Gifted and Talented (TAG) Program

Transcription

1 Gifted and Talented (TAG) Program Revised January Gifted & Talented Program Plan

2 TABLE OF CONTENTS Philosophy 3 Wisconsin DPI Statutes and Rule...4 Programming.6 Identification of Student Needs...13 Program Evaluation 14 MVGTN 15 2 Gifted & Talented Program Plan

3 OUR PHILOSOPHY: The mission of the states that our relationship with all students will promote their educational achievement and prepare them to be lifelong learners and compassionate, contributing members of society. Among the beliefs underlying this mission is the belief that every child has the right to realize his/her full academic potential. The goal of the Gifted and Talented program is to make certain that K-12 students can consistently access learning opportunities that are challenging, systematic, and continuous based on learning profile, readiness, and student interest. Areas for Learning Opportunities: General Intelligence Specific Academic Area Creativity Leadership Visual & Performing Arts 3 Gifted & Talented Program Plan

4 WI DEPARTMENT OF PUBLIC INSTRUCTION STANDARD (t) GIFTED AND TALENTED PUPILS Overview: Standard (t) requires school districts to assure that the special needs of gifted and talented students are understood and accommodated in all Wisconsin public schools from kindergarten through grade 12. The standard is consistent with the philosophy of Wisconsin school districts that the children are entitled to an education commensurate with their abilities and interests. The intent of the standard is to cause schools to develop the means by which gifted and talented pupils will be identified and, once identified, provided access to a set of systematic and continuous instructional activities, which are appropriate to the developmental needs of those children and youth identified. Wisconsin Statute (1)(t): Each school board shall provide access to an appropriate program for pupils identified as gifted and talented. Wisconsin Statute: s , Wis. Stats. 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: a) Ensure that all gifted and talented pupils enrolled in the school district have access to a program for gifted and talented pupils. 4. From appropriations under s (2)(fy), the department shall award grants to nonprofit organizations, cooperative educational service agencies, and the school district operating under ch. 119 for the purpose of providing advanced curriculum and assessments for gifted and talented pupils. Administrative Rule 8.01(2)(t)2. Each school district shall establish a plan and designate a person to coordinate the gifted and talented program. Gifted and talented pupils shall be identified as 4 Gifted & Talented Program Plan

5 required in s (1), Stats. This identification shall occur in kindergarten through grade 12 in general intellectual, specific academic, leadership, creativity, and visual and performing arts. A pupil may be identified as gifted or talented in one or more of the categories under s (1), Stats. The identification process shall result in a pupil profile based on multiple measures, including but not limited to standardized test data, nominations, rating scales or inventories, products, portfolios, and demonstrated performance. Identification tools shall be appropriate for the specific purpose for which they are being employed. The identification process and tools shall be responsive to factors such as, but not limited to, pupils' economic conditions, race, gender, culture, native language, developmental differences, and identified disabilities as described under subch. V of ch. 115, Stats. The school district board shall provide access, without charge for tuition, to appropriate programming for pupils identified as gifted or talented as required under ss (3) and (1)(t), Stats. The school district board shall provide an opportunity for parental participation in the identification and resultant programming. Gifted and Talented-Definition of Terms (Referenced from: Access - An opportunity to study through school district course offerings, independent study, cooperative educational service agencies, or cooperative arrangements between school district boards under s , Stats., and post-secondary education institutions (from PI 8.001, Wis. Admin. Code). Appropriate Program - A systematic and continuous set of instructional activities or learning experiences, which expand the development of the pupils identified as gifted and talented (from PI 8.01(2)(t), Wis. Admin. Code). Gifted and Talented - Pupils enrolled in public schools that 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 (from s (t), Wis. Stats.). 5 Gifted & Talented Program Plan

6 PROGRAMMING: There is no such thing as a typical gifted child. Student learning experiences, therefore, must include a broad range of opportunities that provide students with the Next Level of Challenge (NLC) and allow them to develop their talents. Gifted and Talented programming that provides the NLC should occur in the regular classroom setting through collaborative efforts of the classroom teacher, the TAG teacher, and other school district staff. Gifted and Talented programming options vary a great deal. They range from classroom enrichment, small group instruction, to online coursework. Grade levels offer varying options for students. Students in Kindergarten through grade 3 have SWAP time. SWAP is an ability-grouped time where students are moved into groups that will challenge them. Grades 4 through 7 have a TAG teacher who teaches a pull-out reading class. Grades 4 and 5 have a TAG teacher who teaches a pull-out math class. The Middle School and High School offer course options that allow students to choose the course best-suited for their abilities. 6 Gifted & Talented Program Plan

7 Possible Programming Options: Student possesses high capability 95 th /96 th (+) percentile on nationally normed tests Strengths documented in student portfolio Exhibits high interest in one or more topics See things from a different perspective Regular Classroom Differentiation Modification of content, process, and/or product Enrichment and/or acceleration Flexible grouping Extend skill development Student possesses advanced capability 97 th (+) percentile on nationally normed tests Strengths documented in student portfolio Two or more years beyond grade level/peers Needs few repetitions for mastery Possesses a high interest on a topic Internally motivated to accomplish task in which interested Opportunities Beyond the Regular Classroom Pull-out Options which: Relate to talents and abilities Relate to curriculum Use flexible grouping Use resource teachers and materials Use compacting and contracting Student possesses superior capability 98 th (+) percentile on nationally normed tests Strengths documented in student portfolio Multi-years beyond grade level/peers; demonstrated through class performance or test results Unrelenting passion on a topic which is internally prompted Significantly stands apart from peers Unconventional approach to life s issues or to solve problems Individualized Services DEP Differentiated Education Plan MS & HS Course Options Radical acceleration Independent research WVS 7 Gifted & Talented Program Plan

8 IDENTIFICATION: Bright Child versus Gifted Learner Children who are considered gifted have an exceptional ability as defined by Standard (t) from DPI. The bright child has excellent strengths whose needs can be met within the classroom environment through differentiation. BRIGHT CHILD GIFTED LEARNER Knows the answers Asks the questions Is interested Is highly curious Is attentive Is mentally and physically involved Has good ideas Has wild, silly ideas Works hard Plays around, yet tests well Answers the questions Discusses in detail; elaborate Top group Beyond the group Listens with interest Shows strong feelings and opinions Learns with ease Already knows 6-8 repetitions for mastery 1-2 repetitions for mastery Understands ideas Constructs abstractions Enjoys peers Prefers adults Grasps the meaning Draws inferences Completes assignments Initiates projects Is receptive Is intense Copies accurately Creates new designs Enjoys school Enjoys learning Absorbs information Manipulates information Technician Inventor Good memorizer Good guesser Prefers straightforward tasks Thrives on complexity Is alert Is keenly observant Is pleased with own learning Is highly self-critical By: Janice Szaboa, -Gifted Child Quarterly 8 Gifted & Talented Program Plan

9 Identification Policies: In order to develop a comprehensive picture of a student s strengths, information should be gathered from multiple sources. One single piece of data should not be considered sufficient identification evidence to include or exclude a student from consideration. Three types of information should be considered in the process: test data, performance data, and supporting data. Test Data: A wide variety of assessments can be used. Most common are standardized tests, such as the Wisconsin Knowledge and Concepts Examination (WKCE) and Measures of Academic Progress (MAP). In addition, a wide variety of identification instruments exist which can be used specifically to gather information regarding ability and achievement on an individual basis. Performance Data: A student s strengths can be documented by using products or performances that are gathered to create a portfolio. Supporting Data: Information provided by school staff, parents, peers, physicians, and others can contribute to the profile of the student. Nominations can be submitted or rating scales such as the SAGES can be used. Once all the data has been collected, then it can be analyzed to determine if the student s needs can be met through gifted and talented programming. 9 Gifted & Talented Program Plan

10 Areas of Identification: General Intelligence & Specific Academic Areas Student Qualities General Intellectual Ability Understands complex concepts Draws inference between content areas Sees beyond the obvious Thrives on new or complex ideas Enjoys hypothesizing Intuitively knows before taught Uses an extensive vocabulary Does in-depth investigations Learns rapidly in comparison to peers 1-2 repetitions for mastery Manipulates information Specific Academic Ability Strong memorization ability Advanced comprehension 1-2 repetitions for mastery Intense interest in a specific academic area High academic capacity in special-interest area Pursues special interests with enthusiasm Operates at a higher level of abstraction than peer Asks poignant question Discusses and elaborates in detail Identification of Student Needs In grades Kindergarten through eighth grade, students will take the MAP assessment three times per year. Teachers may also use the STAR Reading test, STAR Math test, and Accelerated Reading program as additional data points. All of these data points will be utilized to look for trends that will determine eligibility. Starting in third grade, students will also take the WKCE statewide assessment. These data points will also be used to determine eligibility. Students must consistently score at or above the 97 th percentile on the MAP and/or WKCE tests in order to be classified as gifted in that specific academic area. 10 Gifted & Talented Program Plan

11 Once a student is identified in a specific content area, they will continue to receive services in that area until a group decision is made that the student s needs have changed and that TAG services are not needed at this time. This group shall consist of the appropriate grade level teacher, the GT resource teacher, the parents, and anyone else who can provide meaningful insight into the student. Leadership Student Qualities Takes an active role in decision making High expectations for self and others Expresses self with confidence Sought out by others to accomplish a task Foresees consequences and implications of decisions Follows through on a plan Appears to be well like by peers Ideas expressed accepted by others Identification of Student Needs Students will be identified through the use of parent inventory, student-generated evidence of leadership activity, and/or letters of recommendation from a 3 rd party. Artistic (Visual Performing Arts) Student Qualities Communicates their vision in visual/performing arts Unusual ability for aesthetic expression Compelled to perform/produce Exhibits creative expression 11 Gifted & Talented Program Plan

12 Desire for creating original product Keenly observant Continues experimentation with preferred medium Excels in demonstrating the visual/performing arts Identification of Student Needs Students will be identified through the use of parent inventory, student portfolio, and/or letters of recommendation from a 3 rd party. Creativity Student Qualities Independent and/or flexible thinker Exhibits original thinking in oral and/or written expression Generates many ideas to solve a given problem Possesses a keen sense of humor Intrigued by creative tasks Improvises and see unique possibilities Risk-taker Resists conformity Creates and invents Identification of Student Needs Students will be identified through the use of parent inventory, student portfolio, and/or letters of recommendation from a 3 rd party. 12 Gifted & Talented Program Plan

13 Identification Process: TAG Teacher tracks standardized test data. 95th percentile and above are documentated. TAG teacher looks for trends in individual data. Consistent scores at or above 97th percentile are flagged. TAG Teacher confers with classroom teacher, parents, and TAG program supervisor. Decision is made regarding the student's needs 13 Gifted & Talented Program Plan

14 PROGRAM EVALUATION: Evaluation of the gifted and talented education program is a critical and instrumental part of successful program implementation. A data review will be used to gauge the program s effectiveness. Our goal is that a minimum of 75% of the TAG students will maintain a median score > the 90 th percentile on their standardized test scores. This data will be used for the ongoing development and refinement of the TAG program. Program evaluation will occur on a continuing basis. An evaluation team may be comprised of: 1. Gifted and Talented K-12 Coordinator 2. Gifted education resource personnel 3. Appropriate school personnel 4. Students 5. Parents The data collected will provide input and recommendations to support the current program or to make changes. 14 Gifted & Talented Program Plan

15 MVGTN: Additional TAG opportunities are available to students through the Mississippi Valley Gifted and Talented Network (MVGTN). This network is a group of school districts in the area that work together to provide programming opportunities for gifted and talented students. The activities developed by the Network allow talented youth to come together and share their knowledge and expertise while learning new information and developing advanced skills. Student Opportunities: Scripps Spelling Bee Quiz Bowls Battle of the Books National Geographic Bee Math Fair Heritage Fair Art Event Kids College Leadership Days Creative Problem Solving Day Performing Arts Fair Creative Writing Festival 15 Gifted & Talented Program Plan

16 Teacher and Parent Education: MVGTN works with local post-secondary educational institutions to conduct a yearly, full-day workshop that addresses a particular area of gifted education Teacher workshop is hands-on, practical, and taught by people who have experience working with the gifted population An evening workshop is devoted to parents and other interested persons 16 Gifted & Talented Program Plan