38
Page | 1 Gifted Education and Talented Development Three-Year Plan 2016-2019 DRAFT, NOT APPROVED Board Approval: September 20, 2016
Page | 1
Gifted Education and Talented Development
Three-Year Plan 2016-2019
DRAFT, NOT APPROVED Board Approval: September 20, 2016
Page | 2
Table of Contents
District Mission and Strategic Plan………………………………………………………3
Gifted and Talented Support Staff……………………………………………………….4
Roles and Responsibilities of Staff………………………………………………………..5
Parent Communication and FAQ…………………………………………………….......7
Alignment to standards………………………………………………………………........9
Response to Intervention Framework……………………………………………...........11
Identification and Assessment Tools……………………………………………………..14
Identification Protocol…………………………………………………………………….17
Tiers of Service…………………………………………………………………………….22
Key Terms Defined………………………………………………………………………..26
Academic Acceleration Guidelines……………………………………………………….27
Statutes and Rules for Gifted Education……………………………………………........31
Academic Acceleration Forms…………………………………………………………….33
Page | 3
District Mission, Vision and Strategic Plan
Mission
“Empowering a Community of Learners and Leaders”
Vision
To be an Unrivaled Learning Community, seeking wisdom, honoring the past, and shaping the future
2014-2017 OASD Strategic Directions
1. Continuous Improvement in Academic Performance 2. Innovative Instructional Programming 3. Creating a Great Workplace with Highly Engaged Employees 4. High Quality Facilities with 21st Century Learning Environments 5. Respecting the Diversity of People and Cultures
Page | 4
Gifted and Talented Support Staff
District Coordinators:
Wendy Sallam: Nature Hill, Greenland, Ixonia and Meadow View
Colleen Hoyne: Silver Lake, Park Lawn and Summit
Carrie Schultz: Oconomowoc High School
Building Coordinators:
Location Name Role and Contact Information
Greenland Elementary
Shannon McCaffery
Bethany Staus
Principal
Building GT Coordinator [email protected]
Ixonia Elementary
Stacy Yearling
Rebecca Reichhart
Principal
Building GT Coordinator [email protected]
MeadowView Elementary
Jason Schreiber
Rebecca Janny
Principal
Building GT Coordinator [email protected]
Park Lawn Elementary
Jennifer Jones
Bethany Staus
Principal
Building GT Coordinator [email protected]
Summit Elementary Brian Stuckey
Wendy Harrop
Principal
Building GT Coordinator [email protected]
Nature Hill Intermediate
Jason Curtis
Wendy Sallam
Principal
Building GT Coordinator [email protected]
Silver Lake Intermediate
Ellyn Helberg
Colleen Hoyne
Principal
Building GT Coordinator [email protected]
Oconomowoc High School
Joseph Moylan
Carrie Schultz
Principal
Building GT Coordinator [email protected]
Page | 5
Roles and Responsibilities of Support Staff
Some responsibilities overlap between roles.
Director of Curriculum and Instruction
• Act as an advocate for the needs of gifted and talented students.
• Provide vision and direction for district gifted and talented services.
• Monitor programming for identified students. • Coordinate professional development. • Provide resources/materials/ideas for services
Building Principal • Act as an advocate for the needs of gifted and talented students.
• Coordinate professional development. • Communicate and ensure appropriate gifted and
talented services for identified students. • Participate in the development and implementation of
Differentiated Education Plans (DEPs) and monitor continuous progress and services for identified students.
• Consult with Gifted and Talented Coordinators and teachers to ensure resources/materials/ideas for services as required by DEPs are provided.
• Support UDL planning as implemented by teaching staff through the supervision and evaluation process.
• Participate in professional development. School Psychologist • Act as an advocate for the needs of gifted and talented
students. • Administer standardized intelligence and achievement
tests as needed. • Share assessment results with parents and DEP team.
Participate on DEP team, as necessary. • Participate in professional development.
District Gifted and Talented Coordinators
• Act as an advocate for the needs of gifted and talented students.
• Facilitate the writing of DEPs and ensure programming logistics.
• Perform any additional GT testing that may be needed in the identification process.
• Coordinate professional development throughout the district.
Gifted and Talented Building Coordinators
• Act as an advocate for the needs of gifted and talented students. Distribute lists of designated gifted and talented students in each building to all staff.
• Facilitate the writing of DEPs and ensure all teachers receive copies of DEPs.
Page | 6
• Provide support for classroom teachers implementing DEPs. Consult with Director of Curriculum and Instruction and School Psychologist when new nominations occur or transfer students arrive.
• Participate in professional development. • Provides support for social-emotional needs of gifted
students. • Participate in RtI team meetings and data meetings to
address the needs of gifted students. •
Classroom Teacher • Act as an advocate for the needs of gifted and talented students. Participate on DEP team.
• Coordinate enrichment activities for student. • Provide classroom differentiation. • Document mastery of goals identified in DEP. • Utilize acceleration, when appropriate. • Utilize individualized instruction or small group
instruction, as needed. • Communicate with DEP team about progress. • Participate in professional development.
School Guidance Counselor
• Provide support for socio-emotional needs of students as necessary.
• Participate in problem-solving meetings with teachers, parents, and students.
Parent • Act as an advocate for the needs of gifted and talented students.
• Participate on DEP team. Student • Act as an advocate for the needs of gifted and talented
self. • Participate on DEP team when appropriate.
Board of Education Member
• Develop policy to support the needs of gifted and talented students.
• Collaborate with administration to provide adequate resources to support a high quality gifted and talented service delivery model.
Page | 7
Parent Communication and FAQ’s
Gifted and Talented Coordinators Communication with Parents
Gifted and Talented Coordinators will contact parents of identified students to facilitate needed problem solving or DEP meetings. Gifted and Talented Coordinators will also communicate to student and families about upcoming enrichment opportunities provided through the school or district.
Teacher Communication with Parents
Teachers are encouraged to contact parents of students on a regular basis to communicate individual student progress and notify parents of any potential concerns.
Parent Communication with Teachers
The district highly encourages parents of students to contact teachers at any time if they have specific concerns or if they just want some information about their child’s educational activities or performance. They may call the teacher, set-up an appointment for a meeting, or communicate by e-mail. Parents are encouraged to attend parent-teacher conferences.
Frequently Asked Questions
Parent input is essential for meeting each student’s needs and helping each student reach higher levels of accomplishment. The following set of questions and answers is designed to answer some frequently asked questions about gifted and talented services.
Who do I talk to if my child is talented in any area(s) and has not been identified?
Parents should initially contact the classroom teacher or Building Level Gifted and Talented Coordinator with questions regarding identification, differentiation, and next steps. The Gifted and Talented Coach will then consult with the intervention team. If additional assessments are warranted, parents will be contacted for permission. The intervention team will analyze assessment data and identify needed gifted and talented services.
How will I know if my child is identified for gifted and talented services?
Parents play an essential role in the identification process and will be included throughout the evaluation.
Page | 8
How will I know what services my child will receive?
Within Tier I students will be provided a variety of services appropriate for their educational needs. Conversations with parents, teachers, and Gifted and Talented Coordinators will provide information about each student’s services. A Differentiated Education Plan is developed for students at Tier II and Tier III. A plan is jointly developed by classroom teachers and the Gifted and Talented Coordinators and is jointly reviewed on a yearly basis.
How will I receive on-going information about my student’s progress and opportunities for services?
Communication among parents, students, and teachers is essential for parents to learn about opportunities for services. Parents should ask the teacher if they are unsure how their child’s needs are being met.
How can I best prepare for conferences, to make sure I get information on my child’s needs?
When possible, it is always best to have an ongoing relationship with your child’s teacher. Prior to the conference you may want to review your child’s DEP (if applicable). At the conference you might share what your child enjoys about school and your insights about your child. Present yourself as a supportive parent who recognizes the teacher’s efforts to meet all students’ needs. The following questions for teachers may help you obtain more in-depth information about your child.
1. What do you see as my child’s strengths and weaknesses? 2. If my child already has a solid grasp of the subject matter in a class, what additional
opportunities are available? Does he/she take advantage of the opportunities? 3. If my child has a great deal of prior knowledge in a unit/theme is there a way he/she can
be given other options to broaden his/her knowledge base or move ahead into more complex subject matter?
4. How can I help my child at home?
Page | 9
OASD Gifted Education Philosophy Statement and Alignment to Standards (NAGC)
The National Association of Talented Children (NAGC) has developed and outlined program standards, student outcomes and evidence-based practices to guide our district’s actions to support gifted and talented students.
Standard 1: Learning and Development- Educators, recognizing the learning and developmental differences of students with gifts and talents, promote on-going self- understanding, awareness of their needs, and cognitive affective growth of these students in school, home and community setting to ensure specific student outcomes.
• OASD will continue to utilize the Universal Design for Learning Framework to emphasize academic and social planning for students who are demonstrating unique gifts and talents beyond grade-level norms
• Teachers and site administrators will work with parents to best understand the unique learning needs and outcomes of each student
Standard 2: Assessment-Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains.
• OASD will utilize the Response to Intervention Protocol to identify students achieving well beyond grade-level norms, yet also identify students with gifts that may not be achieving well in a traditional educational setting
• OASD will monitor the progress of students identified as gifted and talented through district data management systems (ie. Skyward and/or EduClimber)
• The Director of Instruction will meet and/or survey parents of gifted and talented students formally or informally to determine the success of our program model
Standard 3: Curriculum Planning and Instruction-Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific outcomes.
• OASD teachers will be provided on-going staff development activities focused on planning strategies that support and emphasize gifted student achievement outcomes
• The Teaching and Learning Department will offer summer professional development, led by regional experts in the area of gifted and talented instruction
• The Director of Instruction will ensure that curricula purchases emphasize resources that support differentiated instruction with a focus on the gifted and talented learner
Page | 10
Standard 4: Learning Environments-Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes.
• OASD is committed to high-quality, modern learning environments that support the success of all students
• OASD is committed to ensuring that culturally responsive practices occur in all classrooms
Standard 5: Programming-Educators are aware of empirical evidence regarding the cognitive, creative, and effective development of learners with gifts and talents, and programming that meets their concomitant needs. Educators use this expertise systemically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.
• OASD is committed to staffing two district gifted and talented coordinators, who serve out of Nature Hill and Silver Lake Intermediate schools. Those coordinators are responsible to support elementary schools that will attend their respective intermediate school.
• OASD will implement a service delivery model that emphasizes planning specifically for gifted students in mind.
• OASD will utilize a tiered service delivery model. Acceleration will/can be used as a method of supporting tier III.
Standard 6: Professional Development-All Educators build their knowledge and skills using the NAGC Standards for Gifted and Talented Education and the National Staff Development Standards. They formally assess professional development needs related to these standards and develop and monitor individual plans for professional growth. These practices are evaluated through assessment measures.
• The Director of Research and Assessment will provide data determining achievement and growth outcomes for gifted and talented students. This progress monoriting data will help teachers, site administrators and teaching and learning leader evaluate the needs of our professional development model.
• As part of our district strategic direction (innovative instructional programming), evidence-based practices supporting gifted and talented learners will be emphasized and monitored.
Page | 11
RtI framework (Gifted Education)
Response to Intervention (RtI) is a multi-tier approach to education that believes the foundation for learning begins with high-quality research-based instruction for all students in the general education classroom. RtI is designed as a decision making framework based on three essential components:
• Providing high quality instruction and interventions matched to student needs. • Monitoring progress frequently to make decisions and changes to instruction or student
goals. • Using a tiered approach to effectively differentiate for all students.
The Oconomowoc Area School District is committed to providing optimal learning conditions that promote academic achievement for all students. The use of the RtI framework, including a multi-tiered approach to learning and researched best practices in education, would support advanced learners by providing opportunities for faster paced, more complex, greater depth/or breadth in their curriculum and instruction. The RtI process also emphasizes leadership, data driven instruction, appropriate interventions and practice, and parent involvement.
RTI creates an integrated continuum of services that encompasses all students and staff through a multi-tiered approach to services. The Oconomowoc Area School District Gifted and Talented Services adheres to the principles of RTI as the foundation of our practice.
Characteristics for Areas of Giftedness
*Adapted from the National Association for Gifted Children
Talented Area Characteristics General Intellectual Ability • Understands complex concepts
Page | 12
• 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 • Manipulates information
Specific Academic Ability • Strong memorization ability • Advanced comprehension • Intense interest in specific academic
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 • Independent and/or flexible thinker • Exhibits original thinking in oral
and/or written expression • Generates many ideas to solve a given
problem • Possesses a keen sense of humor • Creates and invents • Intrigued by creative tasks • Improvises and sees unique
possibilities • Risk taker • Resists conformity
Artistic (Visual/Performing Arts) • Communicates their vision in visual/performing arts
• Unusual ability for aesthetic expression
• Compelled to perform/produce • Exhibits creative expression • Desire for creating original product • Keenly observant
Page | 13
• Continues experimentation with preferred medium
• Excels in demonstrating the visual/performing arts
Leadership • Takes an active role in decision making
• High expectation for self and others • Expresses self with confidence • Foresees consequences and
implications of decisions • Follows through on a plan • Appears to be well-liked by peers • Ideas expressed accepted by others • Sought out by others to accomplish a
task
Page | 14
Identification
And Assessment Tools
The purpose of identification is to locate students who need more than the core curriculum and determine what types of services are needed to ensure a minimum of a year’s worth of growth in a year’s worth of time. The district will focus on providing services for all students regardless of identification. Identification is an ongoing and continuous process to develop awareness of student capabilities and needs. All students are considered for identification with a culturally responsive lens in Kindergarten through 12th grade.
The Oconomowoc Area School District uses multiple criteria, in accordance with the Wisconsin Department of Public Instruction, to identify highly capable students in five areas. Multiple criteria used for identification of gifted and talented students may include standardized test scores, individualized testing, parent/guardian nominations, teacher nominations, student nominations, and district assessments.
It is important to note that while students in early elementary school are considered for identification it is difficult to make accurate determinations on true ability in young children. The Oconomowoc Area School District will work to ensure there is a match between a young student’s curricular needs and their educational experience, regardless of formal identification. This process is ongoing and imbedded into core instruction and RtI practices at the elementary school. Typically, formal identification processes become valid in late elementary school and are conducted within the framework outlined in this guide.
As part of the Oconomowoc Area School District RtI process, extensive student data is systematically reviewed in grade-level/content area intervention team meetings. This process facilitates a continuous review of student progress, which in turn fosters a gifted and talented identification approach that is responsive to student need.
Initial consideration for gifted and talented services usually come from the grade-level/content area intervention team meetings or the classroom teacher, who has in-depth knowledge and understanding of a student’s abilities. Principals, other educational staff, or parents may nominate students for identification using the Parent or Teacher Nomination Forms. The decision to refer a student for identification may be based on universal screeners such as scores from the Fountas and Pinnell reading assessments, PALS, Measures of Academic Progress (MAP), or ACT Aspire assessments.
District staff looks at measures of performance, aptitude, and achievement. When gathering information to inform decisions about students’ need for challenge beyond the core curriculum, we consider standardized assessments (objective, norm-referenced assessments of academic or intellectual skill), performance data, certain selected grade-level classroom common assessments, and nomination forms (rating scales and narrative information from teachers and parents).
Page | 15
Identification Assessment Tools
The building-level Gifted and Talented Coordinator will facilitate data collection with teachers in order to compile a Student Learning Profile to include assessments, inventories, checklists, and classroom data, in combination with anecdotal information. Using a wide variety of assessments will allow the intervention team to make determinations to best meet the needs of gifted and talented students. Results from the combination of data gathered will allow the intervention team to determine for what level of gifted and talented services each student will qualify. Not all identification tools may be used in the identification process.
The following is a description of assessments, which may be used in the identification process, as well as in determining appropriate services for gifted and talented students:
ASSESSMENT GRADE LEVEL(S) USE OF ASSESSMENT DATA PALS-Phonological Awareness Literacy Screening
4K-2nd Grade Data is used to screen, diagnose, and progress monitor student skill development in the fundamental components of literacy
Fountas and Pinnell Leveled Reading Assessment
K-5th Grade Data is used to determine individual reading levels in order to inform instruction
MAP-Measure of Academic Progress
K-8th Grade Data is used as an instructional tool for informing instruction, creating flexible groups, identifying students for services/interventions, and placing students
ACT Aspire 9th-10th Grade Data is used to inform instruction, provide services/interventions, and provide academic and career planning guidance.
Grade-level/Content Area Classroom Common Assessments
K-12th Grade Teachers analyze student performance on these assessments to determine needed instruction in relation to the district’s identified learning targets.
Kaufman Brief Intelligence Test-2nd Ed. (KBIT-2)
K-12th Grade, as needed Data is used to obtain an estimate of ability level in both verbal and non-verbal intellectual capabilities.
Torrance Test of Creative Thinking
K-12th Grade, as needed Information is used to measure creative thinking and divergent production.
Writing on Demand K-8th Grade Teachers analyze student performance on these assessments to determine needed instruction in
Page | 16
relation to the district’s identified learning targets.
STAR Testing 1st-8th Grade, as needed Data from progress monitoring is used to determine growth in Tier III instruction and determine next steps
Page | 17
Identification Protocol (All of TL/GT)
(GIA)
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 cognitive development.
General Intellect – Criteria Guidelines
A minimum of two criteria, from different categories, in a Tier is needed to determine appropriate services.
Tier III
Performance Evidence
o Student products, portfolio, performance
Assessment Data
o MAP scores averaging the 99th percentile or above o Additional nationally normed standardized test scores at the 99th percentile or above (i.e.
ACT Aspire, WISC, etc.)
Supporting Data
o A score of 125 – 130 on the intellectual subscale of the Gifted and Talented Evaluation Scales (GATES)
o A score in the 99th percentile or above on the Kauffman Brief Intelligence Test
Tier II
Performance Evidence
o Student products, portfolio, performance
Assessment Data
o MAP scores averaging the 98th percentile or above o Additional nationally normed standardized test scores at the 98th percentile or above (i.e.
ACT Aspire, WISC, etc.)
Supporting Data
o A score of 113 – 124 on the intellectual subscale of the Gifted and Talented Evaluation Scales (GATES)
o A score in the 98th percentile or above on the Kauffman Brief Intelligence Test
Page | 18
Identification Protocol Specific Academic Ability (Math, ELA, Science, Social Studies)
Academically advanced students are capable of making outstanding progress in one or more of the disciplines. Typically these children are noted for being several years beyond their peers in academic mastery of a specific discipline.
Specific Academic Ability – Criteria Guidelines
A minimum of two criteria, from different categories, in a Tier is needed to determine appropriate services.
Tier III
Performance Evidence
o Student products, portfolio, performance
Assessment Data
o MAP scores averaging the 99th percentile or above o Additional nationally normed standardized test scores at the 99th percentile or above (i.e.,
ACT Aspire, WISC, etc.)
Supporting Data
o A score of 125 – 130 on the academic subscale of the Gifted and Talented Evaluation Scales (GATES)
o A score in the 99th percentile or above on appropriate gifted assessments.
Tier II
Performance Evidence
o Student products, portfolio, performance
Assessment Data
o MAP scores averaging the 98th percentile or above o Additional nationally normed standardized test scores at the 99th percentile or above (i.e.
ACT Aspire, WISC, etc.)
Supporting Data
o A score of 113 – 124 on the academic subscale of the Gifted and Talented Evaluation Scales (GATES)
o A score in the 99th percentile or above on appropriate gifted assessments.
Page | 19
Identification Protocol Creativity
Creativity may cross all areas (academic, arts, leadership, and intellect). Highly creative students tend to develop original ideas and products. They may express their creativity in oral, written, or nonverbal expression. They are flexible and original in their thinking, tending to reject one-answer solutions. These children tend to possess strong visualization. Frequently these individuals are strongly independent and often resist conformity. Creativity is characterized by originality of thought, human behavior, and product.
Creativity – Criteria Guidelines
A minimum of two criteria, from different categories, in a Tier is needed to determine appropriate services.
Tier III
Performance Evidence
o Student products, portfolio, performance o Student generated evidence (creative thinking activity or project)
Assessment Data
o A score in the 99th percentile on the Torrance Test of Creative Thinking
Supporting Data
o A score of 125 – 130 on the creativity subscale of the Gifted and Talented Evaluation Scales (GATES)
o A letter of recommendation from a third party
Tier II
Performance Evidence
o Student products, portfolio, performance o Student generated evidence (creative thinking activity or project)
Assessment Data
o A score in the 98th percentile on the Torrance Test of Creative Thinking
Supporting Data
o A score of 113 – 124 on the creativity subscale of the Gifted and Talented Evaluation Scales (GATES)
o A letter of recommendation from a third party
Page | 20
Identification Protocol Artistic (Visual/Performing Arts)
Students can demonstrate unusual adeptness or skill in the field of drama, music, and visual arts. Typically these students will demonstrate an unusual ability for aesthetic expression. Often they have a desire to create an original product and are keenly observant.
Artistic – Criteria Guidelines
A minimum of two criteria, from different categories, in a Tier is needed to determine appropriate services.
Tier III
Performance Evidence
o ART – portfolio collected within in one year of the student’s current grade level to be reviewed by two or more educators
o MUSIC – audio sample of the student’s performance recorded within one year of the student’s current grade level to be reviewed by two or more educators (copies of the music submitted with the recording)
o DRAMA – visual or audio sample of the student’s performance recorded within one year of the student’s current grade level to be reviewed by two or more educators
Supporting Data
o A score of 125 – 130 on the artistic talents subscale of the Gifted and Talented Evaluation Scales (GATES)
o A letter of recommendation from specialist(s) in the area of nomination
Tier II
Performance Evidence
o ART – portfolio collected within in one year of the student’s current grade level to be reviewed by two or more educators
o MUSIC – audio sample of the student’s performance recorded within one year of the student’s current grade level to be reviewed by two or more educators (copies of the music submitted with the recording)
o DRAMA – visual or audio sample of the student’s performance recorded within one year of the student’s current grade level to be reviewed by two or more educators
Supporting Data
o A score of 113 – 124 on the artistic talents subscale of the Gifted and Talented Evaluation Scales (GATES)
o A letter of recommendation from specialist(s) in the area of nomination
Page | 21
Identification Protocol Leadership
Individuals gifted in leadership usually have the ability to convince people to act or not act in certain ways. Leaders are often self-confident and comfortable with their peers. They express themselves well and frequently are charming and charismatic. It is important to note that leadership may manifest into different leadership styles, depending upon environment and personality of the individual. Observable characteristics may include influencing peers, being sought out by others to accomplish a task, addressing a need, holding high expectations for self and others to accomplish a task, demonstrating or delegating responsibility, and internalizing concepts of right and wrong.
Leadership – Criteria Guidelines
A minimum of two criteria, from different categories, in a Tier is needed to determine appropriate services.
Tier III
Performance Evidence
o Student products, portfolios, and performance
Supporting Data
o A score of 125 – 130 on the leadership subscale of the Gifted and Talented Evaluation Scales (GATES)
o A letter of recommendation from a third party o Student-generated evidence of a leadership activity
Tier II
Performance Evidence
o Student products, portfolios, and performance
Supporting Data
o A score of 113 – 124 on the leadership subscale of the Gifted and Talented Evaluation Scales (GATES)
o A letter of recommendation from a third party o Student-generated evidence of a leadership activity
Page | 22
Tiers of Service Defined
Ideally, students’ academic needs are met in the place where they spend most of their time. For most students, this is in the classroom with their classmates and the general education teachers. Teachers plan for advanced learners with a Universal Design for Learning (UDL) framework to create instruction that will engage students, present content in meaningful ways, and provide choice in how students express their learning. It is a process that enables teachers to improve student learning by matching students’ learning characteristics to district standards and benchmarks. This process requires teachers to anticipate and acknowledge the differences in students’ readiness, interests, and learning style. Teachers can then effectively engage students in meaningful and challenging work.
A Differentiated Education Plan (DEP) is created for identified students in Tier II and III and implemented for these students. The plan is jointly developed by classroom teachers and building-level Gifted and Talented Coordinators and reviewed on a yearly basis. The review includes current performance data, recent assessment and observational data.
Through 4th grade, exceptional needs are largely met through UDL planning for instruction. In grades 5 through 8, exceptional needs are met through UDL planning as well as Tier II and III opportunities. In high school, exceptional needs are met through UDL planning as well as student placement and scheduling. Students should work with their school counselor to ensure a sequence of courses that are most aligned to the student’s interests/needs and chosen career pathways.
For students in a Tier II or III intervention, the building-level Gifted and Talented Coordinator, School Counselor, Content Area Leaders and/or Principal will assist classroom teachers in identifying resources and service options to meet students’ demonstrated needs.
Classroom Differentiation — Tier I
The majority of students needing gifted and talented services will have their learning needs met through services in the general education classroom by the classroom teacher. The teacher will plan using a Universal Design for Learning (UDL) framework to meet the student’s instructional needs. Differentiation includes instructional strategies that an educator uses to meet student-learning needs. These strategies include but are not limited to the use of flexible grouping, tiered assignments, pre-assessment, modified assignments, independent projects, extensions, and enrichment. The Oconomowoc Area School District RtI model will actively monitor the progress at this level to determine if increased services are needed.
Targeted Instruction — Tier II
For a smaller number of students, their needs become more unique and services become more specialized. In addition to Tier I services, the classroom teacher collaborates with the building-level Gifted and Talented Coordinator, specialists, and grade-level/content area colleagues to plan learning activities to meet the student’s demonstrated need. Academic venues/competitions,
Page | 23
special programming, guidance, subject-level acceleration, grade-level acceleration, or independent projects may be used to meet student-learning needs. A Differentiated Educational Plan (DEP) will be written for students at this level.
Individualized Services — Tier III
Tier III represents a very small number of students. These services are for students whose needs for academic and intellectual challenge transcend the grade-level curriculum by so much that it is unlikely that even with effective UDL planning at that grade-level they will be adequately challenged. Instructional strategies and services for students with highly exceptional needs include all services at Tier I and Tier II plus the possibility of grade-level acceleration, content area acceleration, online learning options, or post-secondary options. A Differentiated Educational Plan (DEP) will be written for students at this level.
Page | 24
Examples of Tiered Services
This chart represents examples of options. Not all options are available to all students at all times. Individual student services are addressed through a collaborative process.
Tier 1 Tier 2 Tier 3 General
Intellect or Specific
Academic Area
• Classroom differentiation • Classroom groupings (ex.
stations for differentiated instruction)
• Student choice with products (available to all students)
• Flexible grouping between classrooms (all students move between classrooms fluidly)
• Learning contracts (all students are provided this opportunity)
• Enrichment programs (opportunities provided for all students to participate)
• Pre-Testing (all students) • Tiered Lessons • Independent projects • Open-ended assignments
• Classroom differentiation • Classroom groupings (small
group differentiated instruction)
• Student choice with products (available to select students)
• Flexible grouping between classrooms (available for select students)
• Learning contracts (available to select students)
• Enrichment programs (available to select students)
• Small pull-out groups for content area instruction
• Compacting the curriculum • Pre-Testing (available for
select students) • Tiered Lessons • Differentiated classes • Independent projects • Open-ended assignments • Mentoring • Digital learning opportunities • Subject-based competitions
and contests
• Subject area acceleration • Grade acceleration • Tutor in content area • WCATY online courses • Classroom differentiation • Classroom groupings (small
group differentiated instruction)
• Student choice with products (available to select students)
• Flexible grouping between classrooms (available for select students)
• Learning contracts (available to select students)
• Enrichment programs (available to select students)
• Small pull-out groups for content area instruction
• Compacting the curriculum • Pre-Testing (available for
select students) • Tiered Lessons • Differentiated classes • Independent projects • Open-ended assignments • Mentoring • Digital learning opportunities • Differentiated education plan • Youth options
Creative • Classroom differentiation • Enrichment programs
(available to select students) • Art/Music club • Art or writing contests
• Enrichment programs (available to select students)
• Art/Music club • Art or writing contests • Independent projects • AP/IB art
Artistic • Classroom differentiation • Enrichment programs
(available to select students) • Art/Music club • Art contests
• Enrichment programs (available to select students)
• Art/Music club • Art or writing contests • Independent projects • AP/IB art • Intermediate year-round Art
Page | 25
Leadership • School clubs • Enrichment programs (available to select students) • Mentoring/Tutoring
• School clubs • Enrichment programs (available to select students) • Mentoring/Tutoring
Page | 26
Key Terms Defined
Differentiated Instruction
Differentiation is best practice in classroom instruction for all students, and all teachers are expected to differentiate as needed to meet the variety of needs of our student population. In differentiated classrooms, teachers provide different avenues to acquire content, to process or make sense of ideas, and to develop products. Teachers select appropriate teaching methods to match an individual child’s learning strategies. Through the Universal Design for Learning framework teachers are proactively planning differentiation options for students. The options for differentiated instruction for gifted and talented services depend on the grade-level, the curricular area, the knowledge and skills of students, and the resources available.
Enrichment Opportunities
In the Oconomowoc Area School District, the word enrichment refers to activities in class or out of class that enhance students’ experiences in an area, but that are accessible to many students, not just those with identified talents in an area. All classrooms and schools provide a variety of enrichment activities for students. Examples include field trips and cultural performances brought into the school as an enriching experience for all students. The Gifted and Talented Coordinators also facilitate a variety of enrichment activities; these are not considered formal gifted and talented services. Some are open to all interested students, while some are by teacher recommendation for the specific activity.
Page | 27
Guidelines on Academic Acceleration (Gifted and Talented Policy 342.3)
The Oconomowoc Area School District Board of Education believes that students may require access to advanced curriculum in order to realize their academic potential and engage more effectively in their learning.
The commitments, outlined in the OASD strategic plan, emphasize high expectations for all students and access to rigorous curriculum in an appropriate manner. For many advanced learners, access to rigorous curriculum can at times be achieved through access to curriculum, instructional interventions and learning environments commonly provided to older peers.
This policy describes the process that shall be used for evaluating students for possible accelerated placement and identifying students who should be accelerated in one or more individual content areas, thus promoting the students to a higher grade level than their same-age peers for those determined content areas. Participation in or identification through the district’s gifted and talented education program is not a prerequisite for consideration of acceleration as an educational intervention.
Acceleration Pathway
Referrals and Evaluation
a. Any student residing in the Oconomowoc Area School District may be referred by a teacher, administrator, guidance counselor, school psychologist, or a parent or legal guardian of the student to the principal for evaluation for possible accelerated placement.
b. The principal of each school building shall review referrals for possible acceleration annually following winter assessments to determine placement for the following school year.
a. Referrals should be received at least 60 school calendar days prior to the end of the school year for site administrators and child study teams to have the appropriate amount of time to determine if acceleration is the most effective option for academic intervention.
b. In cases that present referrals with less than 60 calendar days remaining in the school year, the site administrator shall have the discretion to determine the timeline for acceleration (ie. Mid-year or at the conclusion of the following school-year).
c. The site administrator and/or gifted and talented coordinator of the referred student’s school shall obtain written permission from the student’s parent(s) or legal guardian(s) to evaluate the student for possible accelerated placement. The district gifted and talented coordinator, in partnership with the site administrator and site gifted and talented coordinator shall evaluate all students who are referred for evaluation whose parent(s) or
Page | 28
legal guardian(s) have granted permission to evaluate the student for possible accelerated placement.
d. A parent or legal guardian of the evaluated student shall be notified in writing of the outcome of the evaluation process within a timeframe determined by the site administrator and communicated to the parent/guardian.
e. A parent or legal guardian of the referred student may appeal in writing the decision of
the evaluation committee to the District Administrator within 10 days of being notified of the committee’s decision. The District Administrator or district designee shall review the appeal and notify the parent or legal guardian who filed the appeal of his or her final decision within an appropriate time frame. The District Administrator or district designee’s decision shall be final. The student may be referred again the following year for evaluation if referred by an individual eligible to make referrals as described in this policy.
Acceleration Evaluation Committee
The referred student’s principal or site gifted and talented coordinator shall schedule the evaluation committee to convene following the referral.
a. Composition: “Child-Study Team” a. A site administrator or associate principal from the child’s current school b. A current teacher of the referred student (preferable the grade level teacher or
teacher who teaches the content area that is being evaluated for acceleration c. A teachers at the grade level to which the student may be accelerated or a teacher
at the content level in which the acceleration may occur d. If the student is accelerating into a new building, the site administrator or
associate principal for that building shall be present e. A parent or legal guardian of the referred student f. A school psychologist or guidance counselor g. Building gifted and talented coordinator h. District gifted and talented coordinator i. District Director of Curriculum and Instruction or Coordinator of Curriculum and
Instruction
b. Responsibilities of the “Child-Study Team” a. The acceleration evaluation committee shall conduct a fair and thorough
evaluation of the student i. Students considered for whole-grade acceleration shall be evaluated using
the Iowa Acceleration Scale. The committee shall consider the student’s own thoughts on possible accelerated placement in its deliberations
Page | 29
ii. Students considered for content-grade acceleration shall be evaluated using MAP (Measure of Academic Progress Assessment). The committee will seriously consider acceleration for students ONLY if at least six consecutive MAP assessments demonstrate a cumulative achievement score in the 98%ile or above
a. Other assessments measures to be used, but not limited to, will include: grade level assessments, appropriate gifted and talented screening assessments, and classroom work samples.
2. Whole-grade acceleration shall be considered, only after all tier II
and tier III interventions have been evaluated. a. The child-study team should evaluate the historic (three
years) trends on academic assessments, as well as all other applicable achievement scores to determine that achievement results in all content areas are comparable to older peers (at least one grade level above) in the significantly advanced range (ie. Above 96%ile)
b. The referred student’s social maturity, learner characteristics (ie, perseverance skills) and desire for acceleration shall be considered, as well as the pathway through OASD curriculum if whole grade acceleration is the selected intervention. The Parent(s) or legal guardian(s) shall provide consent in writing, no later than 10 days after the child study team provides the decision to recommend whole-grade acceleration.
3. Content-Grade Acceleration shall be considered as a tier III intervention, following the analysis of tier II interventions over a period of at least one academic year.
a. Content-Grade Acceleration shall be considered for the subjects of math (beginning in the 2016-2017 school year) and reading (beginning in the 2017-2018 school year)
b. Content-Grade Acceleration shall be considered for students entering second through eighth grade.
i. OHS students have the ability to schedule higher level courses, yet must abide by any prerequisite language as stated in the Oconomowoc High School Program Planning Guide
ii. Currently enrolled 4K or 1st grade students may be considered for grade level acceleration on a case by case basis, but must be referred by a site administrator or teacher.
Page | 30
iii. The child-study team shall issue a written decision to the student’s parent or legal guardian based on the outcome of the evaluation process. If a consensus recommendation can’t be reached by the committee, a decision for acceleration will be made using majority vote.
iv. Following the decision to accelerate, the district gifted and talented coordinator and the building gifted and talented coordinator will develop a written acceleration plan (if the students is identified as gifted and talented, the written acceleration plan will become part of the student’s DEP or Personal Education Plan).
1. The written acceleration plan will specify: a. Placement of the student in an accelerated setting b. Strategies to support a successful transition to the
accelerated setting (and back to the same-age setting if applicable)
c. Requirements and procedures for earning OHS credit if applicable
d. A defined transition period to determine the success of acceleration and details of how student (and/or parent/legal guardian) would decide upon the termination of acceleration during that transition period. The parent/legal guardian has the right to withdraw the student from acceleration for any reason during the determined transition period.
e. In a content acceleration scenario, details on: i. Transportation logistics to another building(if
applicable) ii. Grade-book sharing and communication roles both
teachers play) iii. GPA (Grade Point Average) impact if applicable
c. Intermediate Students Enrolled in High School Courses
a. Intermediate students enrolled in Algebra or Geometry as 7th or 8th grade students will not receive high school credit or GPA.
b. Completion of the high school equivalent course will be indicated on the intermediate school report card and in the student’s cumulative file.
c. Completion of the high school equivalent course (Algebra and Geometry) will be notated within the comments section of the OHS report card, along with the grade received.
d. Students may be provided the option to retake the course(s) when enrolled in the high school for high school credit or GPA.
Page | 31
Statutes and Rules for Gifted Education (WI DPI)
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
Page | 32
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.).
Page | 33
Acceleration Referral Form
Student name:
School: Current grade:
Name of person initiating referral:
Relationship student: Referral Date:
******Complete 60 calendar days prior to the end of the school year
Classroom or Teacher Evidence that supports reasons for acceleration: (ie. Assessments, work and/or social habits, applicable learner behaviors.) Please attach documentation to this form if necessary
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
------------------------------------------------------------------------------------------------------------------------------------------
By signing below, I give permission for my child to be assessed for purposes of possible acceleration
_________________________ __________ ___________________________ __________
(Parent or legal guardian) (Date) (Staff receiving referral) (Date)
The student is referred for possible acceleration in the following:
______ whole grade ______ math
______ content grade ______ reading
Achievement Data: (Please attach assessment data to form)
MAP Cumulative Percentile (6 most recent testing sessions) ________ RIT __________
Other Applicable Testing Data: ____________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Page | 34
Teacher Recommendation Form Intermediate Math Pathways: Acceleration
Student Name: _____________________________________________________ Current Grade: ____________ Teacher Name:________________________ Work Habits and Academic Maturity
1. Student demonstrates persistence and perseverance when trying problems that are challenging
5 4 3 2 1
2. Student demonstrates ability to apply necessary strategies when solving complex math problems
5 4 3 2 1
3. Student displays a strong understanding of the abstract nature of mathematics
5 4 3 2 1 4. Student completes tasks assigned outside the classroom
5 4 3 2 1
5. Student displays positive coping strategies when presented with complicated math tasks
5 4 3 2 1
6. Student has a desire for more challenge as part of mathematics class
5 4 3 2 1
Rating Scale: 28 or above is desired for consideration into twice accelerated pathway
5: Always 4: Often 3: Sometimes 2: Rarely 1: Never
Page | 35
Following the academic maturity and achievement data analysis conducted by the ___________________________ (school) child study team, it is
the recommendation of the team to provide ___________________________ (content or grade)
acceleration for _______________________________ (student name)
beginning _______________________________ (identify when the acceleration will begin).
While our team supports this decision on behalf of your student, we recognize your consent is the most important aspect of this decision. We would like to invite you to schedule a meeting with our child study team at your earliest convenience. This meeting will provide the parent(s) the following information:
• Review the team’s analysis • Long-term academic pathway as a result of acceleration • Review of curriculum objectives in the grade level or content area in which acceleration is
recommended in comparison to student achievement data • Pros and Cons of acceleration from a social/emotional perspective
Following the meeting, we will ask that you provide written consent, approving this acceleration opportunity for your student.
Respectfully,
(Name) (Name)
Building Principal (District RtI Coordinator)
Oconomowoc Area School District Writing Notice of Recommendation: Academic Acceleration
Page | 36
Following the recommendation from the ____________________________________ (school) child-
study team, I (will provide consent) (do not provide my consent) allowing my child,
_____________________________________________ (name) to be ________________
(content/grade) accelerated.
If consent is provided, I recognize the district and building staff will have 30 days to develop a written acceleration plan from the day of consent. I also recognize that I have the right to remove my child from the acceleration pathway during the initial 30 day transition period identified within the acceleration plan. As the parent or legal guardian, I understand the long-term implications of acceleration. I will not hold the district or building staff liable for any future social, emotional or academic adversity that can be directly linked to this acceleration decision.
_____________________________________________ _______________________
Parent/Legal Guardian Date
_____________________________________________ _______________________
Parent/Legal Guardian Date
_____________________________________________ _______________________
Building Principal Date
_____________________________________________ _______________________
District RtI Coordinator Date
*To be placed in student’s cumulative folder upon signature
**RtI Coordinator will digitally upload a signed copy to student management system
Oconomowoc Area School District Parent Consent: Academic Acceleration
Page | 37
Student: Current School Year: Grade:
Type of Acceleration
� Content Only _________________ (Specific Content Area) � Full Grade From _____________(current) to _______________ (placed)
Placement Recommendations and Tiered Services if Applicable (Attached if necessary) *Summary Statement(s) following child-study team review with parent/legal guardian *Statement(s) should detail how the building/district staff plan to meet academic needs in the event differentiation is still necessary as part of the acceleration plan *Tier II or III options should be detailed in this section if applicable Progress Monitoring
� Targeted Transition Period (30 day window) � Identify progress monitoring tool (ie MAP, STAR) � Interval � Communication Method � Formal Review (Annual) Date
*Content Acceleration Only Suggested Continuum of courses:
Year Course (ie: Fifth Grade) Sixth Grade Math (ie: Sixth Grade) Pre-Calculus (Seventh Grade Math) (ie: Seventh Grade) Algebra I (ie: Eighth Grade) Geometry for OHS Credit
Staff members assigned to monitor implementation Director Instructor: ___________________________________ District RtI Coordinator: ___________________________________ Building Principal: ____________________________________
Parent or Legal Guardian Signature: _______________________________________________________
Date:____________________
*A copy should be placed upon signature in the student’s cumulative folder
**RtI Coordinator should upload a digital signed copy to the district’s student management system
Oconomowoc Area School District Written Acceleration Plan: Academic or Content Acceleration
Page | 38
Parent/Guardian Approval Letter Reversing an Academic Acceleration Decision
References: Policy 345.4 “Retention and Promotion of Students” Policy (Guidelines) 342.3 “Gifted and Talented Programs” OASD board policy and guidelines provide students the opportunity to accelerate an academic grade or within reading or math if multiple criteria are met. OASD will support and apply acceleration decisions made in previous districts for those students newly enrolling into our K-12 educational system. Each acceleration decision provides the parent(s)/guardian(s) the opportunity to review student progress, both academically and socially, with the intent of continuing or reversing the acceleration decision. Per OASD board policy, the parent(s)/guardian(s), principal and appropriate school staff members must work to a consensus to support the decision after evaluating assessment measures, academic grades, social/emotional well-being, and parent input. (Signed copy of this form should be placed in the student’s cumulative folder) Date:_________________ I/We, the parent(s)/guardian(s) of _________________________________ (printed student name) have reviewed all measures as detailed within OASD Board Policy 345.4 and 342.3. (I/We) (am/are) in agreement that it’s in the best interest of our student to reverse an academic acceleration decision made previously by either the OASD or our previous school district. ___________________________ ___________________________ (parent/guardian signature) (site administrator signature)
