Mission Statement It is the mission of the Hortonville Area School District and Gifted and Talented Education (GATE) to ensure that all students learn at the highest level. Philosophy GATE is viewed as comprehensive services which are integrated within the district mission, not a separate entity. Gifted students will be provided opportunities that challenge them to a level commensurate with their affective and effective needs. This requires utilizing a variety of curriculum delivery strategies and resources. Differentiated classroom instruction will be the primary means to appropriately challenge students. Program options such as enrichment and curriculum extensions will help develop student potential. The district recognizes the unique social and emotional needs of gifted students and will provide counseling and support in accordance with their needs. We serve gifted students in partnership with parents and community. Who are our gifted learners? The Wisconsin Department of Instruction (DPI) defines giftedness as: pupils enrolled in public schools who give evidence of high performance capability in intellectual, creative, artistic, leadership or specific academic areas. They are students who, because of advanced skills and or depth of understanding, stand out well above their peers. Identification for GATE is ongoing, consistent and equitable. Multiple measures and identification tools that are based on each area of giftedness to ensure that students are identified appropriately and accurately. Don t all students have special gifts and talents? The HASD response to that question is, Absolutely. Our district is built on the fundamental belief that all children have gifts, however; some children, approximately 5-7% of a school s population, have exceptional academic gifts or talents that require additional or different support. Our GATE program provides this support through a differentiated and challenging environment that accommodates students differences and offers an array of educational opportunities that are commensurate with students needs. All children, those who have been identified as advanced and those whose abilities are advancing, benefit from the strategies and methodologies associated with a differentiated curriculum. Objectives Identify gifted students using multiple criteria, allowing numerous points of entry during a child s education Provide high quality differentiated learning opportunities that address specific abilities and talents Provide exploration and the pursuit of challenging opportunities within and beyond the curriculum Exhibit sensitivity to sub-groups that may be under-identified: ethnic minorities, twice-exceptional learners, non-native English speakers, and students with different cultural norms Monitor student progress to provide a continuum of services Build a collaborative relationship with teachers where resources and support are provided Communicate with parents on the district s efforts to support GATE students Evaluate to continuously improve the effectiveness of GATE in the district
Identification Steps in the Identification Process: Step One: Screening and/or Nomination The screening step of the identification process may be triggered by a review of test scores or a teacher, parent, or self-nomination. A potential student needs to have 2 or 3 of their most recent standardized test scores at the 95 th percentile or above. For identification in reading, the student s benchmark level needs to be at least one grade level above. Step Two: Eligibility The GATE Interventionist will conduct a complete assessment, including administration of the Otis-Lennon School Ability Test OLSAT. A student would need a 96% or higher on the OLSAT assessment to meet the criteria. Parents, School Intervention Teams, and classroom teachers will be informed of the results. Step Three: Program Options/Services The student s needs are matched with appropriate and available program options. Student s level of giftedness will help determine services that may vary from year to year. See pyramid below. Challenges are provided in the classroom as teachers differentiate instruction. Additional challenges beyond the regular grade level will be provided as needed. Please note: Transfer students are considered for identification and placement in a timely manner. Tier 3-Individualized Needs met through an individualized plan. Tier 2-Enrichment Needs met through enrichment within and outside of the classroom. Universal-Tier 1 Needs met through differentiation of core curriculum within the classroom.
Levels Criteria for ID Program Opportunities Review List Some indicators that show there may be talents No specific recommendations Level One In the Classroom Catches Your Eye Student Beyond the regular high-achieving student by one or two years Teacher, parent, student, self nomination Successful participation in programs outside of school Standardized test scores consistently at 97% Otis Lennon School Ability Test: 96%-97% Classroom Differentiation Enrichment Compacting Team Teaching Consortium Events Competitions Flexible Grouping Ability Grouping Clustering Honors/ Accelerated Courses Subject Acceleration Level Two Beyond the Classroom Needs Your Attention Student Beyond the regular high-achieving student by two or three years Teacher, parent, student, self nomination Successful participation in programs outside of school Standardized test scores consistently at 98% Otis Lennon School Ability Test: 97% - 98% Special Group Programming Pull-outs Cluster Classes Independent Study Online Opportunities AP Classes Grade-Level Acceleration Foreign Exchange Program Curricular Extensions E- School And Level One Level Three Individualized Services WOW Student Extreme strengths and abilities 3 years beyond grade-level peers Teacher, parent, student, self nomination Successful participation in programs outside of school Standardized test scores consistently at 99% Otis Lennon School Ability Test: 99% Mentorships Internships Early Entrance/Graduation Dual Enrollment Course Waivers Online courses And Levels One and Two
Curriculum and Instruction The needs of our GATE learners vary greatly and for that reason the programming for each learner may include a unique set of components. To most effectively meet the needs of our students, differentiation occurs within the regular school curriculum. Classroom teachers, resource specialists, and other school personnel work collaboratively to plan and provide learning experiences that meet the needs of gifted students. Differentiation of the curriculum to challenge GATE students is based on current research and is presented through instructional strategies appropriate to the situation. This differentiation includes a balance of critical and creative thinking, problem-solving and research skills, and advanced content especially vital for GATE students. The core curriculum may be compacted for identified students so that learning experiences are developmentally appropriate. When warranted, continual opportunities for curricular acceleration will be provided in a gifted learner s areas of strength and/or interest. The district will provide a comprehensive continuum of services and program options responsive to the needs, interests, and abilities of identified gifted learners. Classroom teachers will differentiate the curriculum by providing students opportunities for learning that are commensurate with their abilities, talents, and interests. GATE program options may include: Classroom differentiation Curriculum compacting Subject and grade-level accelerations Dual enrollment/course waivers Early college entrance/graduation Collaborative planning and teaching Mentorships GATE Group meetings Book Clubs Flexible grouping After-school and community enrichment opportunities Lego League Special Events: College Days for Kids, Readings of the Season, Game night, etc. Independent Study Youth Options (11 th and 12 th grade students who have exhausted the district offerings in a subject may apply to take the next course at a college and the district pays the tuition.) Honors and Advanced Placement Courses Internships Cluster classes (students of similar readiness levels are grouped together) Pull-outs that are an extension of the core curriculum and allow students to study in greater depth and complexity Local and regional competitions
Parent and Community Involvement Parents, community members, and district personnel will work collaboratively to build and maintain a quality program. Parents and community members are encouraged to participate by: Checking the GATE website for information. Attending GATE events such as GATE Family Game Night Attending GATE Advisory Council Meetings. Participating in GATE Advisory Council sub-committees Becoming a GATE Advisory Council facilitator or committee chair Sharing information about helpful community resources Volunteering time a) to chaperone events b) to plan GATE events c) to Mentor a student or a group d) to coach an FIRST Lego League team
State Standards for Gifted and Talented Education Administrative Rule PI 8.01(2)(t).2 Each school district board shall establish a plan and designate a person to coordinate the gifted and talented program. Standard (t): School districts must provide programs for gifted and talented students in Wisconsin public schools from kindergarten through grade 12. This standard is consistent with the philosophy that all children are entitled to a quality educational program. Standard (b): Staff development plans should include information to develop awareness and understanding of the needs of gifted and talented learners as well as materials, resources, and appropriate strategies to deal with those children in the classroom. Standard (e): Provide guidance and counseling services to gifted and talented students that is critically important to the overall success of the program and its participants. Standard (k): District curriculum plans should include objectives, content, and resources which challenge the most able and the most talented students in any classroom. Standard (n): help them realize their potential. Standard (p): Many gifted children are at risk and need special attention, counsel, and support to Students identified as gifted or talented may require special accommodation in programming which is outside the normal sequence of course(s) or the standard requirements for graduation. Standard (s): identification process. Data derived from a testing program may be used as part of multiple-criteria Reference: dpi.state.wi.us/dpi/dlsis/cal/caltgift.html