Gifted and Talented Program Plan
School District
Table of Contents
PageAcknowledgement: Gifted and Talented Advisory Committee / 1
Philosophy: The District Mission and Vision of Gifted and Talented
Definition of Giftedness
Gifted 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 & Bibliography
Appendices:
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
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 Psychologist
Building Principal
School Guidance Counselor
Director of Curriculum & Instruction
School Board Member
Parent
Parent
Parent
Alumni
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.
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).
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 in
which advanced cognitive abilities and
heightened intensity combine to create inner
experiences and awareness that are
qualitatively different from the norm.
(The Columbus Group, 1991)
Sternberg’s five “necessary and sufficient conditions that gifted persons have in common”:
1. Excellence. A gifted person must be extremely good at something.
2. Rarity. He or she must possess a high level of an attribute that is uncommon relative to peers.
3. Productivity. The superior trait must (potentially) lead to productivity,
4. Demonstrability. The trait also must be demonstrable through one or more valid tests.
5. Value. The superior performance must be in an area that is valued by society. (Davis and Rimm, 1998, p. 23)
Joseph Renzulli’s Three-Ring Model
“Gifted behavior. . . reflects an interaction among three basic clusters of human traits - these clusters being above average (but not necessarily high) general and/or specific ability, high levels of task commitment (motivation), and high levels of creativity. Gifted and talented children are those possessing or capable of developing this composite set of traits and applying them to any potentially valuable area of human performance.”
(quoted in Davis and Rimm, 1998, p. 19)
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
q If someone wants to nominate a student, give him or her a Nomination/Alert Form (English, Spanish, or Hmong).
q Teachers/parents should return the completed form to the SRT.
q SRT sends copy of Nomination/Alert Form to GT secretary to enter in data base.
K – 2
q 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.
q Add the student’s name to the GT Identification Process Checklist.
q A copy of the Nomination/Alert Form is then sent to the GT secretary at BCO.
q 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.
q The GT gold form goes into the student’s cum file.
q SRT checks student on alert annually and completes identification if possible.
3+
q 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 the student. If the student does not have qualifying scores, talk to the GT supervisor.
q Add the student’s name to the GT Identification Process Checklist.
q 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.
q Send a GES-2 form or interest survey to the parent along with the letter of explanation.
q Both GES-2 forms should be returned to the SRT.
q 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.
q Continue to complete the GT Identification Process Checklist.
q A copy of the completed GT Profile must be sent to the GT secretary following the meeting with the GT supervisor.
q The GT secretary adds the level to the data base.
Alert, Level I, & Level II
q Once a student has been leveled, share identification criteria sheet with the teacher and discuss possible strategies.
q Send a letter home to the parents.
q 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.
q All other records (nomination, profile, GES-2, etc.) are kept by the SRT.
Gifted and Talented Identification Procedure
Transitions—School to School
q 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.
q 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
q 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.
q Informal testing materials do not need to be included.
Transitions—Middle to High
q 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.
q Informal testing materials do not need to be included.
q 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
q 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.
K-12 Identification Criteria
Level I
/ Level IIA 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.
q WKCE Score at Level I according to GT Resource Guide (approximately the 95th – 96th percentile)
q WIAT-II score of 125 to 134
q MAP score in gifted range
q Full scale IQ score of 130 – 139 (general intellectual)
q Naglieri Nonverbal Test of General Intelligence score in gifted range / q WKCE Score at Level II according to GT Resource Guide (approximately the 97th – 99th percentile)
q WIAT-II score of 135 or above
q MAP score in gifted range
q Full scale IQ Score of 140 or above (general intellectual)
q Naglieri Nonverbal Test of General Intelligence score in gifted range
q Standard score between 13 and 15 on the GES-2*, Teacher Rating Scale / q Standard score between 16 and 20 on the GES-2*, Teacher Rating Scale
q Student work samples/portfolio/evidence / q Student work samples/portfolio/evidence
*GES-2, Gifted Evaluation Scale, Second Edition
Gifted 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 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)
q Any student being considered for a DEP should have been identified as GT or the process should be started.
q A student needing a DEP may be Level I or Level II.
q After a meeting with the parent, teacher, GRPC, and other school personnel as defined previously, the GRPC will draft the DEP.
q 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.
q 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.
q 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.
GIFTED AND TALENTED CONTINUUM OF SERVICES
Sample 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 Enrichment
Elementary
Limited term pull out
Reader’s Theater
Drama Units
Literature Clubs
Renzulli Learning-Gr.3-5 / Middle School
Literature Clubs
Junior Great Books… Battle of the Books / High School
Newspaper
Math Groups
Advanced Courses
Elementary / Middle School
WCATY classes / High School
Advanced Mathematics
Advanced and AP Courses
Advanced Math Science Applications Independent Study Literacy, Learning, and Logic
Distance Learning
Midwest Academic Talent Search (MATS)
Acceleration
Elementary
Subject Acceleration
Grade Acceleration / Middle School
Subject Acceleration
Grade Acceleration / High School
Early Admission
Youth Options
Extended Learning Opportunities
Elementary
Saturday Spectaculars- (Gr. 3-5)
Destination Imagination
Academic Competition Elementary Math Bowl Science Fair
Geography Bee / Middle School
Destination Imagination Academic Competition CESA 7 MS Retreats
MS Math Bowl
Octagon Club / High School
Destination Imagination Academic Decathlon
Academic Competition Honors Band
World Issues Symposium
Forensics
Services to Teachers
Professional Development (Building, District), Gifted and Talented Conference, Training/Coaching in Differentiation
Services 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.
Monitoring and Accountability