Advanced Learning (Talented and Gifted Program)

The mission of the Stoughton Area School District is to ensure educational opportunities which challenge all students to achieve excellence, maximize their talents and abilities, prepare them to face the demands of the future, and be literate contributing members of society.

The aim and intent of Advanced Learning programming is broader and more powerful than any one program, and is based on individual student need, readiness, interest, and learning profiles. This allows us to meet the needs of students already exhibiting high levels of achievement as well as students with the potential to achieve at advanced levels if provided the opportunities and support to do so.

In many cases, modified or differentiated instruction within the classroom will meet students’ need for additional challenge. In some cases, additional direct support from Advanced Learning Coordinators will be needed. 

Our Advanced Learning model is based on the State of Wisconsin Department of Public Instruction's Foundations for Gifted Education in Wisconsin and Wisconsin's Standard (t) legislation,  which mandates requirements for K-12 gifted education. 

Principles and Beliefs

• Identification of students with exceptional needs is linked with appropriate educational programming at all levels using a collaborative process.
• Identification and services are responsive to factors such as economic condition, race, gender, culture
• 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 programming addresses the social-emotional needs of students.
• Students are encouraged to be active and responsible in their learning.
• All students have access to a free, appropriate, public education.
• Gifted education is a partnership between home, school, and at times the greater community.

General Intellectual

Student characteristics may include: 

• Exhibits early and rapid development of language and advanced vocabulary
• Possesses strong powers of reasoning and advanced ability in critical thinking and problem solving
• Is highly inquisitive, curious, and observant
• Formulates abstractions
• Processes information in complex ways
• Recalls facts easily; is very well informed about many topics
• Shows keen insight into cause-effect relationships
• Has exceptional memory and ability to solve problems

Specific Academic 

Students who are highly successful in one or more specific subject areas. Student performance in one subject area may be far above the work they do in other subject areas. 

Student characteristics may include: 

• Displays exceptional skill, advanced comprehension, and ability in a specific academic area
• Possesses extensive background knowledge in a specific content area or area of special interest
• Exhibits intense and extended attention in math, science and/or humanities; displays a passion for a topic of interest
• Makes independent contact with or carries on correspondence with experts in the field
• Puts extensive efforts into a project -  time is of no consequence, manages to change a topic under discussion to the discipline of his/her interest, e.g., weather discussion soon becomes one of the Ice Age or dinosaurs

Creativity

Students who demonstrate the unusual ability to use divergent and unconventional thinking in arriving at creative ideas or unusual solutions. 

Student characteristics may include: 

• Possesses strong visual/imaginative skills; transfers ideas and solutions to new situations
• Prefers variety and novelty, and their own way of solving problems
• Asks many and unusual questions; often has many projects going at once
• Resists external controls; tests and challenges limits

Leadership

Student characteristics may include: 

• Assumes responsibility to fill a role within a group
• Demonstrates high levels of self-assurance when making decisions or convincing others
• Foresees consequences and implications of decisions
• Possesses strong communication skills
• Relates to and motivates other people; organizes other students for activities
• Sees problems from many perspectives
• Listens to and respects the opinions of others

Visual/Performing Arts

Students who demonstrate unusual ability to paint, sculpt, draw, photograph, or arrange media; to create or perform in the areas of music, dance or drama. 

Student characteristics may include: 

• Demonstrates outstanding sense of spatial relationships 
• Exhibits exceptional ability to creatively express self, mood, and/or ideas through dance, drama, music, painting or other media
• Produces unique content or products through artistic mediums
• Possesses unusual ability to create, perform, or arrange music or media
• Uses artistic ability to express or evoke feelings

Formal identification for programming is based on multiple criteria, including standardized test scores, individualized testing, parent nominations, teacher nominations, classroom performance and work products, and district assessments. 
 

Identification occurs through a systematic process that uses multiple criteria in each of the five areas of giftedness recognized by the Wisconsin Department of Public Instruction.  The goal of this process is to identify student needs and to match those needs with programming and services.  Student needs may surface at different times and under certain circumstances.  Therefore, identification and assessment occur on a continuing basis across grades K-12.

A teacher, Advanced Learning Coordinator, or parent/guardian may initiate a recommendation for referral of a student for advanced learning services in one or more areas of giftedness. In grades 7-12 students may also self refer. Initial steps include classroom observations, collection of data (including standardized assessment scores, classroom-based performance data, and qualitative screening data), and collaboration between the Advanced Learning Coordinator, teacher(s), and family members. If student data supports formalized testing and identification, the Advanced Learning Coordinator will administer appropriate tests to indicate areas and levels of giftedness. 

The Advanced Learning Coordinator uses multiple criteria in decision-making around identification, programming, and service delivery, and will explore all available options in matching student needs with advanced instructional modifications.

All children progress through developmental stages at an individual pace.  Some students appear more advanced than their age peers because they have progressed through developmental stages more quickly than others. When it is determined a student needs formal assessment, developmentally appropriate assessments are used in the identification process. 

If you feel your child needs additional challenge, please contact your child’s classroom teacher to share your concerns.  If you need additional support beyond that, please complete the Parent Referral form here.  The Advanced Learning Coordinator from your building will be in touch with you. 
 
Students in grades 7-12 are able to complete a self-referral form here. 

Appropriate education for students with advanced learning needs involves systematic programming, continuity of instruction, and a rich learning environment. Programming strategies for students are outlined in the Stoughton Pyramid Model. Programming is matched with level of need according to the following guidelines.

Programming Within the Regular Classroom

This level of programming accommodates students who can have their needs successfully met in the regular classroom with appropriate modifications and differentiated teaching and learning practices to support their learning needs. 

Programming Beyond the Regular Curriculum

Targeted services accommodate students who require enrichment opportunities that add depth and complexity to the regular classroom curriculum. They may also need accommodations such as cluster grouping, compacting, and tiered lesson options that address their areas of strength. 

Differentiated Education Plan (DEP)

Intensive support services accommodate students for whom even differentiated grade level curriculum may not be sufficient to meet their needs. These students may require individualized instruction or radical acceleration. A DEP is created to document student needs and guide instructional planning. 

In addition to classroom instructional services, your Advanced Learning Coordinators facilitate additional activities throughout the school year.  These activities are generally open to all interested students and are designed to offer enrichment opportunities.  Please see the links below for information specific to each level, and see the SASD Advanced Learning Enrichments calendar for specific information about tryouts, practices, and event dates.  Please contact your Advanced Learning Coordinator with questions.

What will Programming Support look like?

Whom do I contact if I have questions about my child’s classroom instruction and Advanced Learning programming?

Will my child be “pulled out” for Advanced Learning work?

What can I do if I think my child is underachieving in school?