Referral, Identification & Evaluation Process

The Wisconsin Rapids School District adheres to the Wisconsin Standard (T) requirement stating gifted and talented students shall be identified as required in s. 118.35(1), Stats. This identification shall include multiple criteria that are appropriate for the category of giftedness including intelligence, achievement, leadership, creativity, product evaluations, and nominations. A pupil may be identified as gifted or talented in one or more of the categories under s.118.35 (1), Stats. The District utilizes data from a series of balanced assessments to identify students with gifted and talented needs. These assessments may include screeners, pre-assessments, reading benchmarks, standardized tests, rating scales, classroom assessments/products, portfolios, nominations, and teacher observations. 

Pre-Kindergarten or Kindergarten students who display characteristics of intellectual giftedness may be evaluated for early admission to kindergarten or first grade as described in Board of Education Rule 421. 

K-12 students 

1. Intellectually/academically gifted students will often nominate themselves for gifted and talented educational services via their classroom performance. When students demonstrate mastery of topics prior to instruction and/or exceed grade level expectations, they are providing evidence of their need for gifted services. The classroom teacher will differentiate instruction at Tier 1 and notify and collaborate with the GATES Coordinator anytime a student requires Tier 2 intervention. The GATES Coordinator will convene a Student Intervention Team (SIT) meeting for any student requiring Tier 3 gifted intervention. The GATES Coordinator will create a Differentiated Educational Plan (DEP) and maintain records of students who require Tier 2 or Tier 3 interventions. 

2. Additionally, the GATES Coordinator will review standardized test scores to alert staff of the potential need to evaluate students for gifted and talented services. Test score review can help in the identification of gifted underachievers and gifted students in traditionally underrepresented groups. The GATES Coordinator will also periodically conduct a classroom search for students who show signs of giftedness in the areas of leadership, creativity and the arts. 

3. Besides automatic nomination through the classroom RtI process, anyone (school staff, parent, self) may nominate/refer a student for gifted and talented educational services in one or more of the areas of giftedness: General intellect, Academic, Creativity, Leadership, Visual/performing arts.

Nomination/Evaluation Process: 

1. Request referral form from school staff or GATES coordinator.

2. Submit completed form to GATES coordinator. 

3. The GATES Coordinator will review evidence of student giftedness based on the area of giftedness being evaluated. 

(A minimum of three pieces of evidence must be present to indicate a need for gifted and talented educational services. If three pieces are not available, the GATES Coordinator will seek parent/guardian permission for additional testing.)

4. The GATES Coordinator will notify parents, teachers, administrators, and school counselor of assessment/evaluation results.

If a student is determined to be gifted intellectually or academically, and he/she is not receiving interventions, or if the interventions are not adequately meeting student needs, a Student Intervention Team (SIT) meeting will be scheduled. The team may consist of the classroom teacher(s), GATES Coordinator, parent(s), administrator, counselor, and others. 

This team will review data and collaborate to create an intervention plan to meet student needs. Subsequent meetings will be scheduled to review student progress and make adjustments to the plan as needed.