Gifted & Talented

Gifted and talented children refers to children who demonstrate high ability in intellectual, creative, artistic, leadership or specific academic areas.  Gifted and talented students may excel in one or many areas.  The following characteristics are not a complete list.

General Intellectual

• Has an advanced vocabulary far beyond a child his/her age.
• Has an excellent memory and performs complex mental tasks.
• Is curious, investigative and observant.
• Learns rapidly and easily.
• Possesses a storehouse of information on a variety of topics.
• Has perseverance and the capacity for self-direction.
• Thinks clearly, reasons well, and uses higher level thinking skills.
• Is an avid reader reading above grade level.
• Shows concern for world problems above that expected of age level.
• Transfers previous learning to new learning situations.
• Is an independent learner.
• Demonstrates a wide variety of interests.
• Has a good sense of humor.
• Has an interest in cause/effect relationships.
• Displays a great curiosity and is anxious to learn new things.
• Asks many questions of a provocative nature.
• Reveals originality in oral and written expression.
• Enjoys solving puzzles and problems.
• Processes new information quickly when compared to peers.
• Does in depth investigations.
• Sees beyond the obvious.
• Thrives on new and complex ideas.
• Manipulates information. 

Specific Academic

• Reading
  • Early reading skills developed rapidly once begun
  • Chooses to read material well above grade level
  • Demonstrates advanced comprehension of material read
  • Comfortable with advanced vocabulary; infers meaning from context
• Creative/Expository Writing
  • Possesses and uses a writing vocabulary well above grade level
  • Organizes writing to be clear and concise
  • Uses descriptive words and phrases to add color, emotion and beauty.
  • Uses more complex sentence structure than typical for grade level (but may not always be able to punctuate it).
  • Frequently chooses writing to communicate ideas through forms such as journals, poetry, stories, reports, etc.
• Mathematics
  • Masters typical content more quickly and at an earlier age than classmates.
  • More willing and capable of doing problems abstractly; may prefer not to use concrete aids.
  • Often skips steps in problem solving; may solve in unexpected ways.
  • Looks for patterns and relationships and attempts to explain them.
  • See relationships between new problems and those previously solved; may pose own problems.
  • Has exceptional mathematical reasoning ability and memory.
  • Enjoys challenge of mathematical puzzles and games.
  • Can communicate math information verbally and in written form.
• Social Studies
  • Asks questions, probes for understanding of current events.
  • Has a wide range of knowledge about an area of social studies such as geography, history, politics, etc.
  • Is concerned/worried about problems in the community or world; may seek solutions.
  • Has pursued reading or projects in the social sciences on own time.
  • Has spent extra time on projects because of avid interest in content.
  • Communication skills relating to academic area; can verbalize and communicate social studies known in written formats
• Science
  • Asks provocative, in-depth questions about why things happen or how things work.
  • Easily grasps concepts of science; thinks logically, perceives relationship and generalizes appropriately.
  • Has a wide range of scientific knowledge for age.
  • Has an avid interest in one or more science topics.
  • Has pursued science oriented reading or projects on own time.
  • Communication skills: can verbalize and communicate science knowledge in written forms.
  • Unwilling to accept explanations without proof.

Creativity

• Tolerates ambiguity and uncertainty.
• Is curious about many things, and has a wide variety of interests.
• Asks many questions.
• Is adventuresome.
• Generates many ideas or solutions to problem solving, prefers to impose own structure on situation, learning.
• Develops creative and original ideas
• Is non-conforming and not afraid to be different.
• Can elaborate upon the ideas of others.
• Is a flexible thinker.
• Sees humor in situations where others don't.
• Likes to fantasize and imagine.
• Demonstrates a high degree of concentration and persistence in creative tasks.
• Makes unusual associations between ideas.
• Effectively uses visual imagery.
• Incorporates creative efforts into academic and recreational activities.
• Has a vivid imagination.
• Has many ideas/projects going on at one time.
• Improvises and sees unique possibilities.
• Risk taker

Leadership

• Accepts responsibility well.
• Appears to be well liked by classmates.
• Is dependable.
• Is self confident with peers and adults.
• Is cooperative.
• Creates positive feelings in a group.
• Expresses self well, and can articulate group problems.
• Easily adapts to new situations.
• Enjoys socializing with other people.
• Assumes leadership roles in a natural manner.
• Participates in most school social activities.
• Demonstrates character and integrity.
• Is fair and honest.
• Is chosen or elected to leadership position by peers.
• Is emotionally secure and sensitive to the needs of others.
• Sought out by others to provide assistance.
• Can organize and lead groups.
• Tolerant and flexible with peers.
• High expectations for self and others.
• Foresees consequences and complications of decisions.
• Follows through on a plan

Visual and Performing Arts

• Artistic/Visual Arts
  • Exhibits creativity, imagination and expressiveness.
  • Responds to environmental observations.
  • Superior skill development in drawing, painting, clay, etc.
  • Has natural ability beyond age level.
  • Possesses well developed visual memory, quicker, more accurate in tasks of cognitive, verbal, visual matching.
  • Persistence and perseverance about problem solving and creating.
  • Uses leisure time for artistic activities.
  • High motivated and interested in art experiences.
  • Sense for spatial distribution and organization.
  • Shows complexity, detail and embellishment in artwork.
  • Can be self-critical and evaluative.
• Artistic/Performing Arts
  • Music
    • Shows a sustained interest in music.
    • Eagerly and successfully participates in musical activities.
    • Discriminates among and/or responds to variations in rhythm, melody, harmony, tone, pitch and style.
    • Has an ability to compose tunes and/or lyrics.
    • Has an ability to understand musical symbols and relationships.
    • Has a total feeling of joy with music.
    • Has ability to use music to express emotions and experiences.
    • Can be self-critical and evaluative.
  • Dramatics
    • Has the ability to shift easily into the role of another character.
    • Effectively uses facial expressions and gestures to communicate.
    • Is adept at role playing, improvising, and acting out situations.
    • Creates original plays or makes up plays from stories.
    • Can imitate and mimic the actions of others.
    • Is able to incorporate directors' suggestions into performance.
    • Contributes worthwhile suggestions to improve acting or characterization.
    • Has the ability to recognize effective timing and anticipate audience response.
  • Dance
    • Shows originality.
    • Expresses emotions, attitudes, ideas and experience for self and/or in performances.
    • Has muscular coordination and reflexes attuned to rhythmic response.
    • Is sensitive to rhythm, melody, tone, harmony, pitch or style of music.
    • Has the ability to choreograph his/her dances

Wisconsin Statute 118.35, 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 ensure that all gifted and talented pupils enrolled in the school district have access to a program for gifted and talented pupils.

(4) From the appropriation under s. 20.255 (2) (fy), the department shall award grants to nonprofit organizations, cooperative educational service agencies, institutions within the University of Wisconsin System, and school districts 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 board 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 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.

Wisconsin Statute 121.02 (1)(t)

Each school board shall provide access to appropriate programming for pupils identified as gifted or talented.

 

For identification of advanced learners, Lake Geneva Schools use a number of assessment tools including i-Ready, AIWSweb, Forward Exam, ACT Aspire, and ACT.  Data is reviewed for students with scores consistently trending at the 95th - 99th percentile.  Additionally, scores on district assessments, evidence from classroom performance, and input from teachers and parents are reviewed.  The majority of identified students will have their academic needs met in the general education classroom through differentiated instruction.  This may involve modifications to instructional delivery, instructional content, and/or the need for additional educational resources.  In unique circumstances, select students may require additional educational programming to meet the needs of the student.

 

The Lake Geneva Schools belong to the Southern Lakes Advanced Learners Network (SLALN).  This organization offers student programming, staff development, and professional networking opportunities for its members.  The goal of the group is to meet the needs of advanced learners throughout Southeastern Wisconsin and offer educational opportunities that enhance the learning experience.  Below are some of the SLALN offerings that Lake Geneva Schools has participated in and plans to continue participation in moving forward.

In addition to the offerings through SLALN, the Lake Geneva Schools offers additional opportunities for students to develop their abilities in intellectual, creative, artistic, leadership, and/or specific academic areas.