IDENTIFICATION OF GIFTED & TALENTED SERVICES

The purpose of providing gifted and talented services is to ensure that students who have already mastered grade level benchmarks, students who are significantly advanced outliers compared to their peers, or students who demonstrate the potential for performing at remarkably high levels are provided with an appropriate level of challenge to promote continued growth. All students are considered for gifted and talented services in kindergarten through 12th grade.

Multiple assessments are used to create a student data profile which, in accordance with the Wisconsin Department of Public Instruction, is used to determine eligibility for gifted services. When gathering information to inform decisions about students’ need for challenge beyond the regular curriculum, standardized tests (objective, norm-referenced tests of academic or intellectual skill), performance data such as portfolios, selected grade-level classroom assessments, and nomination forms (rating scales and narrative information from teachers and parents) may be considered. Decisions regarding gifted education services are made collaboratively by building level teams that may include the general educator, content area specialist, GT Coordinator, administrator, reading specialist, school counselor, special educator, etc.

Initial referrals for gifted and talented services in the areas of General Intellectual and Specific Academic Ability usually come from the universal screening process of student assessments or from the classroom teacher, who has in-depth knowledge and understanding of a student’s abilities. Principals, other educational staff, or parents may also refer students for gifted education screening. Initial referrals in the areas of Creativity, Leadership, and Artistic usually occur when an educator or parent completes a nomination form. Parent Nomination Forms can be found by contacting the GT coordinator - Irina Ertl - iertl@ddschools.org

The appropriateness of a student’s services is periodically reviewed, usually annually. Parents are invited to come to a review meeting. This review may result in continuation of the same services or a change in services. At times, it may be determined that students’ needs can be met through the regular school program and course offerings.

GIFTED AND TALENTED PROGRAMMING

All students receive high quality, differentiated, culturally responsive core curriculum and instruction. Teachers differentiate instruction by providing students with a variety of opportunities and options for success. Differentiated instruction is not a curriculum or a program. It is a process that requires teachers to anticipate and acknowledge the differences in students’ readiness, interests, and learning profiles. The process of differentiation involves the deliberate adaptation and modification of the curriculum and instructional process to respond to the needs of learners. Teachers can then effectively engage students in meaningful and challenging work.

In addition to differentiation, some students may require additional high-level supports and services in order to make continuous progress. These students are provided with research-based interventions and instructional strategies that lead to increased levels of mastery, depth and complexity.

In middle and high school, needs are often met through differentiation, research-based interventions, and student placement in challenging courses that are rigorously tiered for high achieving students. Students and parents should work with their school counselor to ensure a sequence of courses (including options in Advanced English Language Arts [grades 6-12], Accelerated Mathematics Courses [grades 6-12], Advanced Placement courses and independent studies) that are most aligned to the student’s interests and academic goals.

Parents receive information regarding gifted and talented services for their child in a number of ways. At the elementary level, parents receive information regarding gifted services through meetings, parent/teacher conferences, and letters or plans. Parental input is crucial. We welcome your input and please do not hesitate to reach out to your child's classroom teacher, principal or GT coordinator.

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 I think my child should receive gifted or talented services in any area(s) and has not been identified?

Parents should initially contact the classroom teacher with questions regarding gifted and talented services, differentiation and next steps. At the elementary level, the teacher will then consult with the GT coordinator, when appropriate, and at the secondary level the designated school counselor should be contacted. If additional assessments are warranted, parents will be contacted for permission. At this level, a team of educators will assess and identify gifted and talented programming needs. The results of the testing regarding gifted and talented services will be communicated to parents through a meeting, phone call or letter. At all levels, parents are invited in for an initial identification meeting and will have opportunities to learn about their students Advanced Learner Plans (ALP) either through meetings or by mail.

When should I talk to the classroom teacher?

It is never too late to contact your child’s teacher about your child’s educational needs. While conference time may be convenient, you may also call, e-mail, or ask your child’s teacher for a meeting at other times during the year.

How will I know if my child is receiving gifted/talented services?

Parents should speak with their child’s classroom teacher regarding gifted and talented services.

What does it mean to differentiate instruction?

Students come to school with varying levels of readiness to learn, different ways in which they learn best, and a wide range of interests. Differentiating instruction means that a teacher recognizes those differences and makes modifications in order to help each child make continuous progress.

How will I know if my child is receiving differentiated opportunities?

Differentiation is designed to occur in all subjects and at all grade levels throughout the entire school year. In many cases, a child is not aware that adaptations have been made to meet his or her needs. Parents are encouraged to ask their child and/or their child’s teacher about classroom assignments, groupings, projects, and opportunities.

Who do I talk to if I have questions about gifted & talented services? Who is the point of contact for a parent inquiring about gifted & talented services?

At the elementary level, the points of contact (in order) are your child’s classroom teacher, the GT coordinator, and the principal. At the middle school and high school, the first point of contact is the classroom teacher. Further points of contact at the middle and high school levels include the District GT Coordinator, Principal, and the school counselor. If a parent has further questions, s/he may contact the district’s Gifted and Advanced Learner Coordinator.

How will I receive on-going information about my student’s progress and programming opportunities?

Communication among parents, students, and teachers is essential for parents to learn about programming opportunities. Parents should ask the teacher if they are unsure of the differentiated opportunities being provided to their child.

How can I best prepare for conferences—to make sure I get information on my child’s needs—beyond hearing, “S/he’s doing fine”?

When possible, it’s always best to have an ongoing relationship with your child’s teacher. Feel free to write a brief letter or email that introduces your child and describes his or her perceived needs to the teacher before the school year begins. At your child’s conference, share what your child enjoys about school and share your insights about your child. Present yourself as a supportive parent who recognizes the teacher’s efforts to meet all students’ needs. If possible, remember to offer to help the teacher in some way. 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 s/he take advantage of the opportunities?

3. If my child has a great deal of prior knowledge in a unit/theme, is there a way s/he can be given other options to broaden his/her knowledge base or move ahead into more complex subject matter? (Curriculum compacting, contracting, etc.)

4. How can I help my child at home?

How do I find out what opportunities there are throughout the school year for my child?

Information sheets listing extracurricular activities and clubs are generally available on the schools' website. Delavan-Darien School District also supports a wide range of activities for all students such as academic competitions (reading, writing, math, etc.), Forensics, Destination Imagination, Math Meet, clubs, and other competitions. Students are encouraged to explore and develop their interests. These activities come to students through many avenues including parents, teachers, schools, or the district. Families are also encouraged to explore activities offered by outside organizations such as the Wisconsin Center for Academically Talented Youth, UW-Whitewater, Southern Lakes Advanced Learners Network, etc.