Talented and Gifted
Talented and Gifted Program (Advanced Learners)
Talented and Gifted programming has its foundations within classrooms. The basis of effective education in Stoughton schools is rigorous classroom instruction, a positive learning environment, and school-wide support. All students are expected to receive instruction that meets state standards and district benchmarks (goals).
Classroom teachers recognize that each child learns at a different depth and pace, which may require curricular adaptations. Differentiation of instruction is a tool used by teachers to meet varying student needs. In most cases, differentiation strategies are integrated throughout the curricular areas rather than occurring as special events.
Our Talented and Gifted model is grounded in the State of Wisconsin Department of Public Instruction's Foundations for Gifted Education in WisconsinOpens a New Window.. The foundations grew out of Wisconsin's Standard (t) legislation which outlines compliances for K-12 gifted education that all public school districts must meet.
Principles and Beliefs
- Identification of students with exceptional needs is linked with appropriate educational programming at all levels using a collaborative process.
- Students may have programming needs in one area or in multiple areas, which may include: general intellectual, specific academic, leadership, creativity, and visual/performing arts.
- Students’ needs may emerge at varying times and fluctuate throughout their K-12 schooling and each child is entitled to appropriate and varied options in response to their changing needs.
- Effective TAG programming addresses the social-emotional needs of students.
- Students are encouraged to be active and responsible in their learning.
- Gifted education is a partnership between home, school, and at times the greater community.
What will Programming Support Look Like?
TAG programming support is built in to classroom instruction in a way that adds depth and complexity to content. Examples include: tiered lessons, compacted curriculum, independent projects, and enrichment opportunities available at each building. It is best to talk to your child’s classroom teacher(s) as this will look different in each classroom.
Whom do I contact if I have questions about my child’s classroom instruction and TAG programming?
Parents should first contact the classroom teacher(s) to share initial concerns. The Building TAG Coordinator is the next step resource. In the event that further discussion is necessary, the Building TAG Coordinator may consult a building team that may include a school counselor and/or principal.
Will my child be “pulled out” for TAG work?
Meeting the needs of high ability learners is best done in the classroom with a content area specialist. The Building TAG Coordinator and the classroom teacher work collaboratively to ensure students receive appropriate levels of challenge.
How are my child’s records passed to teachers in following years?
Student information can be accessed by teachers through an electronic database. Files are kept by the building level Building TAG Coordinator that provide the classroom teacher with specific information regarding classroom support of the student’s instructional needs.
What do I do if I think my child is gifted or talented, but is not performing well in school?
Some students do not perform up to their abilities. Parents should contact their child’s teacher, school counselor, or Building TAG Coordinator to discuss possible intervention strategies as they monitor the student’s progress.
Suggested Internet Resources
Webb, James, Gore, Janet, Amend, DeVries, Edward & Arlene (2007) A Parent's Guide to Gifted Children. Great Potential Press, Scottsdale, AZ.
Galbraith, Judy & Delisle, Jim Delisle (1996) The Gifted Kids' Survival Guide: A Teen Handbook.Free Spirit Publishing, Minneapolis, MN.
Director of Curriculum and Instruction
Elementary TAG Coordinator
Middle School TAG Coordinator
High School TAG Coordinator