Advanced Learner Guidance Document (Talented and Gifted)

Advanced Learner Guidance Document (Talented and Gifted) 1

Table of Contents 1. Executive Summary.3 2. Vision 4 3. Identification.5 o Advanced Learner Pool o Systematic school-based decision making process o Parent Referral 4. Tiers of Support... 11 o Progress Monitoring 5. Family Engagement.. 16 6. Professional Development..17 7. Summary......18 Appendix A.....19 o Policy and Procedure: 3555 Appendix B......24 o General Identification Process for all five areas of Advanced Learning o Year-at-a-Glance 2

Executive Summary A thriving school is one in which all students and adults are recognized for their strengths, challenged to do better, and supported to succeed. Organized around collaborative work and mutual accountability, a thriving school is also clearly focused on preparing all students for college, career, and community readiness. In alignment with our district vision, our Board recently approved a new Talented and Gifted (TAG) policy for the district. The MMSD TAG Policy (see Appendix A) states that we are committed to providing strong instructional programming that results in growth for all students. Students identified as advanced learners should embody and include the diverse populations of our school communities including twice exceptional learners, English Language Learners, homeless and high-mobility students, and students from other groups historically underrepresented in the district s programs for advanced learners. Consistent with Board Policy and recommendations by the Wisconsin Department of Public Instruction, the district identification procedures for advanced learners are grounded in a Multi-Tiered System of Supports (MTSS). The MTSS model is based first on high-quality, research-based and differentiated core instruction in the general education setting and establishes a process for providing increasing levels of instructional time and intensity to students based on their needs. This model provides the structure for advanced learners to be identified, supported early and effectively, and have access to rigorous enrichment and or acceleration as appropriate. This Guidance Document is designed to provide a basic overview and talking points for school district administrators and staff. The full Advanced Learner (AL) Plan will provide more extensive detail about systems and structures related to Advanced Learner identification, monitoring, support and accountability. Additionally, the Advanced Learner Department will develop Teacher and Parent Handbooks based on the approved Advanced Learner Plan. 3

Vision The vision of the Advanced Learner Department (formerly the Talented and Gifted Department) is to create and maintain a robust, culturally and linguistically responsive system for identifying, monitoring and serving advanced learners who demonstrate high performance capabilities or who demonstrate the ability for high performance. To achieve this vision, we need to ensure the following. We must: o Identify advanced learners who represent the diverse populations of our school communities including twice-exceptional learners, English Language Learners, and students from other groups historically underrepresented in the District s programs for advanced learners. o Meet our obligation to create and maintain a robust, culturally and linguistically-responsive system for identifying, monitoring, and serving advanced learners. o Recognize that such students may have learning needs that require additional supports and interventions beyond differentiated core instruction within a general education classroom. o Ensure that advanced learners have equal and timely access to appropriate interventions at no cost. o Engage parents and guardians of advanced learners through collaboration, outreach, on-going communication and parent education. This Advanced Learner Guidance Document was developed to ensure systemic identification with continuous and fluid tiers of support. Ongoing family engagement embedded professional development and accountability at all levels will best serve families and schools. 4

Identification Consistent with Board Policy and State Statute, the district identification procedure for advanced learners is grounded in a Multi-Tiered System of Supports (MTSS). Fundamental Assumptions All students are our responsibility Schools provide high quality core instruction for all learners, which includes differentiation/extensions Schools have systems for universal screening and progress monitoring Schools have School Based Leadership Teams (SBLTs) and Teacher Teams that collaborate and problem solve in an on-going and consistent manner School teams (e.g., SBLT, Teacher Teams, Student Support and Intervention Teams (SSITs)) are functioning as intended The purpose of Advanced Learner identification is to systematically identify learners who demonstrate high performance capabilities or who demonstrate the ability for high performance in one or more of the following domains: general intellectual, specific academic, visual and performing arts (the ARTS), leadership and creativity. There are two pathways by which advanced learners are identified within the schools. The first is a proactive identification based decision making protocol that takes into account both nationally-normed and locally-normed data, in addition to other identified screeners, observations and anecdotal information. The second method of identification is through parent referral to the School Support and Intervention Team (SSIT). Both pathways identify students for the Advanced Learner Pool. 5

Identification to the Advanced Learner Pool General Intellectual and Specific Academic Identifying students to the Advanced Learner Pool for general intellectual and specific academic domains involves the use of multiple data sets. This process is outlined as follows: 1. The Advanced Learner Instructional Resource Teacher (AL IRT) gathers quantitative data sets from the Data Dashboard. Data Dashboard creates reports for advanced learners under the Advanced Learner Consideration Roster. Based on specific data points within this system, including the use of local norms for the CogAT, students fluidly enter the advanced learner pool. 2. The AL IRT then goes through the Data Dashboard looking at Localnormed data to identify students that have been missed. 3. Formal documentation is completed by the AL IRT and entered into Infinite Campus, which is the district-wide student information system. Types of Data Examined for Identification: o MAP scores in Math or Reading at or above the 95 th %ile+ or an outlying achievement score among students with similar demographics o CogAT nationally normed score at or above the 95 th %ile o CogAT score using local norms for underrepresented sub groups at or above the 95 th %ile o Review of State Testing results (WKCE, Smarter Balanced and ASPIRE) Documentation These data points are used to identify students within the Advanced Learner Pool. Currently all documentation of services and needs are hosted within the Personal Learning Plan (PLP) tab in the Infinite Campus system. Prior advanced learner information and interventions are also recorded in the PLP tab. This information is shared with schools so that appropriate differentiation or tiered interventions can be provided to meet, monitor, or further investigate the needs of Advanced Learners. 6

Leadership, Creativity, and Visual & Performing Arts For the areas of leadership, creativity and the ARTS, qualitative data from content-based inventories as well as researched-based inventories and screeners will be utilized for identification to the Advanced Learner Pool. Additionally, observations of instructional differentiation/extension will be utilized to identify students for the Advanced Learner Pool. These processes will be implemented consistently across the district and will be monitored by the Director of Advanced Learners, building-based AL IRTs and principals. Types of Data Examined for Identification: o Student Performance Tasks o Leadership Inventories o Art Rating Scales o Checklists o Creativity embedded look-fors o Classroom observations and anecdotal information o Student work samples o Student Screeners Documentation These qualitative data are used to identify students within the Advanced Learner Pool within the PLP in the Infinite Campus system. Prior advanced learner information and interventions are also recorded in the PLP tab. This information is shared with schools so that appropriate differentiation or tiered interventions can be provided to meet, monitor or further investigate the needs of Advanced Learners. 7

Systematic School-Based Decision Making Process The following systematic processes and procedures are used to ensure timely and appropriate support for advanced learners and communication with families. The school-based teams include: School-Based Leadership Team (SBLT) - Based on the school SIP timeline, the SBLT reviews school-wide data, which includes the Advanced Learner Pool. SBLTs focus on systems level data to drive the improvement process and monitor progress towards SIP goals, which could include staffing allocations and resources related to supporting advanced learners. Teacher Teams (TT) - Teacher teams have two roles within the AL workflow. First, teacher teams help support the identification of AL students within the Advanced Learner Pool. The AL IRT, in collaboration with teacher team members, will consider additional quantitative and qualitative data, beyond the AL consideration roster, that has been gathered to identify individuals or groups of students who: o Show strong evidence of needing an instructional intervention/opportunity beyond common classroom differentiation/extensions o Are not currently grouped with like peers for instruction in strength areas o Show high performance indicators that exceed achievement indicators typical for their peer group o Have responded well to prior advanced interventions or strength based strategies o Require further observation or monitoring before recommendations can be made Second, teacher teams problem-solve around grade/classroom level data in an ongoing way, identifying strategies to meet the needs of advanced learners and communicate with parents around meeting the needs of advanced learners. 8

Student Support and Intervention Team (SSIT) - SSIT is a school based team that meets regularly to problem solve around the needs of individual students who are not making expected progress (students who are above and/or below grade expectations). Because of the unique circumstanced involved in supporting a student, the makeup of SSIT teams will vary to topics needing to be addressed. The outcome of the SSIT is to create and document a plan that seeks to promote student success and growth for an advanced learner. This process of identification, documentation, and further data-based decision making occurs on a consistent and ongoing basis throughout the school year as identified on each School s Improvement Plan (SIP), School Based Leadership Team (SBLT) and Teacher Team planning calendar. A flowchart representing the general process of identification in all five areas (e.g., General Intellectual, Specific Academic, Leadership, Creativity and the ARTS) within these structured teams is presented in the appendix of this document (Appendix B). Appendix B also contains a year-at-a-glance view to illustrate the structure of data review within the above mentioned teams. Advanced Learner Parent Referral Parents interested in submitting a student referral can do so by completing the referral form in one of two ways: online at mmsd.org/advancedlearning or via paper (hard copy) and given to the building-based AL IRT. Parent referrals are noted in the AL database and kept for reference. Parent referrals are accepted year round for: o New families to the district, or: o Previously identified advanced learners New referrals from existing district families will be accepted, but may be held because of the availability of certain interventions or other services. Though it is not necessary for a parent to submit a referral each year, parents should contact the AL IRT if concerns arise. 9

Referral process steps: o Submission of referral o Acknowledgement email of received referral o Referral is processed and investigated based on evidence within a 30 day time window; a 60 day time window may be needed for some referrals because of the need to collect related to frequency and intensity o Notification letter is sent to parents o Follow up meeting occurs with appropriate school staff and parents 10

Tiers of Support The purpose of tiers of support is to ensure that there is uniform access to appropriate challenge for advanced learners based on student need in General Intellectual, Specific Academic, Leadership, Creativity, and the ARTS. Ideally, a student s academic needs are met in the place where they spend most of their time. For most students, this is in the regular education classroom with their peers, by subject, or with their music or art teachers. Teachers differentiate instruction by providing students with a variety of opportunities and options for success. It is imperative that the Advanced Learner Department collaborate with school staff as a Multi-Tiered System of Supports is implemented in schools. This is the foundation of continuous school improvement and the Great Teaching Framework. The Advanced Learner Guidance Document will support schools to first identify and refine the levels of support used to enhance and challenge students within the regular education environment. The Advanced Learner Department will then work with schools to identify and refine support and interventions at Tiers 2 and 3. The ultimate goal of a strong MTSS model is to provide access for all students to a challenging and well-rounded education. Identifying activities for talent development must be coordinated within the design of all three tiers and must include rigorous instruction and progress monitoring. This Advanced Learner Guidance Document supports both the consistency of access and the flexibility based on need within each school across MMSD. 11

The Advanced Learner Department is grounded in three different tiers of support: o Tier 1 These supports are provided in the classroom by the general education teacher. They include differentiation, extensions, curriculum compacting, and other strategies typically considered great teaching. AL IRTs, along with other building-based IRTs, can support general education teachers in expanding their repertoire of differentiation skills. Students identified for differentiation are monitored and supported through the MTSS process. o Tier II Tier II support represents a smaller number of students whose needs become more unique and services become more specialized. In addition to Tier I services, the classroom teacher collaborates with the AL IRT, specialists, and grade level colleagues to plan learning activities to meet the student s demonstrated need. A variety of options are provided so that students have rich and varied experiences on which to build their skills. These opportunities are provided during the school day so that all students may participate. Tier 2 decisions may be made in collaboration with individual teachers or during teacher team meetings. AL IRT and school will communicate with families about any decisions regarding interventions provided to their child. o Tier III Tier III support represents a very small number of students who need either subject or grade acceleration or a unique combination of replacement offerings. These services are for students who are significant outliers (97-99 th %ile) or have also shown mastery of content in addition to a score of 95% or higher or significant outlying score. AL IRT will communicate with families, through the SSIT process, about any decisions regarding Tier III interventions provided to their child. 12

There are several points to keep in mind when thinking about tiered levels of instruction and the MTSS model, including: Student movement through the tiers is intended to be a fluid process based on student qualitative and quantitative data and collaborative team decisions about students response to instruction. Students may be receiving services in a variety of the tiers depending on their needs. Tiers of support allow for the diversity of individual needs of students MTSS provides support systems for students who demonstrate high performance capabilities or who demonstrate the ability for high performance. Identifying opportunities for talent development must be done with other tiers of support in mind. Encouraging interest and persistence in pursuit of excellence is as important as the acquisition of academic knowledge and skills. Progress monitoring continually contributes new data to a tiered system of support. Learning is dynamic and adjustments are made for pace, depth, and complexity of the evidenced-based practices. The goal is to promote a match between student need and their curriculum and experiences. 13

Progress Monitoring General Intellectual & Specific Academic In August, AL IRTs revisit recommendations made in spring. AL IRTs, in conjunction with school grade level teams, decide/verify best learning environments and/or tiers of support for students within the advanced learner pool. Teams will determine if: 1. Needs are best met in the classroom with academic peers and strong core instruction. 2. Needs are best met through differentiation/extension of the core curriculum. 3. Needs are best met with a Tier 2 or 3 intervention. Progress monitoring will occur throughout the school year. Advanced Learner IRTs will meet with appropriate school staff members to review the following data 3 times a year which coincide with the district benchmark schedule: 1. Fall MAP or other universal screening results and ongoing formative assessment data 2. Winter MAP or other universal screening results and ongoing formative assessment data 3. End-of-year MAP, Smarter Balanced assessments, and ongoing formative assessment data AL IRTs document interventions in Infinite Campus, or other Progress Monitoring System. In partnership with schools and on school letterhead, a plan of support will be communicated to parents. Additionally, AL IRTs will collaborate on student placement within the school-base process to ensure advanced learners can be served within the classroom, where possible. 14

Leadership, Creativity and Visual & Performing Arts Advanced Learner IRTs, in conjunction with school grade level teams, decide/verify best learning environments and/or interventions for students within the advanced learner pool. Teams will determine if: 1. Needs are best met in the classroom with differentiation/extension 2. Needs are best met with a Tier 2 or 3 intervention Progress monitoring will occur throughout the school year. Advanced Learner IRTs will meet with appropriate school staff members to review evidence and collaborate on record keeping twice per year: 1. Review in December/January 2. Review April/May Advanced Learner IRTs document interventions in Infinite Campus, or other Progress Monitoring System. In partnership with schools and on school letterhead, a plan of support will be communicated to parents. Statement regarding cost to parents Pursuant to state law and regulations, no student shall be required to pay nor shall the district charge tuition for appropriate instruction and/or intervention for students receiving advanced learner interventions necessary for continued growth, including those that may be online or at institutions of higher learning. 15

Family Engagement The MMSD new Family and Community Education Standards are a priority within each school s SIP plan and will support the data-based problem-solving approach to collaborating around the needs of all learners and their families. Parent education and community outreach are critical to our success as we serve advanced learners. Parent education and outreach serve to both inform the community about Advanced Learner needs and also engage families in two-way communication. The responsibility for implementation of appropriate supports for advanced learners must be shared by classroom teachers, the AL IRT, support staff, administrators, families and students. Through communication, collaborative problem solving and community outreach, the families of the Madison Metropolitan School District will experience the full benefit and intent of the MMSD Talented and Gifted Policy. 16

Professional Development This purpose of professional development is to provide learning to all stakeholders to best meet the needs of advanced learners. The professional development content focuses on three levels within the district to best serve all stakeholders: o District level District level professional development serves to educate all stakeholders about the advanced learner systems within MMSD. The Advanced Learner Department functions within the Teaching and Learning Team and will create cross-functional work groups to strengthen and expand high-quality systems. Advanced Learner IRTs will participate in district-wide professional development to support the implementation of coherent instruction in all schools which is anchored in the district s definition of Great Teaching. o Department level - Advanced Learner Department professional learning will focus on establishing a scope and sequence of content to support Advanced Learner IRTs in their work with schools, students and families. To best serve schools, the focus will be on developing capacity among Advanced Learner IRTs so that Advanced Learner needs are met through strong instructional practices, research-based pedagogy, and differentiation strategies. A mentoring framework and Professional Learning Community will be created to support and enrich the work of AL IRTs. o School level - School level professional development will be anchored in the development of tools and resources to support implementation of the TAG Policy, Advanced Learner Plan and associated handbooks. Professional development will be ongoing, job-embedded and linked to each school s individual SIP Plan. School level professional development will serve to build the capacity of school-based staff utilizing a Gradual Release of Responsibility Model. Clear communication and support will be a priority to best serve all stakeholders at each school. 17

Summary Student growth and well-being are the intent of the TAG Policy (Advanced Learner Policy) and the Advanced Learner Guidance Document. With systematic and consistent processes in place to support the identification, tiers of support, progress monitoring and communication, it will be important to identify and problem-solve around both student achievement and student growth. By using qualitative and quantitative data, it will be important to determine what strategies are working to identify and serve more students from various demographic groups. Customer service in the form of communication with parents is a critical component of support for advanced learners. The Advanced Learner Department will need continual feedback to improve services and support to schools and students. Embedded coaching, consultation with school based teams and relevant professional development will support the growth and well-being of advanced learners. Creating a systematic and ongoing monitoring system for record keeping of the advanced learner pool and those within that pool receiving an intervention will ensure that each student has access to a continuous system. The AL plan and program will be reviewed annually and adjusted accordingly. 18

Appendix A: MMSD Policies and Procedures: 3555 POLICY TALENTED AND GIFTED EDUCATION 3555 Instruction The BOARD is committed to providing a strong instructional program that results in growth for all students, including advanced learners. The BOARD believes that students identified as advanced learners should embody and include the diverse populations of our school communities including twice-exceptional learners, English Language Learners, and students from other groups historically underrepresented in the DISTRICT s programs for advanced learners. The BOARD recognizes its obligation to create and maintain a robust, culturally-responsive system for identifying, monitoring and serving advanced learners. The BOARD recognizes that such students may have learning needs that require additional supports and interventions beyond the differentiated core instruction within a general education classroom. The BOARD further recognizes that all advanced learners shall have equal and timely access to appropriate interventions at no cost. The BOARD is committed to engaging the parents and guardians of advanced learners through outreach to, communication with and the inclusion of parents and guardians in educational decisions that affect their students. In furtherance of this policy, all schools shall appropriately identify and serve all advanced learners, using the identification, monitoring and intervention systems described in the BOARD-approved Talented and Gifted Plan. 1. Definitions PROCEDURE TALENTED AND GIFTED EDUCATION 3555 Instruction A. Differentiated Instruction A best practice for all instructional staff across all grade levels and subjects that involves modifying the classroom curriculum, instructional model and/or expected evidence of learning to meet unique student needs within the classroom. Cluster Grouping allows a classroom teacher to more efficiently differentiate instruction. 19

B. Advanced Learner A student who demonstrates high performance capability or the potential for high performance in one or more of the following domains: general intellectual, specific academic, visual and performing arts, leadership and creativity. C. Student Needing Advanced Interventions A subset of advanced leaners, a student needing advanced interventions is a student who has been identified as an advanced learner AND requires advanced interventions beyond differentiated core instruction in order to meet their individual learning needs. D. Advanced Interventions Advanced interventions, which are provided during the regular instructional day in addition to or in replacement of differentiated, grade-level core instruction, are research-based instructional practices and programs used to systematically provide an enhanced opportunity to learn, scaffold learning for students whose mastery of skills or content is below what is expected in relation to the student s potential and/or provide a faster pace of learning. Advanced interventions include, but are not limited to, enrichment opportunities, independent study, replacement curriculum, subject acceleration, whole-grade acceleration, dual enrollment/credit opportunities, and/or mentorships or apprenticeships. E. Twice Exceptional Learner A student who is identified as both an advanced learner and a student with a disability. F. English Language Learner A student whose ability to use the English language is limited because of the use of a non-english language in his or her family or in his or her daily, non-school surroundings, and who has difficulty in performing ordinary classwork in English as a result of such limited English-language proficiency. G. Replacement Curriculum Curriculum and instruction provided to a student when the student has mastered the DISTRICT accepted standards for his/her typical grade level and the student continues on an advanced trajectory. H. Cluster Grouping Intentional placement of a group of similar students, such as advanced learners, within a heterogeneous classroom. A Cluster Group typically involves at least five students with similar 20

needs, abilities and/or interests, which allow a classroom teacher to more efficiently, differentiate instruction for the cluster of students. I. Acceleration A strategy of progressing through curriculum at rates faster or ages younger than the norm. Acceleration may be subjectspecific or whole grade based on a student s evidenced need. 2. Talented and Gifted Plan (TAG Plan) A. The BOARD shall adopt a plan for identifying, monitoring and educating advanced learners (TAG Plan). B. The SUPERINTENDENT shall designate a person, with a background and training in gifted education, to oversee systematic identification, programming and monitoring for advanced learners and students needing advanced interventions. The designated person shall be responsible for implementing the TAG Plan. The designated person shall review the TAG Plan and program on an annual basis and present their findings to the BOARD and present any substantive changes to the BOARD for approval. C. The TAG Plan shall include the following: Identification iv. A systematic and continuous process for identifying advanced learners. Such system shall use multiple, appropriate measures for determining student aptitude in the academic domains or competence in the leadership, creativity and visual and performing art domains including standardized tests, rating scales, portfolio assessments, observational tools, and local norms on aptitude and achievement tests. Identification shall be timely and account for students as they transition across grade levels and between schools/programs. A student s identification as an advanced learner shall be individually documented within the DISTRICT S electronic student records system. Intervention v. A multi-tiered system of support for providing advanced interventions to students needing advanced interventions in kindergarten through twelfth grade. Classroom-based, school-based and/or DISTRICT-wide advanced interventions shall be available for students needing 21

advanced interventions and shall include generally accepted best practices for educating advanced learners. Students needing advanced interventions and the specific intervention(s) received shall be individually documented within the DISTRICT S electronic student records system. Family Engagement vi. A means by which to engage students and their families in decisions related to the identification of their student as an advanced learner and the determination of appropriate interventions designed to meet the student s individual needs. The TAG Plan shall also include strategies for outreach to underrepresented students and their families. Parent education and outreach regarding advanced learners will be available to parents/guardians throughout the DISTRICT. Parents/guardians shall be provided regular notice regarding their student s services and progress: a. A parent/guardian shall receive communication from their student s school if the student is identified as an advanced learner and/or a student needing advanced interventions. b. A parent/guardian shall receive regular communication, at least twice annually, from their student s school regarding their child s progress in each domain for which the student has been identified as an advanced learner and/or a student needing advanced interventions. c. Prior to implementing an individual advanced intervention, such as replacement curriculum, a parent/guardian shall be provided a written explanation of the advanced intervention and be given the opportunity to refuse the support. Professional Development vii. A professional development system for all administrators, instructional staff and student support staff regarding advanced learners and parent education and outreach strategies. Professional development for instructional staff shall be, to the extent possible, on-going and job- 22

embedded and shall focus on developing staff capacity to recognize, nurture and support the needs of advanced learners. 3. Accountability. In order to ensure that each student has access to a continuous system of intervention, each school within the DISTRICT shall provide effective implementation of the TAG plan. Using the DISTRICT S electronic student records system, schools shall maintain student-level information including whether a student has been identified as an advanced learner and/or a student needing advanced interventions, the identified domain or domains, and the intervention, if any, that the student received. A. Advanced leaners shall be explicitly identified as a demographic group for purposes of reporting and analyzing student data for data presentations to the BOARD and for purposes of developing School Improvement Plans (SIP). B. As set forth in section 2.b, above, the TAG Plan and program shall be reviewed annually, and the findings and any substantive changes shall be presented to the BOARD for approval. 23

Appendix B: General Identification Process for all five areas of Advanced Learning (e.g., General Intellectual, Specific Academic, Leadership, Creativity and the ARTS) School Level Identification AL IRT collects systems level data (e.g., Stat/At-a-glance Report) KEY: SBLT = Blue TT = Orange SSIT = Green Teacher Teams & AL IRT Review Consideration Roster SBLT Reviews data for systems level problem solving (e.g., allocation, resources, progress towards SIP) Based on Consideration Roster & other measures AL Pool Identified Tier 1: Develop instructional strategies & differentiate to meet AL Tier 2 & 3: Identify interventions for those students who have AL needs in addition to core instruction Implement & Initial & ongoing progress monitor communication Tier 1, and with Tiers 2 & 3 Parents/Guardians Teacher Teams If student is not making expected progress despite several adjustments refer to SSIT SSIT Outcome & Recommendations Communicated Parents/ Guardians SSIT Convenes & Problem Solves (Includes Parent & AL IRT) Identification through Parent Referral Parent Makes Referral 24

Year-at-a-Glance Workflow Parent Referral SSIT Outcome & Recommendations communicated to Teacher Teams & Parent SSIT Problem Solves (includes Parent & AL IRT) AL IRTs Gathers Data from Cons. Roster, Provides Summary to SBLT (Summer/Fall) SBLT discusses subgroup data to inform finalization of SIP SSIT AL IRTs enters all data into IC AL IRT shares, and collaborated around, data with Princ & Teacher Teams If not making expected progress, refer to SSIT AL IRT Gathers Spring Data on ALs, in all five areas (e.g., General Intellectual, Specific Academic, Leadership, Creativity and the ARTS) uses it to inform class placement (Spring) Ongoing Monitoring + Adjustment use of multiple measures AL IRT + Teacher Teams discuss Differentiation and Interventions for all five areas (e.g., General Intellectual, Specific Academic, Leadership, Creativity and the ARTS) 25