Identification Criteria A minimum of three criteria met ......CogAt SAS composite ... Introduction...

INSTRUCTION Practice Statement 6142.1

Elementary and Secondary of 44 Curriculum Gifted and Talented Identification and Procedures

Identification Criteria

General Intellect Ability: A minimum of three criteria met within one tier (one must be Aptitude

SAS composite) on most recent data and historical perspective data The intellectually gifted are those children who exhibit early and rapid development of language ability,

strong powers of reasoning and advanced ability in critical thinking and problem solving. They may

manipulate information in divergent ways when challenged by complex issues. Typically these children

are noted for being several years beyond their peers in their cognitive ability.

Specific Academic Ability/Creativity: A minimum of two criteria met within one tier on most

recent data and historical perspective data Academically able students are capable of making outstanding progress in one or more of the disciplines.

Differentiation of instruction of academically able students should allow them to progress through the

content area(s) at a pace and/or at the depth and breadth which reflects their considerable abilities. When

compared to their peers, students who are one to two years advanced (Tier 1), can probably have their

needs met through the differentiated classroom. Students who are two to three years advanced (Tier 2)

could require additional curricular strategies, such as advanced coursework, cluster grouping per subject

area, or workshop/ competitions in the identified gifted and talented area in the differentiated classroom.

Students who are more than three years advanced (Tier 3) on the pyramid could require an individualized

educational supports, such as single subject acceleration, grade level acceleration, or dual enrollment in

courses.

Tier 3: o Nationally Normed Standardized Assessment Data; 98% or above

WKCE

Smarter Balanced

MAP

ACT Suite- Aspire

PSAT

additional Nationally Normed Standardized Assessment Data

o Aptitude Data; 130 or above

CogAt SAS composite

CogAt SAS for appropriate academic subtest

o Performance Data

Teachers College Assessment; three grade levels above

Student portfolio/ projects

Recommendation letters

Out of school progress reports

Grades, Report Cards

Classroom Assessment Data

o Supporting Data

Teacher Observation Form; 88% or higher in “Gifted Learner” or “Creative Thinker” columns

Appropriate rating scale on the academic or intellectual subscales (SIGS)

Historical perspective of achievement/aptitude; 98% or above

Tier 2:

o Nationally Normed Standardized Assessment Data; 95 - 97%

WKCE

Smarter Balanced

MAP

ACT Suite- Aspire

PSAT





CogAt SAS composite


o Performance Data

Teachers College Assessment: two grade levels above






o Supporting Data

Teacher Observation Form; 80%-88% in “Gifted Learner” or “Creative Thinker” columns


Historical perspective of achievement/aptitude; 95% - 97%

Tier 1: o Nationally Normed Standardized Assessment Data; 92% - 94%

WKCE

Smarter Balanced

MAP

ACT Suite- Aspire

PSAT



CogAt SAS composite


o Performance Data

Teachers College Assessment: two grade levels above






o Supporting Data

Teacher Observation Form; 80% or above in any one of the three columns


Historical perspective of achievement/aptitude; 90% - 94%

Creativity, Leadership, Performing and Visual Arts

Identification Criteria A minimum of two criteria met as determined by an expert panel decision for identification for each

of these areas. The panel must include, at the minimum, the school‟s specialist, related subject area

school staff, and one community expert in related area.

Assessment Data

Applicable Classroom common assessments

Specific applicable observation rating scales; score of 3.5 or above overall unless otherwise indicated

Observation Rating Scales for Visual Arts Teachers; Indicators of Potential Talent in the Visual Arts

Observation Rating Scales for Music Teachers; Indicators of Potential Talent in Music

Observation Rating Scales for Dramatic Arts Teachers; Indicators of Potential Talent in Drama

Teacher Nomination for GT for Leadership; 85% or above in “almost always” column



Performance Evidence

Recordings

Audition Tapes

Student Portfolios

Awards, Recognition, Honors

Evidence of Successful Participation in a Community Organization

Supporting Data

Parent nomination

Self nomination

Peer nomination

Teacher nomination

Community nomination

Advisor nomination

Policy Reference:

Policy 5111: Age of Entrance

Policy 5123: Promotion-Retention-Acceleration

Policy 5127: Graduation-Separation

Policy 5127.1: Class Rank, Grade Point Average and Valedictorian

Policy 6142.2: Grouping for Instruction

Policy 6145: Co-Curricular Activities

Policy 6178: Youth Options

Date Approved: July 21, 2009 School District of Elmbrook

Revised: 4/2011, 6/2012, 5/2014 Brookfield, WI 53005



Introduction to Elmbrook’s Gifted/Advanced Learner Guide

When the Individuals with Disabilities Education Improvement Act was reauthorized in 2004, a powerful new

element was added to the law stressing prevention-focused instructional practices to be used in the general

education classroom. That element is called RtI (Response to Intervention) and it is intended to guarantee

research-based instruction to all students – gifted students included. The RtI model assumes that each student

receives high-quality, research-based, and differentiated instruction matched to his/her need, that progress of each

student is monitored frequently to make decisions about changes in instruction or goals and that data is used in the

educational decision-making for each student.

RtI is a key component of educational reform in the United States. For gifted education, RtI represents many

important opportunities and challenges. To help education professionals and parents take a proactive look at the

ways gifted education and the needs of gifted students fit within the RtI initiative, Gifted Child Today's editor,

Susan Johnsen, Ph.D., and the journal's editorial board invited two prominent professors (Mary Ruth Coleman,

Ph.D. and Claire E. Hughes, Ph.D.) to guest edit a special issue of GCT on the important topic of RtI and gifted

child education.

After that special RtI issue of GCT was published in the summer of 2009, it quickly became one of the most

widely read issues in the peer-reviewed journal's history. In fact, Prufrock Press, the journal's publisher, had so

many requests for additional copies of that issue, extra copies from the original press run were quickly sold out. It

seems that many individuals, universities, and gifted education programs around the country were using the

special issue for professional development purposes.

While it is no longer available, you can still read the article, "RtI Models for Gifted Children," that Chrys Mursky

co-authored. (Ctrl + click to follow link to the article):

http://cal.dpi.wi.gov/files/cal/pdf/rti-gct.pdf

For gifted education, RtI refers to implementing and sustaining efforts which ensure our high ability students have

access to differentiated curriculum, flexible pacing, cluster grouping, acceleration, and other interventions

available to all students in the general education classroom. The RtI model as practiced and applied in Wisconsin

is a 3-tiered model which provides universal differentiation for all students, added value instruction for those who

are identified, and intensive targeted intervention for those whose needs are not met at the first two levels.

Tier 1: Core Classroom Instruction

All students should receive core classroom instruction utilizing scientifically based curriculum and methods to

teach critical elements of a subject (reading, math, written expression). At least 80-90% of students will achieve

success with the core instructional program.

Tier 2: Strategic Targeted Instruction

Some students will receive strategically-targeted instruction in addition to core instruction. Strategic instruction

addresses the specific needs of students who do not make sufficient progress in Tier 1. For advanced learners, the

need for Tier 2 intervention should be based upon learning growth for the time spent in the general education

classroom. Tier 2 instruction is generally provided in small groups of similarly-skilled students. Progress is

monitored on a regular basis.

Tier 3: Intensive Targeted Instruction

Few students will need intensive targeted instruction. It is provided to the most at risk students or those who

demonstrate the greatest intellectual need who have not responded to Tier 2 interventions or whose needs exceed

the parameters of Tier 2. Tier 3 intervention may, in some cases, replace the general education core instruction.

The duration of this intervention is extended over a longer period of time and varies based on student assessment

and progress monitoring data. Student movement through the tiers is a fluid process based on student assessment

data and collaborative team decisions about students‟ response to instruction. Students who are

determined to need Tier 3 intervention/instruction are not expected to return to Tier 1 instruction




Similarities between RtI and practices in the field of Gifted Education

The Wisconsin Gifted/Talented framework also provides a tiered model of programming which describes levels

of programming intensity for advanced learners. The Response to Intervention tiered model provides support

systems for students with exceptional ability or potential. Students who are gifted require special provisions

because of their strengths and above-grade instructional level or potential.

RtI has a strong expectation of differentiation in the classroom and embeds gifted education into the daily focus of

quality instruction. In gifted education, rather than remediation-based interventions, strength-based interventions

and strength-based programming, are used to describe tiered instruction. The problem-solving process which uses

data, strengths and interests of students to implement appropriate, rigorous and relevant curriculum and

instruction are strengths of RtI.

RtI supports setting targets for students. Long-term planning and monitoring of student progress will allow

students to learn and grow toward accelerated expectations. The pace of acceleration is based upon individual

experiences and needs and may include different forms of acceleration. Progress monitoring continually

contributes new data so that learning is dynamic and adjustments are made for pace, depth, and complexity of the

evidence-based practiced utilized.

Parts of this introduction are adapted from Montana OPI, RtI and GT Education, 2009



Introduction to Elmbrook’s Gifted/Advanced Learner Guide

When the Individuals with Disabilities Education Improvement Act was reauthorized in 2004, a powerful new

element was added to the law stressing prevention-focused instructional practices to be used in the general

education classroom. That element is called RtI (Response to Intervention) and it is intended to guarantee

research-based instruction to all students – gifted students included. The RtI model assumes that each student

receives high-quality, research-based, and differentiated instruction matched to his/her need, that progress of each

student is monitored frequently to make decisions about changes in instruction or goals and that data is used in the

educational decision-making for each student.

RtI is a key component of educational reform in the United States. For gifted education, RtI represents many

important opportunities and challenges. To help education professionals and parents take a proactive look at the

ways gifted education and the needs of gifted students fit within the RtI initiative, Gifted Child Today's editor,

Susan Johnsen, Ph.D., and the journal's editorial board invited two prominent professors (Mary Ruth Coleman,

Ph.D. and Claire E. Hughes, Ph.D.) to guest edit a special issue of GCT on the important topic of RtI and gifted

child education.

After that special RtI issue of GCT was published in the summer of 2009, it quickly became one of the most

widely read issues in the peer-reviewed journal's history. In fact, Prufrock Press, the journal's publisher, had so

many requests for additional copies of that issue, extra copies from the original press run were quickly sold out. It

seems that many individuals, universities, and gifted education programs around the country were using the

special issue for professional development purposes.

While it is no longer available, you can still read the article, "RtI Models for Gifted Children," that Chrys Mursky

co-authored. (Ctrl + click to follow link to the article):


For gifted education, RtI refers to implementing and sustaining efforts which ensure our high ability students have

access to differentiated curriculum, flexible pacing, cluster grouping, acceleration, and other interventions

available to all students in the general education classroom. The RtI model as practiced and applied in Wisconsin

is a 3-tiered model which provides universal differentiation for all students, added value instruction for those who

are identified, and intensive targeted intervention for those whose needs are not met at the first two levels.

Tier 1: Core Classroom Instruction

All students should receive core classroom instruction utilizing scientifically based curriculum and methods to

teach critical elements of a subject (reading, math, written expression). At least 80-90% of students will achieve

success with the core instructional program.

Tier 2: Strategic Targeted Instruction

Some students will receive strategically-targeted instruction in addition to core instruction. Strategic instruction

addresses the specific needs of students who do not make sufficient progress in Tier 1. For advanced learners, the

need for Tier 2 intervention should be based upon learning growth for the time spent in the general education

classroom. Tier 2 instruction is generally provided in small groups of similarly-skilled students. Progress is

monitored on a regular basis.

Tier 3: Intensive Targeted Instruction

Few students will need intensive targeted instruction. It is provided to the most at risk students or those who

demonstrate the greatest intellectual need who have not responded to Tier 2 interventions or whose needs exceed

the parameters of Tier 2. Tier 3 intervention may, in some cases, replace the general education core instruction.

The duration of this intervention is extended over a longer period of time and varies based on student assessment

and progress monitoring data. Student movement through the tiers is a fluid process based on student assessment

data and collaborative team decisions about students‟ response to instruction. Students who are determined to

need Tier 3 intervention/instruction are not expected to return to Tier 1 instruction.




Similarities between RtI and practices in the field of Gifted Education

The Wisconsin Gifted/Talented framework also provides a tiered model of programming which describes levels

of programming intensity for advanced learners. The Response to Intervention tiered model provides support

systems for students with exceptional ability or potential. Students who are gifted require special provisions

because of their strengths and above-grade instructional level or potential.

RtI has a strong expectation of differentiation in the classroom and embeds gifted education into the daily focus of

quality instruction. In gifted education, rather than remediation-based interventions, strength-based interventions

and strength-based programming, are used to describe tiered instruction. The problem-solving process which uses

data, strengths and interests of students to implement appropriate, rigorous and relevant curriculum and

instruction are strengths of RtI.

RtI supports setting targets for students. Long-term planning and monitoring of student progress will allow

students to learn and grow toward accelerated expectations. The pace of acceleration is based upon individual

experiences and needs and may include different forms of acceleration. Progress monitoring continually

contributes new data so that learning is dynamic and adjustments are made for pace, depth, and complexity of the

evidence-based practiced utilized.

Parts of this introduction are adapted from Montana OPI, RtI and GT Education, 2009



Gifted Students' Bill of Rights

NAGC (the National Association for Gifted Children) has

compiled a "Bill of Rights" for gifted kids, to help them take

pride in their giftedness. For more information, visit the

NAGC website.

You have a right...

... to know about your giftedness.

... to learn something new every day.

... to be passionate about your talent area without apologies.

... to have an identity beyond your talent area.

... to feel good about your accomplishments.

... to make mistakes.

... to seek guidance in the development of your talent.

... to have multiple peer groups and a variety of friends.

... to choose which of your talent areas you wish to pursue.

... not to be gifted at everything.

http://www.nagc.org/



Elmbrook Parent/Guardian Nomination Form

(General Intellectual/ Specific Academic Subject(s)/Intellectual Creativity)

Name of student: ________________________________

Date of birth: _____________________ Current grade level: __________

Name of nominating parent/guardian: __________________________________

Date of nomination: ______________________

Parents/guardians should complete this form if they believe their student is performing well above grade level

or demonstrating exceptional strengths or talents beyond those of their student’s same age peers. Once this

form is received by your school’s IRT/GT coordinator, test and performance data will be reviewed and teacher

feedback collected to determine if additional assessment is warranted or if the criteria for formal identification

have been met. The results of this screening will be communicated to the parents/guardians.

Is my student gifted?

This student may exhibit an exceptionally high degree of motivation, and/or excel in specific academic fields,

and may need special instruction and/or special ancillary services to achieve at levels which are commensurate

with his or her ability(ies). Children can demonstrate giftedness in a variety of ways. Parent(s)/guardian(s) are

often the first to notice special abilities.

As you think about your student in terms of his/her behaviors and characteristics, please consider the detailed

descriptions in the inventory below. Put a check in the box which best describes the frequency with which you

see the numbered behaviors/characteristics. This inventory includes a broad range of possible characteristics

and behaviors; therefore, it is not expected that your student will receive a high rating on all of them. Return

this nomination form to your building’s specialist.

How often do you observe the following behaviors/characteristics?

Seldom or never

Occasionally Most of the time

Virtually all of the time

1. Imagines things to be different than the way they actually are. Wonders “what if?” or “what would happen if?”

2. Has self-stimulated curiosity; shows independence in trying to learn more about something

3. Chooses difficult problems over simple ones

4. Uses unique and unusual ways to solve problems

5. Displays a great deal of curiosity about many things, often going beyond known or conventional limits

6. Possesses a large storehouse of information about a variety of topics beyond the usual interests of his age

7. Reasons things out, thinks clearly, and comprehends meaning

8. Expresses interest in understanding self and others

9. Possesses the interest of an older child or adult in games and reading



How often do you observe the following behaviors/characteristics?

Seldom or never

Occasionally Most of the time

Virtually all of the time

10. Strives toward perfection, is self-critical, is not easily satisfied with own speed or products

11. Easily makes generalizations and draws conclusions that involve summarizing complex information

12. Can perform more difficult mental tasks than peers

13. Is able to work through frustration and maintain focus

14. Has many different ways of solving problems

15. Displays a mature sense of humor; engages in intellectual play, enjoys puns

16. Challenges authority when sense of justice is offended, structures alternative approaches

17. Has unusually advanced vocabulary for age level and uses it in meaningful ways

18. Has quick mastery and recall of factual information

19. Is a keen observer; usually “sees more” or “gets more” out of a story, film, book, etc.

20. Is easily bored with routine tasks

21. Reads a great deal on his/her own; usually prefers higher level books; does not avoid difficult material

22. Needs little or no encouragement to follow through on work which excites him/her

23. Carries responsibility well; can be counted on to do what he/she promised and usually does it well

24. Is a high-risk taker; is adventurous and speculative

25. Is self-confident with children his/her own age as well as with adults; seems comfortable when asked to show his/her work to others

26. Has an extensive and detailed memory, particularly in an area of interest

27. Has hobbies/collections correlated to a field or area of interest

28. Organizes data and experiments with information to discover patterns or relationships

29. Solves numerical problems intuitively

30. Likes independent research and “alone” time

Characteristics/Behaviors based on the research of Clark, 1997; Colangelo & Davis, 1991; Coleman & Cross, 2001; Davis & Rimm, 1994; Gilliam, Carpenter & Christensen, 1996; Khatena, 1992; Piirto, 1999; Renzulli, Smith, White, Callahan, Harman & Westberg, 2002; Rogers, 2001; Sternberg & Davison, 1986)



Additional narrative information might be helpful in identifying your student‟s

needs. Please respond to any/all of the questions below as they apply to your

student.

1. What are some specific things you have observed at home that lead you to

believe that your student should be identified as high ability?

2. What problems, if any, is he/she having in school as a result of this high

ability?

3. Describe briefly your student‟s reading habits, patterns, and levels at home,

for example, when did you first notice your student reading independently

and how many books does she/he read each week?

4. Describe briefly your child‟s major interests, hobbies, art activities, etc.

Additional comments/observations:



Elmbrook Teacher Observation Form for Gifted/Advanced Learner Identification

(General Intellectual/ Specific Academic Subject(s)/Creativity)

Name of student: ________________________________

Date of birth: _____________________ Current grade level: _________

Teacher’s Name: ____________________________

Subject or grade level where you have observed the above-named student: _____

The above named student has been nominated for screening in Elmbrook’s gifted/advanced learner

identification process. Your observations are part of the body of information which will be examined as we

assess this student for inclusion in classroom or ancillary services to meet his/her needs. Research tells us that

gifted/advanced learners possess some of the following general characteristics:

Is very curious and observant

Uses adult-sounding words and reasoning

Thinks of many unusual ideas

Recognizes complex patterns or relationships

Comes to surprising solutions to problems

Shows a strong memory

Asks unusual questions

Demonstrates advanced talent in a certain area (such as mathematics, science, reading, writing)

Learned letters or numbers early and read before being formally taught

Is attracted to the novel, complex and mysterious

Is a nonconformist, uninhibited in expression, adventurous, able to resist group pressure

As you think about this student in terms of the aforementioned traits, please consider the detailed descriptions in the columns below of the differences between high-ability/ bright students, gifted students and creative- thinking students. No column is intended to be mutually exclusive. For example, a high achiever might also be a creative thinker, and a gifted learner might also be a creative thinker; a creative thinker might also be a high achiever, and a gifted learner might also be a high achiever. This three-column comparison emerged over several years in the research of Janice Szabos and Dr. Bertie Kingore while working with students representing all three of these groups. Hundreds of teachers and students reviewed and discussed the items as the comparisons developed.



Please put a check mark in the blank before each item that BEST describes this student.

High Achiever/Bright Student Gifted Learner Creative Thinker

___ Remembers the answers

___ Poses unforeseen questions ___ Sees exceptions

___ Is interested ___ Is curious ___ Wonders

___ Is attentive ___ Is selectively mentally engaged ___ Daydreams; may seem off task

___ Generates advanced ideas

___ Generates complex, abstract ideas ___ Overflows with ideas, many of which will never be developed

___ Works hard to achieve ___ Knows without working hard ___ Plays with ideas and concepts

___ Answer the questions in detail

___ Ponders with depth and multiple perspectives

___ Injects new possibilities

___ Performs at the top of the group

___ Is beyond the group __ Is in own group

___ Responds with interest and opinions

____ Exhibits feelings and opinions from multiple perspectives

___Shares bizarre, sometimes conflicting opinions

___ Learns with ease ___ Already knows ___ Questions: What if...

___ Needs 6 to 8 repetitions to master

___ Needs 1 to 3 repetitions to master ___ Questions the need for mastery

___ Comprehends at a high level

___ Comprehends in-depth, complex ideas

___Overflows with ideas--many of which will never be developed

___ Enjoys the company of age peers

___ Prefers the company of intellectual peers

___ Prefers the company of creative peers but often works alone

___ Understands complex, abstract humor

___Creates complex, abstract humor ___Relishes wild, off-the-wall humor



Thank you for taking the time to assess this student. Please return the inventory to

your building‟s specialist.

High Achiever/Bright Student

Gifted Learner Creative Thinker

___Grasps the meaning ___Infers and connects concepts ___ Makes mental leaps: Aha!

___Completes assignments on time

___Initiates projects and extensions of assignments

___Initiates more projects that will ever be completed

___Is receptive ___Is intense ___Is independent and unconventional

___ Is accurate and complete

___Is original and continually developing

___Is original and continually developing

___ Enjoys school often ___Enjoys self-directed learning ___ Enjoys creating

___Absorbs information ___Manipulates information ___Improvises

___Is a technician with expertise in a field

___Is an expert who abstracts beyond the field

___Is an inventor and idea generator

___ Memorizes well ___Guesses and infers well ___Creates and brainstorms well

___Is highly alert and observant

___Anticipates and relates observations

___ Is intuitive

___Is pleased with own learning

___Is self-critical ___Is never finished with possibilities

___Gets A's ___May not be motivated by grades ___May not be motivated by grades

___Is able ___Is intellectual ___Is idiosyncratic



Elmbrook Elementary Gifted/Advanced Learner Peer Nomination Form

Name __________________________ School_________________________ Date_____ Think about your classmates. Everyone is different! Read the questions below. In each space write the name of a classmate who best fits the description. You may write a name more than one once and you may write your own name where you feel it fits. 1. If you were forming a committee to work on a project, whom would you choose to lead it in each of these subjects?

Language Arts _______________ Math ____________________ Science_____________________ Social Studies ___________________ Art _____________________________ Other ____________________

2. I am thinking of someone in this room who can help me when I have problems with my school work. Who am I thinking of? __________________________________________________________________ 3. I am thinking of someone in this room who would help me get back safely if our class was on a trip and I became separated from the teacher. Who am I thinking of? ______________________________________________________________ 4. I am thinking of someone in this room who tells interesting stories. Who am I thinking of? ______________________________________________________________ 5. I am thinking of someone in this room who has a good imagination? Who am I thinking of? ______________________________________________________________ 6. I am thinking of someone in this room who is interested in many things? Who am I thinking of? ________________________________________________________________



7. I am thinking of someone in this room who says things in class that I had not thought of before? Who am I thinking of? _______________________________________________________________ 8. I am thinking of someone in this room who knows a lot of information? Who am I thinking of? ______________________________________________________________ 9. I am thinking of someone in this room who likes to try new things? Who am I thinking of? ____________________________________________________ 10. I am thinking of someone in this room who makes good decisions? Who am I thinking of? _________________________________________________________________

11. I am thinking of someone in this room who is an excellent reader. Who am I thinking of? _____________________________________________________ 12. I am thinking of someone in this room who is an excellent writer. Who am I thinking of? _____________________________________________________________ From the research of Fatih Kaya, The Role of Peer Nomination Forms in the Identification of

Elementary Gifted and Talented Students Nov., 2013



Elmbrook Student Gifted/Advanced Learner Self-Nomination Form

Name _____________________________________ Grade ____________ School _____________________________________________ Birthdate ____________ Date _____________

1. In what areas do you have special talent or ability?

2. In which subjects or courses do you do superior work?

3. What are the areas, topics, or activities in which you have special or strong interests?

4. Describe a project, product, or performance that you have done or created in which you excelled.

5. How many hours per week do you spend in voluntary reading? What books have you read recently?

6. What do you like to read and learn about?

7. Is your school work easy? How do you feel when it’s difficult?

8. Do you like to solve problems?

9. What is it in school that you find most challenging?

Adapted from Renzulli, J. and S Reis. The Schoolwide Enrichment Model, A Comparative Plan for Educational Excellence. Mansfield Center, CT: Creative Learning Press, Inc.



Elmbrook Visual and Performing Arts Nomination Form Parent/Teacher/Self/Community Member

Name of Student: ______________________________ Grade: _____ Name of Nominator: ________________________________ Relationship of Nominating Person to student: ____________________________ Instructions: Circle the area (or areas) of the visual and performing arts in which you believe the student should be screened for possible gifted identification. Then place a checkmark in the box next to each behavior or attribute you have observed in the student nominated. Write additional observations you think may be relevant on the back of this form or attach additional pages.

VISUAL ART ___ Elaborates on other people’s ideas and uses them as a jumping off point as opposed to copying from others ___ Shows unique selection of art media for individual activity or classroom projects ___ Has unusual and richly imaginative ideas ___ Composes with unusual detail and skill ___ Displays compulsive artistic pursuit MUSIC ___ Matches pitches accurately ___ Is able to duplicate complex rhythms correctly ___ Demonstrates unusual ability on an instrument including voice ___ Has a high degree of aural memory/musical memory ___ Displays compulsive musical pursuit DRAMA/THEATRE/DANCE ___ Readily shifts into the role of characters, animals or objects ___ Communicates feelings through facial expression, gestures & body movements ___ Uses voice expressively to convey or enhance meaning ___ Easily tells a story or gives a vivid account of some experience ___ Regularly seeks performance opportunities ___ Demonstrates exceptional physical balance ___ Performs sequences of movement easily and well ___Communicates meaning and feeling with movement ___ Uses his/her body as an instrument of expression ___ Volunteers to participate in movement activities and dances

Please return form to your building’s GT Specialist



Observation Rating Scale for Music Teachers

Indicators of Potential Talent in Music

Student Name _____________________________________ Age __________ Grade ______________

School _______________________________________

Person completing form _________________________________ Title: _________________________

You have known student ________ years ________ months Date: ___________________________

Please indicate how often the student listed above has shown the following behaviors by checking the

appropriate number.

1 2 3 4 seldom or never occasionally frequently almost always

Musical Awareness and Discrimination Evidence (please comment) 1 2 3 4

Awareness of Sound Is keenly aware of sounds and listens with focused concentration

Senses small differences in melodies, rhythms, sounds

Rhythmic Sense Discriminates rhythmic differences and physically responds to

rhythm in a fluid manner

Sense of Pitch Discriminates differences in pitch and demonstrates a high level

of tonal memory/audiation

Creative Interpretation Evidence (please comment) 1 2 3 4 Extends, manipulates, and experiments with sound

Spontaneously and creatively responds to the aesthetic qualities

of music

Is eager and imaginative in expressing, shaping, and refining

musical ideas

Works thoughtfully and perceptively in revising musical ideas

Please give a specific example for each statement that you rated a 4 above:



Musical Behavior and Performance Evidence (please comment) 1 2 3 4 Performs with a natural, fluid sense of rhythmic pulse and/or a

keen awareness of pitch, tone, melody, and harmony

Works to improve performance capabilities through focused

attention, cognitive and physical preparation, and skill practice

Projects advanced musical expression beyond age or grade level

(i.e., musicality)

Applies knowledge and skills to create musical compositions

Intensity Evidence (please comment) 1 2 3 4 Shows focused concentration when engaged in musical tasks

Is self-motivated and works independently on musical activities

Critiques and refines musical performances and/or compositions;

seeks feedback on own musical activities

Shows persistence and perseverance in musical tasks

Add Column Total

Multiply By Weight 1 2 3 4

Add Weighted Column Total

Scale Total


Please add any additional comments describing specific strengths or weaknesses of this student that

would be helpful in determining the potential talent of this student in music:

Document developed under a grant from The Wisconsin Department of Public Instruction with the support of the Wisconsin

Music Educators Association, 2009. Observation rating scale based largely on A Framework for the Identification of Musical

Talent by Joanne Haroutounian, 1995



Observation Rating Scale for Visual Arts Teachers

Indicators of Potential Talent in the Visual Arts

Student Name ____________________________________ Age __________ Grade ______________

School _______________________________________




appropriate number.


Artistic Awareness and Discrimination Evidence (please comment) 1 2 3 4

Interested in detail; more inventive in his/her artwork than are

peers

Exhibits a natural ability to understand the elements and

principles of art in the absence of formal instruction

Shows sensitivity to elements of movement, space, dimension,

line and color

Possesses high sensory sensitivity

Creative Interpretation Evidence (please comment) 1 2 3 4 Extends, manipulates, and experiments with color and dimension

Spontaneously and creatively responds to the aesthetic qualities

of art

Is eager and imaginative in expressing, shaping, and refining

artistic ideas

Keen observer; sees the unusual in what is often overlooked by

others




Artistic Behavior and Performance Evidence (please comment) 1 2 3 4 Often doodles and improvises with the effects of lines, shapes and

patterns while listening to or participating in other things

Works to refine work through focused attention; is self-critical of

own work

Uses a large number of elements in art work; varies subject and

content of work

Selects art during free time or for projects

Spends time creating artworks that are involved and appear to

be advanced when compared to others of the same age

Intensity Evidence (please comment) 1 2 3 4 Displays compulsive artistic pursuit

Is self-motivated and works independently on artistic activities;

works on art outside of the classroom

Possesses a superior ability to utilize past information in new

contexts. For instance, a visually gifted child who has achieved a

certain level of mastery in figure drawing can use that ability to

render figures in other situations.

Displays a high degree of self identification with the subject and

the medium. (Artistically gifted children live their art. They are in

their work. It is part of them. Even the medium is often like an

extension of the fingers. Their work is intensely personal and

shows an inner need for visual expression.)

Add Column Total



Scale Total


Document adapted from The Ohio Department of Education Implementation Handbook on Identification of Gifted in the

Visual Arts, 2009



Observation Rating Scale for Dramatic Arts Teachers

Indicators of Potential Talent in Drama

Student Name ____________________________________ Age __________ Grade ______________

School _______________________________________




appropriate number.


Dramatic Awareness and Discrimination Evidence (please comment) 1 2 3 4 Has the ability and vision to realize a text from “page to stage”

Is able to invent and sustain a role

Identifies with moods and motivations of characters

Brings dramatic situations to a climax with a well-timed ending

when telling a story

Creative Interpretation Evidence (please comment) 1 2 3 4 demonstrate an expressive speech ability in the use of voice and

accents

can confidently move and use gestures appropriate to character

enjoys drama improvisation and/or mime and dance drama

shows risk taking and presence (appearing bright, confident, and

theatrical in front of other)




Dramatic Behavior and Performance Evidence (please comment) 1 2 3 4 Without assistance, independently invents dramatic situations,

original ideas, and unusual solutions

understands and enjoys the uses of the stage including design and

technical effects

confidently performs a scripted or improvised character to

an audience

possesses a wide range of knowledge about drama and theatre

Intensity Evidence (please comment) 1 2 3 4 Shows focused concentration when engaged in dramatic tasks

Is self-motivated and works independently on dramatic activities

Critiques and refines dramatic performances; seeks feedback on

own drama activities

Regularly seeks performance opportunities

Add Column Total



Scale Total


Please add any additional comments describing specific strengths or weaknesses of this student that

would be helpful in determining the potential talent of this student in music:

Document adapted from The Ohio Department of Education Implementation Handbook on Identification of Gifted in Drama,

2009



Gifted/Advanced student Nomination form for Leadership

Parent/Teacher/Advisor/Community Member

Name of student: _________________________ Grade: _________ Name of nominator:___________________________ Date: ___________ Relationship to student: _________________________________ Put a check in the box which best describes this student’s leadership characteristics/behaviors

seldom often almost always

don’t know

Is flexible in thought and actions, can think “outside the box”

Influences adults and peers with good communication skills

Is persistent and task-committed

Readily adapts to new situations

Perceives and expresses the feelings of the group

Is assertive in group activities

Encourages others

Accepts the discipline and responsibility of leadership

Uses the strengths of others to accomplish a goal or task

Can look ahead to the end result of a decision

Is asked for ideas or suggestions

Can break apart a task in order to delegate and organize efforts Is often involved in group problem- Solving

Shows initiative; is a self-starter



seldom often almost always

don’t know

Demonstrates integrity and character

Works independently and in groups

Follows through to complete tasks

Participates in extracurricular activities

Puts the common cause above individual interest

Takes leadership role in school or community group activities

Shows interest in others’ opinions

Enjoys working on projects and getting things accomplished

Takes an active role in elected offices for groups or organizations

Naturally assumes leadership roles at school or outside of school events



Elmbrook: A Self-Rating Scale for Leadership (for ages 8-18)

Directions: Read each statement. Mark with the number of your choice. l—Almost always 2—Quite often 3—Sometimes 4—Not often 5—Never

Name _______________________ Age _____ Grade _____ Date _________ _____ I have strong convictions about things. _____ When I believe in something, I work to promote it. _____ I listen to both sides of the issue before I make up my mind. _____ I have self-confidence. _____ I am able to say my opinions in public. _____ I usually am satisfied with the decisions I make. _____ When I am criticized for some action I have taken, I can usually go about my work. _____ I like to be in charge of events. _____ I am able to see what materials are needed to complete a project. _____ I am able to see the sequence of steps necessary to complete a project. _____ When I am convinced of something, I have courage to act for it. _____ I often lead in projects. _____ When I see somebody who is a leader, I think that I could do as well as that leader. _____ I can speak to persons in authority. _____ I have energy to complete projects that I am interested in completing. _____ I can understand the viewpoints of others. _____ I am willing to change my mind if new facts suggest that I should change my mind. _____ I get anxious and excited and am able to use this energy to complete a task. _____ I am able to work with many types of persons and personalities. _____ I usually understand the plot of a story or play or the main point in a conversation. _____ I am willing to try new experiences when these seem wise. _____ I know when to lead, to follow and to get out of the way.



_____ I admire people who have achieved great things. _____ I dream of the day and time when I am able to lead myself or others to great accomplishments. _____ I feel at ease asking people for help or information. _____ I can be a “peacemaker” if I want to be.

From Roets, Lois F. (1992). “Leadership.” Des Moines, IA: Leadership Publishers, Inc.



Wisconsin RtI Glossary

ACCOMMODATIONS are practices and procedures intended to provide students with equitable access to grade-

level content and assessments.

ADDITIONAL CHALLENGES refer to the curriculum and instruction intended to meet the needs of students

exceeding benchmarks.

ADEQUATE PROGRESS describes whether students’ response to the current level and type of

interventions/challenges is sufficient to meet their learning goals or whether a change is warranted.

AGGREGATED DATA/RESULTS refer to the performance/achievement of the total population of students

participating in an assessment.

BALANCED ASSESSMENT* refers to the use of using formative, benchmark and summative assessments to

provide a complete and clear picture of student progress, student achievement, and instructional effectiveness.

BEHAVIORAL EXPECTATIONS are the specific, positively stated behaviors desired of all students that are explicitly

taught, modeled, and reinforced in a school.

BENCHMARKS are pre-determined milestones of achievement, established periodically throughout the school

year, leading towards mastery of the grade level/content standards.

BENCHMARK ASSESSMENTS are the periodic assessments used throughout the school year to show student

progress toward mastery of grade-level standards. Universal screeners, Curriculum-Based Measures (CBMs),

office discipline referrals, portfolios, and interim assessments are examples of benchmark assessments used in

schools.

BUILDING-LEVEL PROBLEM-SOLVING TEAM is an established collaborative group designed to develop timely and

effective strategies and resources for individual students in need of intensive support. (Also known as Student

Support Team, Child Study Team, or Building Consultation Team)

COLLABORATION* is a systematic process of collective problem-solving about and planning for teaching and

learning.

COMMON CORE STATE STANDARDS (CCSS) define the essential grade level and subject area learning

expectations K-12 students should know and be able to do to be considered college- and career-ready.

CONSISTENT COLLABORATION PROCESS means that team meetings follow a regular meeting schedule and use

protocols for planning and decision-making.

CULTURE describes how we live on a daily basis in terms of our language, ancestry, religion, food, dress, musical

tastes, traditions, values, political and social affiliations, recreation, and so on. (Singleton, 2006)



CULTURAL COMPETENCE for educators includes: “(a) believing that all students will learn; (b) knowing the

community where the school is located; (c) understanding all people have a unique world view; (d)using

curriculum that is respectful of and relevant to the cultures represented in its student body; (e) being alert to the

ways that culture affects who we are, (f) placing the locus of responsibility on the professional and the

institution; (g) examining systems, structures, policies and practices for their impact on all students and families;

and(h) standing up to challenge and ameliorating prejudice and discrimination” (adapted from Liang & Zhang

(2009) and the state of Washington’s Office of Public Instruction)

CULTURAL PROFICIENCY is an “approach” that demonstrates you have the self-awareness to recognize how

you—because of your ethnicity, your culture, and your life experiences may affect others, as well as what you

offer to others. Being culturally proficient allows you to use “teachable moments” to share yourself and learn

from others (Nuri Robins, 2002) Through culturally proficient knowledge the practitioner effects policies and

practices of a school/district or the values and behaviors that enable his/her self or school to interact effectively

in a culturally diverse environment (Lindsey, 2003, Davis 2007). A culturally proficient practitioner possesses and

works to build on his/her contextualized knowledge of culture, community, and identity of children and families

as the core of his/her teaching practice. Culturally proficient practitioners possess a "multicultural competence"

that incorporates a deep and sophisticated understanding of race, racism and the contemporary contexts of

schooling (Murrell, 2007 ).

CULTURAL RELEVANCE is evident through the integration of cultural knowledge, prior experiences, and

performance styles of diverse learners to make learning more appropriate and effective for them; it teaches to

and through the strengths of these learners. Culturally relevant instruction integrates a wide variety of

instructional strategies that are connected to different approaches to learning.

http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf

CULTURALLY RESPONSIVE PRACTICES* include the degree to which a school’s programs, practices, procedures,

and policies account for and adapt to the broad diversity of students' race, language, and culture.

CUT SCORES are selected points in test results used to identify levels of proficiency.

DATA-BASED DECISION-MAKING is the process of making instructional decisions for student academic and

behavior success through ongoing collection and analysis of data.

DECISION RULES are predetermined, specific “If… then…” criteria used for instructional decision-making.

DIAGNOSTIC ASSESSMENTS are valid and reliable tools and techniques used to determine the specific nature of a

student’s learning difficulties.

DIFFERENTIATION is the dynamic adjustment of universal curriculum and instructional practices based on the

learning needs of students.

DISAGGREGATED DATA/RESULTS are outcome data that have been calculated and reported separately for

specific sub-groups or -populations (e.g., students’ economic conditions, race, gender, culture, native language,

developmental differences, and identified disabilities).

ENGAGED LEARNING refers to the degree to which students are psychologically invested in and the effort they

put toward understanding intended content or mastering intended skills. (Newmann, 1992).




EQUITY is the quality of being fair or impartial. Applied to education this means accommodating and meeting

specific needs to ensure equal educational opportunity (OECD, 2007). Students of all cultures, languages, classes,

races, ethnic backgrounds, disabilities, religions, genders, sexual orientation, and other diversity factors have

equal educational opportunities.

EVIDENCE-BASED refers to “scientific, research-based [instruction] with substantial evidence of their

effectiveness through multiple outcome evaluations” (Wisconsin DPI, 2011). In other words, programs,

strategies, and assessments shown to have had positive outcomes for many students.

FIDELITY of instruction refers to whether the universal curriculum and instruction or the intervention/ challenge

is delivered in a way that is consistent with how it was intended to be delivered.

FORMAL MEASURES are quantifiable, norm-referenced, standardized assessments.

FORMATIVE ASSESSMENT is a deliberate process used by teachers and students during instruction that provides

actionable feedback that is used to adjust ongoing teaching and learning strategies to improve teachers’ and

students’ self-assessment, reflection, and attainment of curricular learning targets/goals.

GRADE-LEVEL/COURSE BENCHMARKS are the pre-determined milestones of achievement, established

periodically throughout the school year, leading towards mastery of the grade level/content standards.

HIGH QUALITY INSTRUCTION* refers to curriculum and instruction that is engaging, differentiated, standards-

based, data-driven, research-based and culturally appropriate for the students being served.

INFORMAL MEASURES refer to teacher-developed, formative assessments and observations.

INSTRUCTIONAL RESOURCE is a resource used by teachers every day to help students acquire knowledge

INTENSITY OF PROGRESS MONITORING refers to the frequency of progress monitoring.

INTENSIVE LEVEL of support refers to instruction, assessment, and collaboration programs and practices

provided for and about students with significant learning needs, either well-below or well-above benchmarks.

Also referred to as Targeted, Tier Three, and Tertiary Level.

INTERVENTIONS are research-based instructional practices and programs used systematically to increase the

performance in the universal curriculum of students not meeting academic or behavioral benchmarks.

LEVEL OF INTENSITY AND NATURE OF SUPPORT refer to the dimensions of interventions/

challenges that can be adjusted based on student need and responsiveness to instruction.

LEVELS OF IMPLEMENTATION are the recognized phases that schools and other organizations go through on the

way to fully implementing and sustaining changes in system-wide RtI programs, policies, and practices.

NOT IN PLACE: At this level, the school has not yet begun to consider RtI implementation, does not see

the need to undertake a change to an RtI system, and/or has identified other more-pressing priorities

PURPOSE-BUILDING level: The school recognizes the need to change to an RtI system, learns about RtI

issues and potential solutions, and builds consensus to move forward.

INFRASTRUCTURE: The school builds capacity for an RtI system to take hold.



INITIAL IMPLEMENTATION: School staff begins using new RtI practices.

FULL IMPLEMENTATION: The “new” RtI practice has been integrated into habits and routines in the

school and RtI is now part of “doing school.”

MODIFICATIONS refer to changes made to learning expectations in order to meet the needs of the student.

MULTI-LEVEL SYSTEM OF SUPPORT* is a school-wide plan to systematically provide differing levels and intensity

of supports based on student responsiveness to instruction and intervention. (Also referred to as tiered

intervention system or pyramid of interventions).

MULTIPLE MEASURES, or multiple types of data, are gathered and their evidence considered for schools to

understand the whole picture of students’ performance and the effectiveness of instruction to make more fully

informed decisions.

ORGANIZATIONAL STRUCTURES are the underlying building-level supports that, when in place, help schools

enact an RtI system.

PRACTICE is an approach or process for delivering content or skill

PROFESSIONAL DEVELOPMENT is a comprehensive, sustained, and intensive approach to improving staff

effectiveness in raising student achievement (Learning Forward, 2011).

PROGRAMS Instructional programs address a defined set of content and skills with a structured and packaged

format for delivery. Instructional programs often include: Teacher manuals, instructional materials, assessments,

a scope and sequence. (Example: a purchased reading series)

PROGRESS MONITORING is a process used to assess students’ academic and behavioral performance, to

measure student responsiveness to interventions/challenges, and to evaluate the effectiveness of

interventions/challenges.

PROGRESS MONITORING TOOLS are valid and reliable assessments used to quantify a student’s rate of

improvement in response to an intervention/challenge; these tools are designed to be easy, quick, repeatable,

and highly sensitive to change in student performance.

PROTOCOLS are the accepted, consistent norms and procedures that guide team agendas and practices of

planning and decision-making.

RELIABILITY refers to the consistency of an assessment’s results.

RESEARCH-BASED refers to “Research that involves the application of rigorous, systematic, and objective

procedures to obtain reliable and valid knowledge relevant to education activities and programs” (United States

Department of Education, 2009). In other words programs, strategies, and assessments shown to be effective in

rigorous, scientific studies.

RESPONSE TO INTERVENTION (RtI) is an organizational framework that guides implementation of a culturally

responsive multi-level system of support to achieve academic and behavioral success for all.



SELECTED LEVEL refers to instruction, assessment, and collaboration programs and practices provided for and

about students with learning needs of moderate intensity, either below or above benchmarks. Also referred to as

Secondary, Tier Two, Supplemental, and Small Group level of support.

SPECIFIC LEARNING DISABILITY (SLD) refers to a disorder in one or more of the basic psychological processes

involved in understanding or in using language (spoken or written) that may manifest itself in the imperfect

ability to listen, think, speak, read, write, spell, or to do mathematical calculations; SLD disorders include

conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental

aphasia.

SUMMATIVE ASSESSMENTS are infrequent tests used to evaluate cumulative learning. Large-scale standardized

assessments (including WKCE-CRT and Advanced Placement tests) and end-of-semester exams or school

suspension rates are examples of summative assessments.

SYSTEMIC refers to accomplishing goals, solving problems, and making improvements at the school level.

SYSTEMATIC refers to a planned and predetermined approach to accomplish a goal or solve a problem.

UNIVERSAL DESIGN FOR LEARNING is a scientifically valid framework that provides multiple means of access,

assessment, and engagement and removes barriers in instruction to achieve academic and behavioral success for

all.

UNIVERSAL INSTRUCTION refers to the academic and behavioral curriculum and instruction deemed critical,

delivered to all students, and expected to meet the needs of most students in a school. (Also referred to as Core

Instruction, Primary Level of Intervention, and Tier One instruction).

UNIVERSAL LEVEL refers to instruction, assessment, and collaboration programs and practices provided for and

about all students in the school. Also referred to as Core, Primary Level, and Tier One.

UNIVERSAL SCREENERS are valid and reliable data collection tools and processes used to assess students’ current

level of performance in relation to grade level benchmarks.

UNIVERSAL SCREENING PROCESS is a process in which data from multiple measures are analyzed to determine

whether each student is likely to meet, not meet, or exceed academic benchmarks or behavioral expectations.

VALIDITY refers to the extent to which an assessment or tool measures what it is intended to measure.

VISION provides a clear and attainable future picture of what learning will look like in a school.

References

1. Liang, X. & Zhang, G. (2009). Indicators to evaluate pre-service teachers’ cultural competence.Evaluation and

Research in Education; An International Journal on Theory and Practice, Volume 22, Issue 1. ISSN 1380-3611

(Print), 1744-4187 (Online)

2. Council of Chief State School Officers (2011). Defintion of cultural relevance. Retrieved from http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf




3. Learning Forward. (2009). Definition of professional development. Retrieved from http://www.learningforward.org/standfor/definition.cfm

4. Murrell, P, C. (2007). Race, Culture, and Schooling: Identities of Achievement in Multicultural Urban Schools. Routledge.

5. Newmann, F.M. (ed.) (1992). Student engagement and achievement in American secondary schools. New York: Teachers College Press. Retrieved from ERIC http://eric.ed.gov/ERICDocs/data/ ericdocs2sql/content_storage_01/0000019b/80/15/a8/51.pdf . ERIC ID ED371047

6. Singleton, G. & Linton, C.(2006).Courageous Conversations About Race; A Field Guide for Achieving Equity in Schools. California: Corwin Press.

7. United States Department of Education. (2009) United States Code. Title 20: Education. Part A: Definitions. Washington, D.C.: U.S. Government Printing Office.

8. Wisconsin Department of Public Instruction. (2011). PI 11, Wisconsin Administrative Code. Retrieved from http://dpi.wi.gov/sped/pi11_0701.html

http://www.learningforward.org/standfor/definition.cfm

http://dpi.wi.gov/sped/pi11_0701.html



Glossary of terms used in Gifted Education

Ability grouping - Placing students of similar ability in the same class or group for purposes of instruction.

Research shows higher academic achievement gains for all students when grouped by ability and taught at a pace

that matches their learning rates. Ability grouping is NOT the same as tracking although many confuse them.

Acceleration - Faster presentation of content to more closely match the speed at which gifted students learn.

Compare with grade skipping. See pacing, compacting.

Accountability-Holding students, faculty, administrators and district personnel responsible for instructional

outcomes.

Achievement - Accomplishment or performance; the realization of potential. Compare with aptitude.

Advanced Placement (AP)- A program developed by the College Board where high schools offer courses that

meet criteria set by institutions of higher education. In some cases college credit can be earned after completing

an AP exam. (Contact college or university for their specific requirements)

Aptitude - Undeveloped potential or ability; the inclination to excel in a particular area

Asynchronous development - Different rates for physical, cognitive, and emotional development. For example, a

gifted child may be chronologically 8 years old, intellectually 15 and emotionally 5. Extremes displayed by gifted

children have led some experts to define giftedness itself as asynchronous development.

Bloom’s Taxonomy-Developed in 1956 by Benjamin Bloom, the taxonomy is often used to develop curriculum

for gifted children. There are six levels that move from basic to high levels of thinking. These include knowledge,

comprehension, application, analysis, synthesis and evaluation.

Cluster Grouping-a grouping assignment for gifted children where typically 5 or 6 gifted students with similar

abilities are „clustered‟, which allows the teacher to differentiate assignments to a group.

Compacting - Eliminating repetition, minimizing drill, and accelerating instruction in basic skills so that gifted

students can move to more challenging material.

Constructivism - The theory that new knowledge is an active product of the learner integrating new information

and perceptions with prior knowledge. It is based on the work of John Dewey, Jean Piaget, and Lev Vygotsky.

Content - The academic subject matter studied in an educational program or class.

Convergent thinking - Thinking which results in conventional solutions and answers or conformity. Contrast

with divergent thinking.

Cooperative learning - Students working in small groups within a classroom on the same assignment. There is

often a division of tasks but the same grade is given to all. Cooperative learning groups with students of similar

ability with complementary skills tend to work most smoothly.

Differentiation- Adapting the curriculum to meet the differing needs and abilities of students within a class. One

strategy for differentiating the core, grade level curriculum is to modify the content or subject according to the

following theories:

Depth-students go further, deeper and more elaborately within a subject area.

Complexity- students make relationships and associations across and between subject areas. They study

relationships over time and from different points of view.



Novelty-students personalize their understanding. They express their knowledge in their own words and

way.

Acceleration- students can move at a faster pace or with more difficulty.

Discovery method - A variety of student-centered approaches to teaching, including the Socratic method, in

which the teacher acts as a guide and/or resource. Unlike programmed instruction, the emphasis is not on

efficiency in mastering a predetermined body of knowledge, but in developing students' abilities to learn how to

learn.

Divergent thinking - Thinking which results in novel, unique, or creative solutions or answers. Contrast with

convergent thinking.

Enrichment - Deeper coverage of content often provided for gifted students. Contrast with acceleration

Exceptional learners - Students with an IQ in the bottom (retarded) or top (gifted) three percent of the

population, or those with other physical or mental differences which affect learning.

Full-Time Ability Grouping – Sorting students, usually once a year, by ability level and then scheduling all of

their academic classes together.

Gifted and Talented- Although school districts differ in their identification and labeling process of Gifted and

Talented, The federal Elementary and Secondary Education Act defines gifted as “students who give evidence of

high potential or capability in areas such as intellectual, creative, artistic or leadership capacity who need special

services and activities not ordinarily provided to fully develop those capabilities.

Grade skipping - Promotion to a higher grade. Often confused with acceleration

Heterogeneous Grouping-grouping students by mixed ability or readiness levels. In this environment a teacher is

expected to meet a broad range of students needs. Compare with Homogeneous grouping

Higher order thinking skills - Abstract reasoning, critical thinking, and problem solving abilities

Homogeneous Grouping- Grouping students according to similar readiness and ability. The purpose of this

grouping is to allow students to spend more time with their peers and restrict the range of needs that a teacher

must address.

Identification - The selecting and labeling process. Requirements to be identified as gifted vary between school

districts.

Implicit Instruction – An instructional ideology that assumes that students are naturally active learners who

construct new personalized knowledge through linking prior knowledge and new knowledge. In implicit

instruction, the teacher guides students only as much as is necessary for them to build their own understanding.

Scaffolding (or teacher support) through questioning and explaining is provided only as needed.

Inclusion - Grouping of students in general education classrooms without regard to ability.

Independent study - Self-education, often using self-selected resources and driven by student interest.

Individual education plan (IEP) - A written document which states the student‟s unique characteristics and

needs, educational goals and objectives to meet those needs, and instructional materials and services to be

provided.

Individualized instruction - Content and pacing of instruction geared toward the individual‟s unique learning

styles, abilities, needs, and goals. See special education

Inquiry method - See discovery method.



Integrated curriculum - Combination of content from two or more subjects to enhance meaning through

interconnectedness of knowledge. See brain based teaching.

Intelligence - A general concept of mental ability, often summed up as the ability to learn from experience. The

concept was put into a measurable form as intelligence quotient, but theorists such as Howard Gardner believe

there are multiple intelligences which traditional IQ tests do not sample. Others counter that multiple intelligences

are merely manifestations of an underlying general factor ("Spearman's g"). Pragmatically in schools, intelligence

has come to mean whatever intelligence tests measure, regardless of the test's reliablity or validity

Intelligence quotient (IQ) - A quantitative representation of cognitive ability which results from testing a sample

of cognitive skills. The formula is intellectual age divided by chronological age, times 100. For example, someone

10 years old with an intellectual age of 13 would have an IQ of 130. This is called the "ratio IQ."

Intervention – Provided by general and special educators, based on training, not title. They are designed to help

a student improve performance relative to a specific, realistic and measurable goal. Interventions are based upon

valid information about present levels of performance relative to grade-level expectations, realistic

implementation with fidelity, and may include modifications and accommodations. Interventions are multi-tiered,

research-based, target-specific skills, time limited and parent inclusive.

Javits Act - Federal legislation originally passed in 1988 to provide grant money for gifted and talented programs

and research.

Levels of giftedness - According to IQ measurements, the following labels are generally accepted:

• Bright - 115 and above

• Gifted - 130 and above

• Highly gifted - 145 and above

• Exceptionally gifted -160 and above

Multiple intelligences - Constructs of intelligence that include more aspects of mental ability than the

conventional concept of intelligence. Howard Gardner proposed seven intelligences: musical, bodily-kinesthetic,

logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. He recently added an eighth: naturalist.

Multi-grade/Multi-age classrooms – combining two or three grade levels into one classroom and placing the

brightest children as the youngest in the class

Overexcitabilities - A term originated by Kazimierz Dabrowski to describe excessive response to stimuli in five

psychic domains (psychomotor, sensual, intellectual, imaginational, and emotional) which may occur singly or in

combination. Overexcitabilities are often used to describe certain characteristics of the gifted. “It is often

recognized that gifted and talented people are energetic, enthusiastic, intensely absorbed in their pursuits,

endowed with vivid imagination, sensuality, moral sensitivity and emotional vulnerability.

Pacing - The speed at which content is presented and instruction delivered. Pacing which matches the student's

rate of learning is optimal. Because gifted students are usually able to learn faster, they often need accelerated

pacing.

Peer group - People with which one feels equal. Due to gifted students‟ asynchronous development, they may

have very different intellectual, social, and emotional peer groups.

Perfectionism - The desire to execute tasks flawlessly. Gifted children may develop perfectionism after entering

school, as they perform better than their classmates. Later, such perfectionism may lead to avoiding challenges so

as not to appear imperfect.

Personal Goal-Setting – Teaching students to identify personal goals and how to prioritize time and activities to

reach those goals



Personalized Learning - Any learning experience that is self-initiated and self-directed in pursuit of outcomes

that are first personal (e.g., curiosity-based, self-prioritized, etc.) This includes the identification of potential

topics, self-assessment, connecting with peer sets and experts, and other important components of any authentic

learning process. Personalized Learning takes a holistic view of the individual, skill levels, interests, strengths and

challenges, and prior knowledge. The learner owns his/her learning. The end result is, ideally, a learner who is

literate in both the content and process of learning.

Portfolio - A collection of student work that demonstrates achievement for purposes of assessment.

Problem-based Learning - Providing students with unstructured problems or situations for which they must

discover the answers, solutions, concepts or draw conclusions and generalizations.

Progress-Monitoring – The ongoing process of collecting and analyzing assessment data to determine student

progress toward specific skill goals or general outcomes. At Tier 2 and Tier 3, progress monitoring data is used to

make instructional decisions about the effectiveness of intervention to accelerate student learning that increases

the learning rate and enables the student to meet a specific goal

Pull-out - A part-time special educational program that takes exceptional learners out of the general education

classroom for a limited time. Many elementary gifted programs are once a week, pull-out, enrichment activities.

Since gifted students are gifted all day, every day, pull-out programs alone seldom meet their needs.

Scaffolding – Support given to assist students in learning a skill through explicit instruction, modeling,

questioning and feedback, etc. to ensure student performance.

Self-contained - A classroom is self-contained if the students in it spend the entire day (or the bulk of the day)

with the same teacher. Elementary education is almost always conducted in self-contained classrooms. Self-

contained programs can also be geared toward grouping by ability, disability, or other labels placed on students,

such as the label "gifted."

Self-esteem - A subjective feeling of self-worth built from the respect and sense of worth reflected back on the

person from significant others.

Standardized test - A test taken by many students under identical conditions which allows results to be compared

statistically to a standard such as a norm or criteria. See reliability, validity.

State mandates - In the absence of a federal mandate for gifted education, many states have passed mandates.

The level, quality, and availability of services varies widely from state to state.

Tiered Assignments - A strategy to differentiate instruction in which all students work toward the same goal but

activities are geared toward each student‟s level of knowledge and understanding.

Tracking - Full-time, often permanent assignment to achievement groups. Compare with ability grouping, where

students may be temporarily grouped and regrouped for immediate instructional needs.

Twice exceptional - A term used to describe a student who is both gifted and disabled.

Underachievement - A significant difference between ability and performance. A gifted underachiever is often

defined as having superior intelligence, yet working below grade level.



DATE

Dear Parent or Guardian of __________ ,

The School District of Elmbrook is committed to the success of every child. To accomplish this, assessments are

administered and the data reviewed to ensure all students are meeting the established targets. These

assessments are also designed to help us determine which students may require differentiated instruction to go

beyond the established targets and reach their potential in their strength area(s). Those same assessments and

the corresponding data also allow for a more fluid approach to meeting student needs. This contrasts with the

practice of the one-time labeling of students, a more static model which tends to result in students being “in” or

“out” of a gifted program. Elmbrook’s dynamic approach acknowledges that student needs may change over

time.

Based on the results of the most recent data review, your child has been identified as a gifted/advanced learner:

____ Tier Three ____ Tier Two _____ Tier One

____ General Intellectual ____ Specific Academic Ability; subject area: _________________ ____ Creativity

____ Leadership ____ Performing and/or Visual Arts; ____ visual arts ____ music ____ drama

Possible programming may include:

Tier Three Individualized services, acceleration (subject or whole grade), college courses, mentorships, purchased service

Tier Two Programming beyond general education instruction, curricular extensions, pull-outs, cluster grouping, multi-age classrooms or grouping, purchased services

Tier One Classroom differentiation e.g. flexible grouping, enrichment, tiered lessons, compacting, open-ended activities, homework options, problem-based learning

As programming is planned for your child, you will be involved in the programming decision-making process.

If you have any questions, please contact _____ at _______________. Thank you for your continued support of

your child’s education.

____________________

_________________ School Specialist

Identification Criteria A minimum of three criteria met ......CogAt SAS composite ... Introduction...

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