Gifted and Talented Program PlanSchool DistrictTable of Contents

PageAcknowledgement: Gifted and Talented Advisory Committee 1Philosophy: The District Mission and Vision of Gifted and TalentedDefinition of GiftednessGifted and Talented Student Identification Process: Identification Criteria Student Monitoring Gifted and Talented Services & Programming: Wisconsin Program Model School District of Your School Continuum of Services Differentiation Strategies Differentiated Educational Plan (DEP)Accountability & Monitoring Glossary: What’s in a Word?References & BibliographyAppendices: Appendix A: Nomination/Alert Form Appendix B: Gifted and Talented Profile Appendix C: Differentiated Education Plan (DEP)Addendums: Addendum 1: Wisconsin Standard (T) Addendum 2: NAGC Standards Addendum 3: Gifted and Talented Resource Guide for Educators, Coordinators, and Administrators in Wisconsin Public Schools

1

Gifted and Talented Advisory Committee

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

List Names Gifted & Talented CoordinatorSchool PsychologistBuilding PrincipalSchool Guidance CounselorDirector of Curriculum & InstructionSchool Board MemberParentParentParentAlumni

No person may be denied admission to any public school or be denied participation in, be denied the benefits of or be discriminated against in any curricular, extracurricular, pupil services, recreational or other program or activity because of the sex, color ancestry, sexual orientation, race, religion, national origin, creed, pregnancy, marital or parental status, physical, mental, emotional or learning disability.

A special thank you to Shirley Paulson, Gifted and Talented Coordinator for of Green Bay Public Schools, for her generous contributions in the development of this plan.

This document was provided by Julee Dredske, CESA 5, through the Wisconsin Department of Public Instruction Gifted and Talented Grant.

2

Mission & Vision Statement

It is the _____ Area School District’s mission to (state your district’s mission statement).

Vision: The vision of ______ Area School District is create a learning environment . . . .

Philosophy: Gifted children have unique academic and social and emotional needs. If these needs are not met, there is a loss to the individual, to the school, and to society. Two of the most basic needs are the appropriate level of academic challenge and to meet the socio-emotional needs of the gifted and talented student through interaction with other gifted and talented students and appropriate programming.

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

3

Definitions of Gifted and Talented Students

Develop a definition that best serves your school district. . .

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.

Based on Standard T language: The term “gifted and talented students” means children and youth who give evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the school in order to fully develop such capabilities. (U.S. Congress revision of the Marland report of 1972 in 1988 - P.L. 100-297, Sec. 4103, Definitions)

Giftedness is asynchronous development inwhich advanced cognitive abilities and

heightened intensity combine to create innerexperiences and awareness that arequalitatively different from the norm.

(The Columbus Group, 1991)

Sternberg’s five “necessary and sufficient conditions that gifted persons have in common”:1. Excellence. A gifted person must be extremely good at something.2. Rarity. He or she must possess a high level of an attribute that is

uncommon relative to peers.3. Productivity. The superior trait must (potentially) lead to

productivity,4. Demonstrability. The trait also must be demonstrable through one

or more valid tests.5. Value. The superior performance must be in an area that is valued

by society. (Davis and Rimm, 1998, p. 23)

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

4

(quoted in Davis and Rimm, 1998, p. 19)

5

Gifted and Talented Identification Procedure

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

Nominating—All Students If someone wants to nominate a student, give him or her a

Nomination/Alert Form (English, Spanish, or Hmong). Teachers/parents should return the completed form to the SRT. SRT sends copy of Nomination/Alert Form to GT secretary to

enter in data base.

K – 2 Do an initial screening using running records level, Informal

Reading Inventory (IRI), IQ, and/or WIAT-II assessments. If a K – 2 student scores two or more grade levels above, he or she will be placed on Alert. If the student does not score two or more grade levels above, talk to the GT supervisor.

Add the student’s name to the GT Identification Process Checklist.

A copy of the Nomination/Alert Form is then sent to the GT secretary at BCO.

The secretary will add the level to the data base and send a copy of the Nominaton/Alert Form on GT gold paper to the SRT at her school.

The GT gold form goes into the student’s cum file. SRT checks student on alert annually and completes

identification if possible.

3+ Do an initial screening using results from the most recent

standardized test , WIAT-II, IQ, Naglieri, or MAP scores for the student. If the child has qualifying scores, begin the GT Profile on

6

the student. If the student does not have qualifying scores, talk to the GT supervisor.

Add the student’s name to the GT Identification Process Checklist.

Give the teacher a GES-2 to complete. Inform him or her that it is important to fill out the student’s date of birth and the date that the evaluation was done. If necessary, another teacher (art, music) may rate the student in applicable areas.

Send a GES-2 form or interest survey to the parent along with the letter of explanation.

Both GES-2 forms should be returned to the SRT. Once the SRT has the Nomination/Alert Form, GT Profile, and the

GES-2 forms, schedule an appointment with the GT supervisor to determine placement.

Continue to complete the GT Identification Process Checklist. A copy of the completed GT Profile must be sent to the GT

secretary following the meeting with the GT supervisor. The GT secretary adds the level to the data base.

Alert, Level I, & Level II Once a student has been leveled, share identification criteria

sheet with the teacher and discuss possible strategies. Send a letter home to the parents. A copy of the parent letter, on canary yellow paper, is placed in

the student’s cum file. If the student was previously on Alert, that form can be removed from the cum file.

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

7

Gifted and Talented Identification Procedure

Transitions—School to School If a student moves from one school in the district to another

school in the district, the SRT sends his or her file on the student and the GT Monitoring Form for Individual Students to the SRT at the new school. The SRT at the new school makes contact with the new teacher and counselor.

If a student moves to a school outside of the district, the SRT sends his or her file on the student to the GT secretary for filing.

Transitions—Elementary to Middle For a student moving on to middle school, the SRT sends his or

her file on the student and the GT Monitoring Form for Individual Students to the SRT at the middle school.

Informal testing materials do not need to be included.

Transitions—Middle to High For a student moving on to high school, the SRT sends his or her

file on the student and the GT Monitoring Form for Individual Students to the SRT at the high school.

Informal testing materials do not need to be included. The SRT may meet with all identified gifted 9th graders to give

them their GT Monitoring Form for Individual Students and have them add it their career portfolio.

Transitions—Graduating Once a student graduates from high school, the SRT sends

his/her file on the student to the GT secretary for filing for one year.

Informal testing materials do not need to be included.

8

K-12 Identification Criteria

Level I Level II

A student must meet the identification criteria in at least

two different categories.

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)

WIAT-II score of 125 to 134

MAP score in gifted range

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

Naglieri Nonverbal Test of General Intelligence score in gifted range

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

WIAT-II score of 135 or above

MAP score in gifted range

Full scale IQ Score of 140 or above (general intellectual)

Naglieri Nonverbal Test of General Intelligence score in gifted range

Standard score between 13 and 15 on the GES-2*, Teacher Rating Scale

Standard score between 16 and 20 on the GES-2*, Teacher Rating Scale

Student work samples/portfolio/evidence

Student work samples/portfolio/evidence

*GES-2, Gifted Evaluation Scale, Second EditionGifted and Talented Services & Programming

Program/Services Model: The _____ Area School District uses Wisconsin’s Comprehensive Integrated Gifted Programming Model. (See Addendum 3, page 27 & 28.) The pyramid represents all levels of identified gifted students. The base of the pyramid represents the 60% of identified students whose needs can be met in the regular

9

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 or Level II. After a meeting with the parent, teacher, GRPC, and other school

personnel as defined previously, the GRPC will draft the DEP. Once the DEP has been approved by , it is sent to the GT secretary

to enter into the system and send to the parents for signatures. Once the parents have signed the DEP, the GT secretary sends it to

the GRPC to obtain the teacher’s, principal’s and/or counselor’s signatures. The DEP then is sent to the GT secretary.

When the secretary receives the DEP with all signatures, copies are made. The secretary sends a copy of the completely signed DEP to the parents. The GRPC is sent a copy for his or her records and a copy to be placed in the student’s cum file. The original is kept on file in the GT office.

10

GIFTED AND TALENTED CONTINUUM OF SERVICESSample Continuum—Modify for your district

Classroom Differentiation(All middle school staff trained as of April 06.)

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

Small Group EnrichmentElementary

Limited term pull outReader’s Theater Drama UnitsLiterature ClubsRenzulli Learning-Gr.3-5

Middle School Literature Clubs Junior Great Books… Battle of the Books

High SchoolNewspaperMath Groups

Advanced CoursesElementary Middle School

WCATY classesHigh School

Advanced Mathematics Advanced and AP CoursesAdvanced MathScience Applications Independent Study Literacy, Learning, and LogicDistance Learning

Midwest Academic Talent Search (MATS)Acceleration

ElementarySubject AccelerationGrade Acceleration

Middle School Subject Acceleration Grade Acceleration

High SchoolEarly AdmissionYouth Options

Extended Learning OpportunitiesElementary

Saturday Spectaculars- (Gr. 3-5)Destination ImaginationAcademic Competition Elementary Math Bowl Science Fair Geography Bee

Middle SchoolDestination Imagination Academic Competition CESA 7 MS RetreatsMS Math BowlOctagon Club

High SchoolDestination Imagination Academic DecathlonAcademic Competition Honors Band World Issues Symposium Forensics

Services to TeachersProfessional Development (Building, District), Gifted and Talented

11

Conference, Training/Coaching in DifferentiationServices to Parents

Parent Advisory Team, Looking Ahead, SENG Groups, Gifted and Talented Conference, Special Topic Speakers

Refer to the Glossary for further description of these services.

12

Monitoring and Accountability

Monitoring The principal and school counselor should receive a copy of the

GT School Roster of all identified students at the beginning of each year. Update as needed.

Also at the beginning of the year, the SRT shares a GT Teacher Roster with each K-6 teacher who has one or more GT children in his or her class.

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

The SRT 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. SRT reminds students to update annually.

Accountability At the end of each year, the SRT tallies services from the GT

Monitoring Form for Individual Students onto the School Summary of Services Form and sends a copy to the GT supervisor by June 10.

At the end of each year, the SRT sends a copy of the GT Identification Process Checklist to the GT supervisor.

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 Your Town 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.

The district appointed Gifted and Talented Coordinator will administer the Your Town Area 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

13

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

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 _____ Area School District GT Advisory Committee made up of parents, building principal, director of curriculum and instruction, teachers, school counselor, and gifted and talented coordinator. The committee will meet ___________ 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.

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.

14

____________________ 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 _____ Area School District 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.

15

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.

Differentiated EducationPlan (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.

16

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.

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.

17

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.

18

References

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

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

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

Bibliography(For Teachers & Parents)

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

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

Cobain, B. (1998). When Nothing Matters Anymore. Minneapolis: Free Spirit.

NOTE: This is a survival guide for depressed teens. Author is a cousin of Curt Cobain of Nirvana. 1 575 422 352

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

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

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

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

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

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

19

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

20

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

21

Web Sites: www.nagc.org The National Research Center on the Gifted and

Talented www.watg.org Wisconsin Association Talented & Gifted www.wiarted.org Wisconsin Art Association--Good source for

activities for students related to art www.wcaty.org Wisconsin Center for Academically Talented Youth www.sengifted.org Supporting Emotional Needs of Gifted www.hoagiesgifted.org Hoagies Gifted Education Page http://www.gt-cybersource.org/Record.aspx?

NavID=0_7,0_7&rid=11201 GT Cybersource (Davidson Institute)

WISGIFT - Listserv: Parents & teachers

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

22

Appendix A: Gifted and Talented Nomination/Alert Form

School District of Your Town

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 your district Gifted and Talented Coordinator (GRPC).

Reviewed: ________________________ _____________________ (GRPC) (Date)____ This student has been placed on “Alert” pending further test results and review

_____ Copy to GT Coordinator _____ Copy in student

Appendix B: Gifted and Talented ProfileSchool District of Your Town

Gifted and Talented ProfileStudent Name (last) (first)

23

School Graduation Year

Present Teacher Present Grade

Information GatheredMeets Level I Criteria

Meets Level II Criteria

Standardized Test ScoresTest Name Month/Year ReadingLanguage MathScienceSoc. Studies Other Test Results (IQ, Naglieri)GES-2 Teacher Rating ScaleMonth/Year IntellectualCreativity Specific Academic ________________ area Leadership Ability Performing/Visual Arts

Work Samples/Portfolio/Evidence/Report CardsDescribe:

24

Recommendation: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 _______________________.

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

Reviewed by Date _________ Gifted and Talented Coordinator

_______ Copy to student file

25

Appendix C: Differentiated Education Plan.

YOUR TOWN SCHOOL DISTRICTDIFFERENTIATED EDUCATION PLAN (DEP)

2007-2008

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 Date Student

Date26

________________________ ________ ________________________ Classroom Teacher (Elementary) Date Guidance Counselor (Secondary)

Date

________________________ ________ _________________________ Supportive Resource Teacher Date Building Administrator Date

GRPC (White) Parent (Yellow) Classroom Teacher/Guidance (Pink) G/T Office (Gold) File (Original)

27

Addendum 1: Standard (T)

WISCONSIN GIFTED AND TALENTED LAW

Wisconsin School Law, Chapter 118.35:Programs for gifted and talented pupils.

(1)In this section, “gifted and talented pupils” means pupils enrolled in public schools who give evidence of high performance capability in intellectual, creative, artistic, leadership or specific academic areas and who need services or activities not ordinarily provided in a regular school program in order to fully develop such capabilities.

(2)The state superintendent shall by rule establish guidelines for the identification of gifted and talented pupils.

(3)Each school board shall ensure that all gifted and talented pupils enrolled in the school district have access to a program for gifted and talented pupils.

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

“Each school board shall: (t) Provide access to an appropriate program for pupils identified as gifted and talented.”

The school board must designate a person to coordinate the gifted/talented program. PI 8.01 (2)(t).

The district must have a board-approved plan for the education of gifted and talented students. PI 8.01 (2)(t).

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

The school board provides an opportunity for parental participation in the planning of the program.

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

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.

28

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 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:

29

(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)

30