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Kiel Area School District Services for Gifted and Talented Students

Gifted and Talented

Program Plan

Cambria-Friesland School District

Updated: May 16, 2012

Gifted and Talented Program Plan


Table of Contents

Page

Advisory Committee; Districts Mission and Philosophy2

Definition; Identification Procedure3

Student Identification Procedure Flow Chart4

Nominating Students5

Identification Criteria, Levels I, II and III6

Gifted and Talented Nomination Form/Alert Form7

Gifted and Talented Profile Form8

Services and Programming10

Differentiation Education Plan (DEP) Form11

Continuum of Services13

Monitoring and Accountability; Program Alignment to NAGC Standards14

Glossary17

References and Biography19

Addendum 1: Wisconsin Standard (T)22

Addendum 2: NAGC Standards; Addendum 3: GT Resource Guide24

Gifted and Talented Advisory Committee

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

List Names

Kelly Wulff Plumb

School Psychologist

Becky Eberhardt

GT Coordinator/PreK-12 Principal

Mary Henrikson

School Counselor

Rachel McKay

2nd Grade Teacher

Laura Shucha

Parent/Library Media Specialist

Ellen Richter

4th Grade Teacher

Nina Bellanti-Johnson

Art Teacher

Mission & Philosophy Statement

Mission: It is the Cambria-Friesland School District, in partnership with community and families, is committed to providing the best education for every student in a safe environment so that he/she will become a productive learner and successful citizen in a world community.

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

The goals of excellence in education must be comprehensive to include strong commitment to the equitable treatment of our diverse population. At the level of the individual learning, excellence means performing on the boundary of individual ability in ways that test and challenge personal limits, in school and in the work place. Excellence characterizes a school that sets high expectations and goals for all learners, then tries in every way possible to help each student reach them. Our goal must be to develop the talents of all learners to their fullest. Attaining that goal requires that we expect and assist all students to work to the limits of their capabilities. We should expect schools to have high standards, rather than minimal ones, and parents to support and encourage their children to make the most of their talents and abilities. The goals of equity and high quality schooling have profound and practical meaning in our economy and society, and we cannot permit one to yield to the other either in principle or in practice.

Research Basis: The Cambria-Friesland School Districts 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).

Definitions of Gifted and Talented Students

All children have special abilities and strengths, and some have gifts that are far beyond those of other children their age. Gifted students tend to exhibit the following characteristics:

Advanced vocabulary for their age

Ability to learn new things very quickly

Outstanding memory

Ability and preference of thinking on a higher, more abstract level than their peers

Sophisticated sense of humor

Ability to see connections between apparently unconnected things and to transfer concepts to new situations.

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.

Sternbergs 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)

Gifted and Talented Identification Procedure

The School District of Cambria-Friesland 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 Cambria-Friesland School District has developed a Nomination/Alert Form (Appendix A) for assisting with this process. If the student is placed on alert, the School Psychologist 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.

(Pre-Screening Process95 Percentile on WKCE in any subject area)

(NominateTeacher, Parent, Student)

(Initial Screening)

(Obtains Qualifying Scores) (Does Not Qualify) (Insufficient Data)

(Put on Alert) (Conduct Assessment)

(Letter sent to and inform teacher.) (Letter to parents and inform teacher.) (Complete ProfileSend parent and teacher letter. Gather work samples if necessary.)

(Revisit Annually) (Review Information and Determine Needs and Services)

(SelectedStudent needs are best met with some services beyond the regular classroom. ) (UniversalStudent needs are best met in classroom with differentiation.) (TargetedStudent needs may be met in the regular classroom with differentiation but may need some services beyond the regular classroom.)

(Send letter to parent along with information packet and inform teachers.)

(Monitor Progress and ServicesParent meetings as needed)

NominatingAll 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 Principal/GT Coordinator.

The Principal/GT Coordinator sends a copy of Nomination/Alert Form to the School Psychologist who will create a student file. The School Psychologist makes those involved with the student aware of the referral.

Grades K 3

Do an initial screening using running records level, Informal Reading Inventory, (STAR, Gates-McGinnity), observation, and/or WIAT-II assessments. If a K 3 student scores two or more grade levels above, he or she will be placed on Alert. If the student does not score two or more grade levels above, talk to the School Psychologist.

The School Psychologist will create a GT file for the student.

The School Psychologist will add the level to the students file after it is obtained

The classroom teacher and other staff, if appropriate, will continue to document baselines through daily work, anecdotal recording, and enrichment activities. This information will also be placed in the students file.

The School Psychologist checks on student throughout the year.

Grades 4+

Do an initial screening using results from the most recent standardized test, probes, progress monitoring tools, WIAT-II, and IQ scores for the student. If the child has qualifying scores, begin the GT Profile on the student. If the student does not have qualifying scores, talk to the School Psychologist.

Create a GT file for the student (if one has not been created).

Give the teacher a GES-2 to complete. Inform him or her that it is important to fill out the students 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 School Psychologist.

Once the School Psychologist has the Nomination/Alert Form, information from testing/classroom (profile), and the GES-2 forms, schedule an appointment with the Principal, Classroom Teacher, and Guidance Counselor to determine placement.

Continue to complete the GT Identification Process Checklist.

A copy of the completed GT Profile should be given to the School Psychologist following the meeting.

The School Psychologist adds the level to the students GT file.

Alert, Level I, Level II, and Level III

Once a student has been leveled, share identification criteria sheet with the teacher and discuss possible strategies.

Send a letter home to the parents.

All other records (nomination, profile, GES-2, etc.) are kept by the School Psychologist.

TransitionsGraduating

Once a student graduates from high school, the School Psychologist sends his/her file to the high school secretary for filing for one year.

Informal testing materials do not need to be included.

K-12 Identification Criteria

Level I

Level II

Level III

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



WKCE Score at Level I according to GT Resource Guide (approximately the 95th 96th percentile)

Nationally-normed standardized test score at 97th national percentile in the area of the specific academic nomination

Supporting assessment information as administered by the School Psychologist or other appropriate staff

A score of 13-15 on the specific academic subscale of the GES-2

1-2 years beyond peers indicated by local assessments

Full scale IQ score of 130 134

Student work samples/portfolios/

evidence

WKCE Score at Level II according to GT Resource Guide (approximately the 97th 99th percentile)

Nationally-normed standardized test score at 98th percentile in the area of specified academic nomination


A score of 16-18 on the specific academic subscale of the GES-2

2-3 years beyond peers indicated by local assessments

IQ score of 135-144


evidence

WKCE Score at Level III according to the GT Resource Guide (approximately 99th Percentile

Nationally-normed standardized test score at 99th percentile in specified academic nomination area


A score of 19 or 20 on the specific academic subscale of the GES-2

3+ years beyond peers indicated by local assessments

IQ score of 145 or higher


evidence

*GES-2, Gifted Evaluation Scale, Second Edition

CAMBRIA-FRIESLAND SCHOOL DISTRICT

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

Please share why you feel this student is gifted.

______

Please give the completed form to Principal/Gifted and Talented Coordinator.

Reviewed: _________________________________ _____________________

(Principal/GT Coordinator) (Date)

____ This student has been placed on Alert pending further test results and review

_____ Copy to GT Coordinator_____ Copy in student file


Gifted and Talented Profile

Student Name (last) _______ (first)

School Graduation Year

Present Teacher Present Grade

Information Gathered

Meets

Level I Criteria

Meets

Level II Criteria

Meets Level III Criteria

Standardized Test Scores

Test Name

Month/Year

Reading

Language

Math

Science

Soc. Studies

Other Test Results (IQ, etc.)

GES-2 Teacher Rating Scale

Month/Year

Intellectual

Creativity

Specific Academic ________________ area

Leadership Ability

Performing/Visual Arts

Work Samples/Portfolio/Evidence/Report Cards

Describe:

Profile Recommendation (criteria attached):

Based on the information gathered, the above named student

_____ is placed on Alert.

_____meets the Level I gifted and talented criteria in the

area(s) of _______________________.

_____meets the Level II gifted and talented criteria in the

area(s) of _______________________.

_____meets the Level III 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 _________

Principal/GT Coordinator

_______ Copy to student file

Gifted and Talented Services & Programming

Program/Services Model: The Cambria-Friesland School District uses Wisconsins 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 Education Plan (DEP) may be written for these students. (See Appendix C.)

Differentiated Education 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, II or III.

After a meeting with the parent, teacher, school psychologist, principal and other school personnel as defined previously, the team will draft the DEP.

Once the DEP has been approved by the team, the School Psychologist will obtain parent signatures.

Once the parents have signed the DEP, the School Psychologist will obtain the teachers, principals and/or counselors signatures. The plan is then filed.

After all signatures are obtained, copies are made. The high school secretary sends a copy of the completely signed DEP to the parents and a copy to be placed in the students cumulative file. The original is kept on file in the students GT file.

CAMBRIA-FRIESLAND

DIFFERENTIATED EDUCATION PLAN (DEP)

School Year: _______________

|_| 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)

Participants (signatures indicate approval of plan)

________________________ ________ ________________________

Parent/Guardian DateStudentDate

________________________ ________ ________________________

Classroom Teacher (Elementary)DateGuidance Counselor (Secondary)Date

________________________ ________ _________________________

Supportive Resource TeacherDateBuilding AdministratorDate

Copies to: Principal/GT Coordinator, School Psychologist, Parent, Classroom Teacher, School Counselor, and Student File

GIFTED AND TALENTED CONTINUUM OF SERVICES


Classroom Differentiation

(Curriculum Compacting, Tiered Assignments, Flexible Skills Grouping . . .)

Small Group Enrichment

Elementary

Guided Reading

Literature Circles

PLATO

Destination Imagination

Daily 5

Tutoring

18 minute enrichment time daily

Middle School

Check In/Check Out

Monthly Newsletter Quiz Bowl

Destination Imagination Talent Show

PLATO

Leadership Opportunities outside of school


High School

Tutoring

Math Groups


PLATO

Yearbook

Leadership Opportunities outside of school


Advanced Courses

Elementary

Middle School

High School

AP US History

AP Calculus

AP English Lit and Comp

AP Biology AP Chemistry

Acceleration

Elementary

Subject Acceleration

Grade Acceleration

Middle School


Grade Acceleration

High School

Early Admission

Youth Options

Extended Learning Opportunities

Elementary


Middle School

Destination Imagination Publishing Opportunities Leadership Retreats

Solo Ensemble

Forensics

High School


Art Competitions

Art Portfolios

Honors Band

Solo Ensemble

Careers in Construction

Forensics

Leadership Retreats

NHS

Services to Teachers

Professional Development, Gifted and Talented Conference, Training/Coaching in Differentiation

Services to Parents

Professional Development through CESA 5, Gifted and Talented Conference

Refer to the Glossary for further description of these services.

Monitoring and Accountability

Monitoring

The School Psychologist will touch base with teachers who will have GT students at the end and beginning of the school year.

The School Psychologist meets with the teacher (K-6) twice a year to complete the GT Monitoring Form for Individual Students.

The School Psychologist meets yearly with students in grades 7 and 8 to complete the GT Monitoring Form for Individual Students.

Students in grades 9 through 12 will be encouraged to add the GT Monitoring Form for Individual Students to their career portfolio.

Accountability

At the end of each year, the School Psychologist tallies services from the GT Monitoring Form for Individual Students so that information can be shared with next years teachers.

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 Cambria-Friesland will offer high quality, challenging learning opportunities for gifted students though 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.

The district appointed Gifted and Talented Coordinator will administer the Cambria-Friesland School Districts 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/PreK-12 Principal will ensure that provision for curriculum that meets the needs of gifted students is part of the ongoing curriculum work.

NAGC Standard 3: Program Design

The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical, and empirical support.

The Cambria-Friesland School District will use the Wisconsins Comprehensive Integrated Gifted Programming Model (Addendum 3, page 27). Specific services are included in the Gifted and Talented Program Continuum Services. The Continuum will be used to get the big picture to see where more services are needed.

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. Building level monitoring may be done by compiling data for individual students in that building.

The Cambria-Friesland School District GT Advisory Committee made up of a parent, building principal (gifted and talented coordinator), school psychologist, teachers, and school counselor. The committee will meet monthly 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 school counselors and classroom teachers to assist gifted and talented students with services to meet their unique socio-emotional needs.

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 principal 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 Identification

Gifted learners must be assessed to determine appropriate educational services.

The Cambria-Frieslands School Districts principal, school psychologist, and school counselor will meet to determine appropriate testing necessary to identify gifted and talented students as described in this plan.

Glossary

Whats in a Word?

TERMDEFINITION

Acceleration

Allowing students to advance by grade or by subject

Advanced 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.

Differentiated Education

Plan (DEP)

A DEP 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 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.


Allowing students to advance in one or more subjects.

Telescoping

Allowing students to move through the material in less time such as compressing two years of math into one year.

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

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: Whats 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 Dont 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

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

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

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Graduate Courses in Gifted Education:

UW-Whitewater

UW-Stevens Point

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.

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 34.33Supplementary 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 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)

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