School districts must provide sufficient resources for program evaluation.

2.0E School districts should allocate adequate time, financial support, and personnel to conduct systematic program evaluation.

3. An evaluation must be conducted competently and ethically.

3.0M Persons conducting the evaluation must be competent trustworthy. 3.1M The program evaluation design must address whether or not services have reached intended goals. 3.2M Instruments and procedures used for data collection must be valid and reliable for their intended use. 3.3M Ongoing formative and summative evaluation strategies must be used for substantive program improvement and development. 3.4M Individual data must be held confidential.

3.0E Persons conducting the evaluation should possess an expertise in program evaluation in gifted education. 3.1E The evaluation design should report the strengths and weaknesses found in the program, as well as critical issues that might influence program services. 3.2E Care should be taken to ensure that instruments with sufficient evidence of reliability and validity are used, and that they are appropriate for varying age, developmental levels, gender, and diversity of the target population. 3.3E Formative evaluations should be conducted regularly with summative evaluations occurring minimally every five years or more often as specified by state or local district policies. 3.4E All individuals who are involved in the evaluation process should be given the opportunity to verify information and the resulting interpretation.

4. The evaluation results must be made available through a written report.

4.0M Evaluation reports must present the evaluation results in a clear and cohesive format.

4.0E Evaluation reports should be designed to present results and encourage follow-through by stakeholders.

Table 4 of 7 © 2000 National Association for Gifted Children, 1707 L St. NW, Suite 550, Washington, DC 20036 (202) 785-4268 www.nagc.org

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Gifted Education Programming Criterion: Program Design Description: The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical, and empirical support. Guiding Principles Minimum Standards Exemplary Standards 1. Rather than any single gifted program, a continuum of programming services must exist for gifted learners.

1.0M Gifted programming services must be accessible to all gifted learners.

1.0E Levels of services should be matched to the needs of gifted learners by providing a full continuum of options.

2. Gifted education must be adequately funded.

2.0M Gifted education funding should be equitable compared to the funding of other local programming.

2.0E Gifted education programming must receive funding consistent with the program goals and sufficient to adequately meet them.

3. Gifted education programming must evolve from a comprehensive and sound base.

3.0M Gifted education programming must be submitted for outside review on a regular basis. 3.1M Gifted programming must be guided by a clearly articulated philosophy statement and accompanying goals and objectives. 3.2M A continuum of services must be provided across grades pre-K–12.

3.0E Gifted education programming should be planned as a result of consultation with informed experts. 3.1E The school or school district should have a mission/ philosophy statement that addresses the need for gifted education programming. 3.2E A comprehensive pre-K–12 program plan should include policies and procedures for identification, curriculum and instruction, service delivery, teacher preparation, formative and summative evaluation, support services, and parent involvement.

4. Gifted education programming services must be an integral part of the general education school day.

4.0M Gifted education programming should be articulated with the general education program. 4.1M Appropriate educational opportunities must be provided in the regular classroom, resource classroom, separate, or optional voluntary environments.

4.0E Gifted services must be designed to supplement and build on the basic academic skills and knowledge learned in regular classrooms at all grade levels to ensure continuity as students progress through the program. 4.1E Local school districts should offer multiple service delivery options as no single service should stand alone.

5. Flexible groupings of students must be developed in order to facilitate differentiated instruction and curriculum.

5.0M The use of flexible grouping of gifted learners must be an integral part of gifted education programming.

5.0E Gifted learners should be included in flexible grouping arrangements in all content areas and grade levels to ensure that gifted students learn with and from intellectual peers.

6. Policies specific to adapting and adding to the nature and operations of the general education program are necessary for gifted education.

6.0M Existing and future school policies must include provisions for the needs of gifted learners.

6.0E Gifted education policies should exist for at least the following areas: early entrance, grade skipping, ability grouping, and dual enrollment.

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Gifted Education Programming Criterion: Program Administration and Management Description: Appropriate gifted education programming must include the establishment of a systematic means of developing, implementing, and managing services. Guiding Principles Minimum Standards Exemplary Standards 1. Appropriately qualified personnel must direct services for the education of gifted learners.

1.0M The designated coordinator of gifted education programming must have completed coursework or staff development in gifted education and display leadership ability to be deemed appropriately qualified.

1.0E The designated gifted programming coordinator must have completed a certification program or advanced degree program in gifted education.

2. Gifted education programming must be integrated into the general education program.

2.0M The gifted education program must create linkages between general education and gifted education at all levels.

2.0E Responsibility for the education of gifted learners is a shared one requiring strong relationships between the gifted education program and general education school wide.

3. Gifted education programming must include positive working relationships with constituency and advocacy groups, as well as with compliance agencies.

3.0M Gifted programming staff must establish ongoing parent communication. 3.1M Gifted programs must establish and use an advisory committee that reflects the cultural and socio-economic diversity of the school or school district’s total student population, and includes parents, community members, students, and school staff members. 3.2M Gifted education programming staff must communicate with other on-site departments as well as other educational agencies vested in the education of gifted learners (e.g., other school districts, school board members, state departments of education, intermediate educational agencies, etc.).

3.0E The gifted education programming staff should facilitate the dissemination of information regarding major policies and practices in gifted education (e.g., student referral and screening, appeals, informed consent, student progress, etc.) to school personnel, parents, community members, etc. 3.1E Parents of gifted learners should have regular opportunities to share input and make recommendations about program operations with the gifted programming coordinator. 3.2E The gifted education program should consider current issues and concerns from other educational fields and agencies regarding gifted programming decision making on a regular basis.

4. Requisite resources and materials must be provided to support the efforts of gifted education programming.

4.0M Resources must be provided to support program operations. 4.1M Technological support must be provided for gifted education programming services. 4.2M The library selections must reflect a range of materials including those appropriate for gifted learners.

4.0E A diversity of resources (e.g., parent, community, vocational, etc.) should be available to support program operations. 4.1E Gifted education programming should provide state-of-the-art technology to support appropriate services. 4.2E The acquisition plan for purchasing new materials for the school should reflect the needs of gifted learners.

Table 2 of 7 © 2000 National Association for Gifted Children, 1707 L St. NW, Suite 550, Washington, DC 20036 (202) 785-4268 www.nagc.org © 2000 National Association for Gifted Children, 1707 L St. NW, Suite 550, Washington, DC 20036 (202) 785-4268 www.nagc.org Table 1 of 7

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Gifted Education Programming Criterion: Curriculum and Instruction Description: Gifted education services must include curricular and instructional opportunities directed to the unique needs of the gifted learner. Guiding Principles Minimum Standards Exemplary Standards 1. Differentiated curriculum for the gifted learner must span grades pre-K–12.

1.0M Differentiated curriculum (curricular and instructional adaptations that address the unique learning needs of gifted learners) for gifted learners must be integrated and articulated throughout the district.

1.0E A well-defined and implemented curriculum scope and sequence should be articulated for all grade levels and all subject areas.

2. Regular classroom curricula and instruction must be adapted, modified, or replaced to meet the unique needs of gifted learners.

2.0M Instruction, objectives, and strategies provided to gifted learners must be systematically differentiated from those in the regular classroom. 2.1M Teachers must differentiate, replace, supplement, or modify curricula to facilitate higher level learning goals. 2.2M Means for demonstrating proficiency in essential regular curriculum concepts and processes must be established to facilitate appropriate academic acceleration. 2.3M Gifted learners must be assessed for proficiency in basic skills and knowledge and provided with alternative challenging educational opportunities when proficiency is demonstrated

2.0E District curriculum plans should include objectives, content, and resources that challenge gifted learners in the regular classroom. 2.1E Teachers should be responsible for developing plans to differentiate the curriculum in every discipline for gifted learners. 2.2E Documentation of instruction for assessing level(s) of learning and accelerated rates of learning should demonstrate plans for gifted learners based on specific needs of individual learners. 2.3E Gifted learners should be assessed for proficiency in all standard courses of study and subsequently provided with more challenging educational opportunities.

3. Instructional pace must be flexible to allow for the accelerated learning of gifted learners as appropriate.

3.0M A program of instruction must consist of advanced content and appropriately differentiated teaching strategies to reflect the accelerative learning pace and advanced intellectual processes of gifted learners.

3.0E When warranted, continual opportunities for curricular acceleration should be provided in gifted learners’ areas of strength and interest while allowing a sufficient ceiling for optimal learning.

4. Educational opportunities for subject and grade skipping must be provided to gifted learners.

4.0M Decisions to proceed or limit the acceleration of content and grade acceleration must only be considered after a thorough assessment.

4.0E Possibilities for partial or full acceleration of content and grade levels should be available to any student presenting such needs.

5. Learning opportunities for gifted learners must consist of a continuum of differentiated curricular options, instructional approaches, and resource materials.

5.0M Diverse and appropriate learning experiences must consist of a variety of curricular options, instructional strategies, and materials. 5.1M Flexible instructional arrangements (e.g., special classes, seminars, resource rooms, mentorships, independent study, and research projects) must be available.

5.0E Appropriate service options for each student to work at assessed level(s) and advanced rates of learning should be available. 5.1E Differentiated educational program curricula for students pre-K–12 should be modified to provide learning experiences matched to students’ interests, readiness, and learning styles.

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30

Appendix C: Wisconsin’s Comprehensive Integrated Gifted Programming Model

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Appendix D: Academic Characteristics

Academic Characteristics

Student Name: School: Grade: Referring Teacher: Date of Referral:

Instructions: Complete this form for each student you wish to nominate for consideration for the Gifted and Talented services in the area of academics. Please circle the number that best describes how often the behavior appears:

Does

not

ap

pear

Appe

ars

seld

om.

Appe

ars

occa

siona

lly. Ap

pear

s fre

quen

tly.

1. Has unusually advanced vocabulary for age or grade level. 1 2 3 42. Possesses a large storehouse of information about a variety of

topics and demonstrates quick recall.1 2 3 4

3. Learns rapidly, easily, and efficiently. 1 2 3 44. Shows evidence of independent reading for information and/or

pleasure.1 2 3 4

5. Reasons things out, thinks clearly, and comprehends meaning. 1 2 3 46. Is a keen and alert observer. Usually "sees more" or gets

more" out of” a story, film, etc., than others.1 2 3 4

7. Is very good at solving problems and at applying what he or she has learned to everyday situations.

1 2 3 4

Please indicate academic area(s):____ Reading____ Writing____ Math____ Science____ Social Studies

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Appendix E: Creativity Characteristics

Creativity Characteristics

Student Name: School: Grade: Referring Teacher: Date of Referral:

Instructions: Complete this form for each student you wish to nominate for consideration for the Gifted and Talented services in the area of creativity. Please circle the number that best describes how often the behavior appears:

Does

not

ap

pear

Appe

ars

seld

omAp

pear

s oc

casio

nall

y Appe

ars

frequ

ently

1. Displays a great deal of curiosity about many things. 1 2 3 4

2. Generates a large number of ideas or solutions. 1 2 3 4

3. Likes to add details and elaborate to make ideas more interesting.

1 2 3 4

4. Is flexible (i.e., able to approach a problem or use materials in more than one way).

1 2 3 4

5. Offers unique and unusual ideas. 1 2 3 4

6. Is a high risk-taker and willing to take on tasks regardless of outcome.

1 2 3 4

7. Feels free to disagree; often in a very spirited manner. 1 2 3 4

8. Sensitive to beauty and aesthetic characteristics of things 1 2 3 4

9. Responds to subtle humor; demonstrates own wittiness and humor.

1 2 3 4

10. Accepts disorder and non-conformity. Does not fear being different.

1 2 3 4

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Appendix F: Leadership Characteristics

Leadership Characteristics

Student Name: School: Grade: Referring Teacher: Date of Referral:

Instructions: Complete this form for each student you wish to nominate for consideration for the Gifted and Talented services in the area of leadership. Please circle the number that best describes how often the behavior appears:

Does

not

ap

pear

Appe

ars

seld

omAp

pear

s oc

casio

nall

yAp

pear

s fre

quen

tly

1. Carries responsibility well. Can be counted on to do what he/she has promised and usually does it well.

1 2 3 4

2. Is self-confident with children his/her own age as well as with adults. Seems comfortable when asked to show his/her work to the class.

1 2 3 4

3. Seems to be well-liked by classmates. 1 2 3 4

4. Is cooperative with teacher and classmates. Tends to avoid bickering and is generally easy to get along with.

1 2 3 4

5. Adapts readily to new situation; is flexible in thought and action and does not seem disturbed when the normal routine is changed.

1 2 3 4

6. Seems to enjoy being around other people; is sociable and prefers not to be alone.

1 2 3 4

7. Tends to dominate others when they are around; generally directs the activity in which he/she is involved.

1 2 3 4

8. Participates in most social activities connected with the school; can be counted on to be there if anyone is.

1 2 3 4

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Appendix G: Visual Arts Characteristics

Visual Arts Characteristics

Student Name: School: Grade: Referring Teacher: Date of Referral:

Instructions: Complete this form for each student you wish to nominate for consideration for the Gifted and Talented services in the area of visual arts. Please circle the number that best describes how often the behavior appears:

Does

not

ap

pear

Appe

ars

seld

omAp

pear

s oc

casio

nall

y Appe

ars

frequ

ently

1. Shows an unusually strong interest in art. 1 2 3 4

2. Demonstrates adaptability to working with different media.

1 2 3 4

3. Demonstrates an advanced art ability of age level. 1 2 3 4

4. Has emotion response that is vivid and shows personal expression.

1 2 3 4

5. Sets high standards and carries a project to a higher level.

1 2 3 4

6. Willing to experiment. 1 2 3 4

7. Demonstrates aesthetic curiosity and independent explorations of cultural and/or environmental influences.

1 2 3 4

8. Produces very unique ideas (originality). 1 2 3 4

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Appendix H: Performing Arts Characteristics

Performing Arts Characteristics

Student Name: School: Grade: Referring Teacher: Date of Referral:

Instructions: Complete this form for each student you wish to nominate for consideration for the Gifted and Talented services in the area of performing arts. Please circle the number that best describes how often the behavior appears:

Does

not

ap

pear

Appe

ars

seld

omAp

pear

s oc

casio

nally

.Ap

pear

s fre

quen

tl

1. Shows a sustained interest in music. Seeks out opportunities to hear and create music.

1 2 3 4

2. Easily remembers melodies and can produce them accurately. 1 2 3 4

3. Responds more than other to rhythm and melody. 1 2 3 4

4. Enthusiastically participates in musical activities. 1 2 3 4

5. Enjoys harmonizing with others, singing in groups or playing in small ensembles.

1 2 3 4

6. Uses music to express his/her feelings and experiences. 1 2 3 4

7. Performs independently and creatively, both inside and outside the school setting.

1 2 3 4

8. Is interested in playing one or more musical instruments 1 2 3 4

9. Has a sense of pitch, rhythm, musicality, and understands structure of music.

1 2 3 4

10. Is aware of and can identify a variety of sounds heard at a given moment - is sensitive to "background" noises, to chords that accompany a melody, and to the different sounds of singers or instrumentalists in a performance.

1 2 3 4

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Appendix I: Parent/Guardian Notification Letter

Date

To the Parents/Guardians of; «First_Name» «Last_Name»,

Dear Parents/Guardians of; «First_Name» «Last_Name»

As part of the process of identifying the students in our school who exhibit special talents in the areas of academics, leadership, creativity, visual arts and/or performing arts, we are asking you to complete the enclosed parent inventory. Once completed, please return this inventory in the enclosed, self-addressed, stamped envelope. Your child’s teacher has nominated your child as having gifts and talents in the area(s) of:

Academic

Leadership

Creativity

Visual Arts

Performing Arts

Should you have any questions concerning this inventory, please feel free to contact me at 608-253-2467, extension 2114.

Thank you,

NameGifted & Talented Coordinator

37

Appendix J: Parent/Guardian Survey

38

Appendix K: Differentiation Instruction Model

39

Appendix L: A Student Plan–Programming for Most Able Learners

40

Appendix M: C.A.R.E. ProcessCare Referral / ProfileChild At Risk in Education

Student: Grade: DOB:

Referring Teacher: School:

Year to Date Attendance: Absent: Tardy: Previous Attendance Concerns: Yes No

Parent/Guardian: Date Parent Notified of Referral: Reason for Referral: Academic Behavioral Emotional Medical OtherStrengths: Reading Comprehension

Writing Skills Computer Skills

Homework Completion Completing in Class Work Note

Taking Skills Hands On Activities

Speaking Listening Skills

Character/Manners Visual Learner Audio

Learner Test/Quiz Taking

Following Directions Other:

Concerns: Attendance (getting caught up after absence)

Discipline Issues Writing Skills

Computer Skills Homework Completion

Completing in Class Work Note Taking Skill

Hands On Activities Speaking

Listening Skills Character/Manners

Visual Learner Audio Learner

Test/Quiz Taking Following Directions

Other: Describe what you have done to help the student cope with his/her difficulties and the outcomes:

Desired outcome of referral:

41

Background Information / Other relevant info: Previous Intervention / Assistance Programs:

Referral received by: Invited to CARE meeting:

Date received:

CARE meeting scheduled for:

Location: Appendix M: C.A.R.E. Process

Care Intervention WorksheetChild At Risk in Education

Date: School Name:

Student: Referring Teacher: Specific problem: (identify when, where, how often, how long problem occurs)

CARE Team Members:

Student strengths:

Brainstormed Suggestions / Strategies: (review previous interventions reported on referral form)

Selected Intervention: Person(s) Responsible:

42

Method of measuring / documenting intervention effect:

Plan shared with parent by: Date:

Next meeting scheduled for: Location: Results of Intervention: Date:

43

Appendix N: S.P.E.C. process

44