Gifted & Talented Program

What is Giftedness?

The state of Wisconsin defines gifted children as three to five percent of students in grades kindergarten through grade 12 who excel, or have the potential to excel beyond their age peers in the regular school program, to the extent that they need and can benefit from programs for the gifted and talented.  Students who are gifted have exceptional ability, aptitude, skill or creativity in one or more of the following categories:

General Intellectual Ability as shown by demonstrated significant achievement or potential for significant accomplishment above their age peers in all academic areas.

Specific Academic Aptitude as shown by demonstrated significant achievement or potential for significant accomplishment above their age peers in one or more academic areas.

Artistic Ability as shown by demonstrated significant achievement or potential for significant accomplishment above their age peers in the literary, performing and or visual arts.

Definition of Giftedness

The State of Wisconsin defines gifted children as those in grades K-12 who excel, or have the potential to excel, beyond their age peers, in the regular school program, to the extent that they need and can benefit from programs for the gifted and talented.  

When compared to their age peers, gifted learners tend to:

• Learn more rapidly;
• Have a stronger need to know;
• Be more adept at using abstract thinking skills;
• Demonstrate more sophisticated communication skills;
• Have intense interests;
• Have a greater retention of information;
• See and create patterns of meaning;
• Have a longer attention span;
• Be more imaginative;
• Be better at discerning discrepancies;
• Be more intellectually playful.

(Adapted from J. Curry and S. Tarver, 1992)

Principles of Identification

1.  Identification of gifted students is guided by the State of Wisconsin definition of gifted and talented students.

2.  The identification process is clear, logical, easily explained, and available to all.

3.  Identification is based upon multiple and specific criteria.

4.  Identification is an integral piece of the total school program and is necessary to meet the needs of students.

5.  Identification is subject to the evaluation process.

6.  Identification is ongoing.

 

Gifted & Talented Brochure Summer Opportunities for Enrichment HONORS Midwest Talent Search Honors Notice Placement Letter UPDATES Integrated Gifted & Talented Programming Model Tips for G/T Teachers & Counselors Characteristics and Possible Behaviors Associated with High Ability Bill of Rights Bright versus Gifted Differentiation Chart

                                                                                                

Recommended Reading and Resources

Guiding the Gifted Child
James T. Webb

Keys to Parenting the Gifted Child
Sylvia B. Rimm

Gifted Children: Myths and Realities
Ellen Winner

Parents Guide to Raising the Gifted Child
James Alvino

You Know Your Child is Gifted When...
Judy Galbraith

Gifted Child Today Magazine

Resources for Family Challenges

Puzzles and Games for Creative and Critical Thinking
Martha Cheney

Family Math
Jean Kerr Stenmark, Virginia Thompson, Ruth Cossey

Strategy Games such as: Set, Chess,Backgammon, Mancala, Triominoes
Challenge 24 and Rush Hour Games

Support for Gifted Education:
(click title to be linked to web page)

  Wisconsin Association for Talented and Gifted (WATG)

National Association for Gifted Children (NAGC)

GT World