talented and gifted handbook - holmen high school · developing the following 21st century skills:...

SCHOOL DISTRICT OF HOLMEN

District Office 1019 Mc Hugh Road

Holmen, WI 54636

Phone: 608-526-6610

Fax: 608-526-1333

Talented and Gifted Handbook 2019-2020

Updated September 13, 2019

TABLE of CONTENTS

VISION, MISSION, and PHILOSOPHY

GOALS OF PROGRAMMING

WI DEPARTMENT OF PUBLIC INSTRUCTION GIFTED AND TALENTED STATUTES & RULE Administrative Rule Related Wisconsin Statute Definitions of Terms CHARACTERISTICS OF GIFTED BEHAVIORS

LEVELS AND PRIORITY OF SERVICE

QUALIFICATION

PROGRAMMING BY GRADE LEVEL

CONTINUUM OF PROGRAMMING OPTIONS

APPENDIX A COMPACTED/ACCELERATED MATH

APPENDIX B DIFFERENTIATED EDUCATION PLAN (DEP)

APPENDIX C TRACKING FORM

APPENDIX D HOLMEN HIGH SCHOOL SENIOR CREDIT CHECK

APPENDIX E NCAA


VISION, MISSION, and PHILOSOPHY

DISTRICT VISION STATEMENT

Educating every student to achieve global success

DISTRICT MISSION STATEMENT

Educate and inspire students today and prepare them for tomorrow by:

● Ensuring that all students learn at high levels.

● Developing the following 21st Century Skills: innovation, creativity, collaboration,

communication, initiative, problem-solving, critical thinking, leadership, self-direction,

responsibility, interpersonal skills, cross-cultural skills, and computer and media literacy.

● Achieving a deeply held partnership with the entire community.

● Operating and acting in a fiscally responsible manner while ensuring well-rounded

educational experiences.

GIFTED PROGRAMMING PHILOSOPHY

All students have personal strengths. High ability learners have needs that go beyond the

universal curriculum that may include accelerated or compacted curriculum and a wide range of

experiences in order to develop their talents. The School District of Holmen believes that all

students, including advanced learners and those students from traditionally underrepresented

populations, should be challenged and supported to reach their full potential.


PROGRAM GOALS

The goals for talented and gifted programming are:

● to determine students who exhibit advanced or high ability learning needs and require

accommodations beyond the universal curriculum.

● to establish programs and services that are responsive to the needs of advanced or high

ability learners.

● to develop the student’s understanding and acceptance of self and others.

● to enhance opportunities for academic and career planning.

● to nurture habits of mind which promote lifelong learning.

● to encourage participation in activities to challenge students to meet their potential.

● to assess the efficiency and effectiveness of the program and services, and to make

suggestions for continuous improvement.


STATE OF WISCONSIN STATUTES AND

DEPARTMENT OF PUBLIC INSTRUCTION RULE

Wisconsin Statute 121.02(1)(t): Each school board shall provide access to an appropriate

program for pupils identified as gifted and talented.

Wisconsin Statute: s. 118.35, 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. 20.255(2)(FY), the department shall award grants

to nonprofit organizations, cooperative educational service agencies (CESAs),

institutions within the University of Wisconsin System, and the school district

operating under ch. 119 for the purpose of providing to gifted and talented pupils

those services and activities not ordinarily provided in a regular school program

that allow such pupils to fully develop their capabilities.

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 required in s. 118.35(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. 118.35(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.

118.35(3) and 121.02(1)(t), Stats. The school district board shall provide an opportunity for

parental participation in the identification and resultant programming.


Definitions of Terms

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. 66.30, Stats., and postsecondary 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 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 (from s. 118.35(1), Wis. Stats.).

For the most current information visit http://dpi.wi.gov/gifted/laws.

http://dpi.wi.gov/gifted/laws


CHARACTERISTICS OF GIFTED STUDENTS

The State of Wisconsin identified five areas of high performance or giftedness. They are:

General Intellectual Ability

● Understands complex concepts

● Draws inferences 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

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 peers

● Asks poignant questions

● Discusses and elaborates in detail

Creative Thinking

● Visualizes many approaches or solutions to a problem (fluency)

● Possesses strong visual and imaginative skills

● Transfers ideas and solutions to new situations (flexibility)

● Prefers variety, novelty, and new ways of doing things (elaboration)

● Asks many and unusual questions (originality)

● Usually has many projects going on at once

● May be considered unusual or “silly” by peers or adults

● May or may not be artistic

Leadership

● Relates to and motivates other people

● Organizes other students for an activity

● Demonstrates high levels of self-assurance when making decisions or convincing peers

● Sees problems from many perspectives

● Tend to be independent and unafraid of taking risks

Visual/Performing Arts

● Communicates their purpose in visual/performing arts

● Unusual ability for aesthetic expression


● Compelled to perform or produce

● Exhibits creative expression

● Desire for creating original product

● Keenly observant

● Continues experimentation with preferred medium

● Excels in demonstrating the visual or performing arts

For more information, visit https://www.nagc.org/resources-publications/resources/my-child-

gifted/common-characteristics-gifted-individuals.

https://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals

https://www.nagc.org/resources-publications/resources/my-child-gifted/common-characteristics-gifted-individuals


LEVELS AND PRIORITY OF SERVICE

Levels of Service

Decisions regarding level of service needs will be made by a team of personnel including the

building Talented and Gifted teacher and the classroom/homeroom teacher, as well as other

personnel with background knowledge of the student’s abilities in each of the content areas

served.

Tier One Universal

Students at this level will have their needs effectively met in the regular classroom. Universal

instruction occurs in the regular classroom, with teachers using multiple strategies to meet the

needs of students.

Tier Two Selected Enrichment

The advanced or high ability learners are placed into selected enrichment programming groups

to enhance and extend universal curriculum and further develop their abilities. Selected

enrichment programming occurs in cluster groups within the classroom, with the Talented and

Gifted teacher, or with another enrichment teacher. Students may be placed in a talent pool

based upon their performance on standardized, district, and classroom assessments as

compared to the local norms. These groups are fluid and will change frequently based on

needs displayed by students at a given time.

Tier Three Targeted Enrichment/Advancement

Advanced learners are placed into targeted programming to accelerate, deepen, or supplant the

universal curriculum and further develop their abilities. Targeted programming may be an

individualized program, accelerated program, or cluster group with the Talented and Gifted

teacher. These plans may change over time and are dependent upon the needs of the student

at a given time. A Differentiated Education Plan (DEP) will be created for those students who

need services beyond those provided by targeted enrichment groups. A DEP will be prepared

by an Educational Support Team consisting of the Talented and Gifted teacher in collaboration

with the classroom teacher, parent(s)/guardian(s), student, school psychologist, principal and/or

other appropriate personnel.


Priority of Service

Talented and Gifted teachers will work first with those Tier Three Selected students who have

Differentiated Education Plans. Next, teachers will work with Tier Three Selected students who

receive selected programming, specifically including cluster groups within the universal

classroom, followed by Tier Two Enrichment students. A student’s participation in the

enrichment programming groups does not ensure that a student will receive a DEP. Moreover,

participation in enrichment is not considered when determining whether a student meets the

qualification criteria for a DEP.


Qualification

Talented and Gifted teachers will do periodic data analysis to identify students in need of Tier

Two Targeted Enrichment or Tier Three Selected Enrichment services. At any time,

parents/guardians, individual students in grades K-12, and school staff may nominate a student

or themselves for determination for advanced or high ability learner services. The nominator

should contact the Talented and Gifted teacher in the respective school to conduct a review of

that specific student’s records outside of the regular periodic data review. These criteria meet

State of Wisconsin requirements for the identification of gifted students.

General Intellectual and Specific Academic

● Tier Two Selected Enrichment Programming Groups

○ A minimum of 2 criteria is required for identification

■ Standardized achievement test score that falls within 1.75-2.75 standard

deviations above the School District of Holmen mean in language,

reading, and/or math

■ Corroborating score that falls within 1.75-2.75 standard deviations above

the School District of Holmen mean in language, reading, and/or math on

a standardized assessment or benchmark assessment.

■ Score that falls between the 97-99 percentile in language, reading, and/or

math on a standardized or benchmark assessment.

■ Recommendation from teacher, parent, consultant/psychologist, peer,

and/or self

■ Score of 130-134 on SIGS (Scale for Identifying Gifted Students)

checklist

■ Performance portfolio

● Tier Three Targeted Enrichment/Advancement


■ Two or more standardized achievement test scores that fall at least 2.75

standard deviations above the School District of Holmen mean in

language, reading, and/or math

■ Corroborating score that falls within at least 2.75 standard deviations

above the School District of Holmen mean in language, reading, and/or

math on a standardized assessment or benchmark assessment

■ Corroborating score that falls between the 97-99 percentile in language,

reading, and/or math on a standardized or benchmark assessment


and/or self

■ Score of 135 or above on SIGS (Scale for Identifying Gifted Students)

checklist



○ A Differentiated Education Plan (DEP) will be created for those students who

score significantly over 2.75 standard deviations above the School District of

Holmen mean in language, reading, and/or math on multiple standardized or

benchmark assessments PLUS one or more of the following:


and/or self

■ Corroborating score that falls in the 99 percentile in language, reading,

and/or math on a standardized or benchmark assessment

■ Score significantly greater than 135 on SIGS (Scale for Identifying Gifted

Students) checklist

■ Iowa Acceleration Scale results and subsequent discussions indicating

the need for acceleration.


Creativity

Tier Two Selected Enrichment Programming Groups


■ Score of 130-134 on the SIGS (Scale for Identifying Gifted Students)

checklist

■ A score of 97 or higher on either the figural or verbal sections of the

Torrance Tests of Creative Thinking

■ Two or more letters of recommendation from unrelated third parties

■ Torrance assessment


Leadership



■ Score of 130-134 on the SIGS (Scale for Identifying Gifted Students)

checklist

■ Student generated evidence of leadership activity

■ Two or more letters of recommendation from unrelated third parties

■ Score of 13 out of 15 on the Student Interview of Leadership Skills

Visual and Performing Arts



■ GATES (Gifted and Talented Evaluation Scales) score of 113 or higher

on the artistic talents subscale


■ For ART - portfolio of work collected within one year of the student’s

current grade level to be reviewed by the Art teacher and/or Department

Chairperson

■ For MUSIC -Audio or video recording of the student’s performance(s)

recorded within one calendar year of the student’s current grade level to

be reviewed by the music teacher and/or Department Chairperson

(copies of the music submitted with the recording)

■ For PERFORMANCE – Audio or video recording of the student’s

performance recorded within one calendar year of the student’s current

grade level to be reviewed by the appropriate personnel depending upon

the performance type.

■ Two or more letters of recommendation from unrelated specialist(s) in the

area of nomination


PROGRAMMING BY GRADE LEVEL*

Talented and Gifted programming in the School District of Holmen will follow the NAGC

standards. Programming priority is given to formally identified students at the Tier Three

Targeted level of service. Programming priority then is given to students at the Tier Two

Selected level, with services then being provided, when possible, to those students in K-2 or 3-

12 who are not formally identified and indicate a need for enrichment.

Grade Levels

Level of Service Program Components

K-5 Universal +/- 1.75 SD

● Universal instruction in the regular classroom with differentiation or other appropriate strategy within the core curriculum.

Selected 1.75-2.5 SD Above

● Cluster groups within the classroom or with the Talented and Gifted teacher dependent upon needs and availability

● Math pull-out sessions ● English Language Arts/Reading Pull-out sessions

Targeted 2.5+ SD Above

● Accelerated or compacted program ● Regularly scheduled cluster groups with Talented

and Gifted teacher ● Differentiated education plan ● Math pull-out sessions ● English Language Arts/Reading Pull-out sessions

6-8 Universal +/- 1.75 SD

● Universal instruction in the regular classroom with differentiation or other appropriate strategy within the core curriculum.

Selected 1.75 – 2.5 SD Above

● Compacted/accelerated math instruction** ● TAG Enrichment Academies ● Focus Groups addressing social/emotional topics ● Cluster groups within the classroom or with the

Talented and Gifted teacher dependent upon needs

Targeted 2.5+ SD Above

● Advanced English Language Arts instruction ● Additional compacted/accelerated math

instruction** ● Differentiated education plan

9-12 Universal +/- 1.75 SD

● Compacted, Honors and AP courses in selected subjects

● Online courses ● Course Options

Selected 1.75 – 2.5 SD Above


● Online courses ● Youth Options


● Course Options

Targeted 2.5+ Above


● Talented and Gifted focus meetings ● Youth Options ● Course Options ● Online courses

*Services may vary from campus to campus.

**6-8 Grade Compacted/Accelerated Math courses have separate qualification criteria that fall

outside this TAG manual and its qualification process. These separate qualification criteria are

described in Appendix B.


Continuum of Programming Options*

The continuum of service originates in the regular classroom environment and strives to meet

the needs of students with gifts and talents.

Universal Options for ALL Students

K 1 2 3 4 5 6 7 8 9 10 11 12

Academic Competitions X X X X X X X x X

Alternative Off-Level Assessments** X X X X X X X X X

Compacting X X X X X X X

Enrichment Academies X X X

Flexible Grouping X X X X X X X X X X X X X

Learning Contracts X X X X X X X X X X X X X

Learning Centers X X X X X X X X X X X X X

Differentiation X X X X X X X X X X X X X

Learning Style Considerations X X X X X X X X X X X X X

Tiered Assignments X X X X X X X

Graduated Rubrics X X X X X X X

Independent Projects X X X X X X X

AP/Honors Classes X X X

Rigorous Standards-Based Curriculum X X X X X X X X X X X X X

Social/Emotional Support X X X X X X X X X X X X X

Summer School Offerings X X X X X X X X X X X X X

Workshop Delivery Model X X X X X X

General Intellectual and/or Specific Academic

K 1 2 3 4 5 6 7 8 9 10 11 12

Academic Competitions X X X X X X X x X

Acceleration - Grade or Subject Area X X X X X X X X X X X X X

Advanced Placement Courses/Honors X X X X

Book Clubs X X X X X X X X X X X X X

Cluster Grouping X X X X X X X X X X X X X

FIRST Lego League and Robotics X X X X X X X

Independent Study X X X X X X X X X X X X X

Math Competitions X X X X

National Honor Society X X

Spelling Bees X X X X X

Summer School Courses X X X X X X X X X X X X X

Writing Enrichment Opportunities X X X X X X X X X X

Talented and Gifted Focus Meetings X X X X X X X

Differentiated Education Plan x x x x x x x x X X X x X

Cluster Grouping x x X X X x X

Internships/Mentorships X X x X

Youth Options X x X

Online Courses x x X X X x X

Course Options X X x X

Quiz Bowl X X X X X x X

NUMATS x x x x x X X x x X


Creative

K 1 2 3 4 5 6 7 8 9 10 11 12

Art Clubs and Enrichment X X X X X X X X

K-12 Art Curriculum X X X X X X X X X X X X X

Writing Enrichment Opportunities X X X X X X X X X X

FIRST Lego League and Robotics X X X X X X X

Leadership

K 1 2

3 4 5 6 7 8 9 10 11 12

National Honor Society X X

Student Leadership X X X X

School Announcements X X

Student Council X X X X X X X X X X X X

Cadres/Tutors X X

Various Clubs X X X X X X X X X X

Band Leadership x x X X X X

Visual and Performing Arts

K 1 2 3 4 5 6 7 8 9 10 11 12

Advanced Placement/Honors Courses X X X X

Honors Performing Groups X X X X X X

District and State Solo and Ensemble X X X X X X X

Guest Performances/Clinics X X X X

Youth Options X X X

Musical and Theater Productions X X X X X X X X

Various Performing Groups X X X X X X X X

Specialized Field Trips X X X X X X X X X X X X X

Summer School X X X X X X X X X X X X X

Art Clubs and Enrichment X X X X X X X X

K-12 Art Curriculum X X X X X X X X X X X X X

Multiple Art Course Offerings X X X X X X

*Differing options may be available in different schools and are subject to change.

Examples of Options for Students in the Regular Classroom Using Universal Curriculum

Provided by the Classroom Teacher.

**Adjust the assessment for students who top out on standard assessments for all students


Appendix A

Compacted/Accelerated Math Instruction at the Middle School

Holmen Middle School provides accelerated math classes for those math students who show

they have the requisite skills and understandings to be successful in a rigorous accelerated

class. This accelerated math courses operate outside the TAG program. Students who qualify

for accelerated math instruction do not necessarily qualify for TAG services.

Students in the accelerated classes do not skip a year of math instruction but instead learn all

four years of content in only three years. The accelerated classes move much more quickly

than the standard grade-level math classes. For instance, in the sixth-grade accelerated math

class, students cover all of the sixth-grade curriculum plus at least one-half of the seventh-grade

curriculum.

To be considered for the sixth-grade accelerated class, fifth graders first must take the district

placement test. Because of the rigorous nature of the class, the placement test is not offered to

all fifth graders. Instead, students must qualify to take the district placement test. In order to

qualify, a student must meet only one of two criteria based upon performance on the Fall and

Winter STAR tests OR a specified score on the mid-year district math assessment. Students

who qualify for the placement test will be informed in late winter or early spring. The test then

will be held during the school day prior to the end of the school year.

In order to then be enrolled in the accelerated class, students must achieve a specified score on

the placement test plus again meet one of two criteria based upon performance on the Winter

and Spring STAR tests OR a specified score on the end-of-year district math assessment.

Please be aware that Holmen Middle School does not place a certain number of students into

the accelerated class. Instead, the option to accelerate is offered only to those students who,

based upon additional – and even more rigorous - qualification criteria, show that they have the

necessary skills and understandings to be successful.

For more information on the compacted/accelerated math classes, please contact Holmen

Middle School.


Appendix B

Differentiated Education Plan


School District of Holmen DIFFERENTIATED EDUCATION PLAN (DEP)

Evergreen Elementary Prairie View Elementary Sand Lake Elementary Viking Elementary Holmen Middle School Holmen High School

Student Last:

Student First:

Student ID Number:

Grade:

Date of Birth:

Graduation Year:

Parent(s)/Guardian(s):

Address:

Telephone:

Email:

DEP Meeting Date: DEP Review Date:

Reasons for Differentiated Education Plan Request and Student Profile (Why)

Teacher(s): Parent(s): Student:

Educational Plan (How)

Areas of Identification (Please indicate all areas of identification, instruments used, and relevant scores).

Area of Giftedness Identification Instruments Relevant Scores

Intellectual

Academic

Leadership

Creativity

Performing Arts


Visual Arts

Adaptations and modifications to general education curriculum to be made in the general education setting:

1

2

3

4

5

Enrichment activities and programs to be implemented for student (in or out of general education setting).

1

2

3

4

5

6

7

8

Acceleration or specialized school programming to be provided for student (outside of general education setting).

1

2

3

4

5

Participants (signatures indicate approval of plan)

Parent/Guardian Date Student Date

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

Supportive Resource Teacher (TAG) Date Administrator Date


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


Appendix C

Talented and Gifted Data Collection

The TAG Data form is utilized for students who are leaving the district or are placed on a differentiated

education plan that indicates the data form is necessary. Forms are updated each time a student participates

in an assessment and placed into the appropriate cumulative file at the end of each school year.


Student Data – Talented and Gifted Program

Student’s Name: School Year:

Qualification Area: Program Qualification Date:

Qualification Area: Program Qualification Date:

Intervention/Academy/Advisory Placement

Grade TAG Teacher Q1 Q2 Q3 Q4 DEP Comments

K

1

2

3

4

5

6

7

8

9

10

11

12

Other Normed Assessments K-5 Percentiles Other Normed Assessments 6-12 Percentiles Assessment Math Reading Assessment Math Reading

K 6 1 7 2 8 3 9 4 10 5 11


12

STAR Assessment WI Forward/ACT

Grade R

dg S

S

Rdg

%

Rdg

SD

Mat

h S

S

Mat

h %

Mat

h S

D

Rdg

SS

Rdg

%

Rdg

SD

Mat

h S

S

Mat

h %

Mat

h S

D

Rdg

Scr

.

Rdg

%

Rdg

SD

Mat

h S

cr.

Mat

h %

Mat

h S

D

Mat

h.

Rea

ding

Sci

ence

Soc

. St.

Writ

ing

K

1

2

3

4

5

6

7

8

9

10

11

12

District Assessments

Running Records Math Writing Reading

K 1 2 3 4 F W S 1 2 3 4 1 2 3 4

1

2

3

4

5

6


7

8


Appendix D

Holmen High School Senior Credit Check


Appendix E

College Athletics The NCAA Initial-Eligibility Clearinghouse must certify students planning to participate in Division I or Division II college athletics. Students must successfully complete the following certification requirements for certification by the Clearinghouse:

Graduate from high school on time Complete a minimum of 16 core courses (including Algebra 2)

10 of these courses need to be completed by the end of junior year Secure a minimum of a 2.3 GPA (Division I) or 2.0 GPA in core courses (Division II or III) Achieve a qualifying test score on either ACT or SAT test

More information on regarding NCAA eligibility is available on the NCAA Eligibility Center website-https://web3.ncaa.org/ecwr3/. Holmen High School specific courses that approved by the NCAA can be viewed here: https://web3.ncaa.org/hsportal/exec/hsAction. Users need to type in the state and city and then choose Holmen High School from the list.

https://web3.ncaa.org/ecwr3/

https://web3.ncaa.org/hsportal/exec/hsAction

talented and gifted handbook - holmen high school · developing the following 21st century skills:...

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