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Gifted and Talented

Review Marker
Review whether these tasks have been completed or are underway as of end of the 2019-20 school year.

REVIEW: District Level
  • As all students who are identified for gifted and talented are general education students, refer to the guidance in Teaching and Learning.
  • Volunteer to be a member of the Returning to School working group or offer to provide feedback on the Returning to School plan to ensure students with gifts and talents are represented.
  • If district administered any surveys, review feedback, specific to student with gifts and talents.

  • Conduct a review of the district’s gifted and talented plan to determine if revisions are needed, especially in relation to identification processes, extensions, and social-emotional support that were unavailable - or did not occur - during the pandemic. Advanced Learning has five domains, and any scheduling/delivery model should ensure core instruction as well as advanced learning opportunities for all domains: intellectual, creative, artistic, leadership, and specific academic areas
  • Determine if an identification process for high-ability/high-potential students can occur prior to the start of the fall semester so grouping and subject-based or grade-based acceleration decisions can be made.
  • Develop a plan for assessing students’ learning within the context of student learning when students return that includes multiple forms of assessment (formative assessments, student work, conferences, advisories, and family feedback).
  • Inventory all available extension programs and services that support students’ academic and social-emotional learning.
  • Assess the capacity of structures outside of the regular school day, such as summer learning options, extended day, and after school programming, to potentially be lever- aged to support students in need of academic and social-emotional learning recovery.
  • Revisit gifted and talented plan and make any necessary adjustments and communicate this to schools.
  • Create a communication plan for families and students about updates made to the identification processes, extensions, and social-emotional support for the fall.
  • Plan for professional learning time for teachers to intentionally plan for extensions while they are engaging in curriculum planning, inclusive of curriculum maps, pacing plans and calendars, and lesson plans, to ensure continuity of instruction during a second wave in school year 2020 -2021 should it materialize.
REVIEW: School Level
  • As all students who are identified for gifted and talented are general education students, refer to the guidance in Teaching and Learning.
  • Maintain regular communication with district leadership to understand and inform the district’s approach to supporting students with gifts and talents.
  • If district administered any surveys, review feedback, specific to student with gifts and talents.

  • Conduct a review of the services provided to high-ability/high-potential students during the school building closing to determine who needs to be evaluated for identification and what extensions were provided.
  • Collaborate with the district to plan for assessing students’ learning within the context of student learning when students return that includes multiple forms of assessment (formative assessments, student work, conferences, advisories, and family feedback).
  • Strengthen extension programming and social-emotional supports by working closely with intervention specialists, school counselors, and school social workers and psychologists.
  • Collaborate with the district to review any adjustments made to the gifted and talented plan.
  • Support teachers to create feedback loops with families and families about students’ academic and social-emotional health and well-being, through use of virtual conferences or surveys to families about their child’s experience and learning while out of school.
  • Collaborate with the district to ensure teachers have professional learning time to intentionally plan for extensions while they are engaging in curriculum planning, inclusive of curriculum maps, pacing plans and calendars, and lesson plans, to ensure continuity of instruction during a second wave in school year 2020 -2021 should it materialize.


School Marker
Do before the 2020-21 school year starts.

PREPARE: District Level
  • Share a comprehensive account of academic extensions and social-emotional and mental health support services available through the district.
  • Solidify and communicate an overall plan for assessment for when students return to school that includes timelines for assessments, analyzing data, and making adjustments to academic and social-emotional learning goals.
  • Conduct, when possible, any suggested identification processes for high-ability/high-potential students so grouping and subject-based or grade-based acceleration decisions can be made.
  • Coordinate any district-level assessments for students with gifts and talents with schools
PREPARE: School Level
  • Analyze data from any student work submitted during remote learning, along with feedback from students and families, to support teachers to make adjustments to curriculum and instruction to meet students where they are.
  • Coordinate with the district about any district-wide assessments to include timelines, analyzing data, and making adjustments to academic and social-emotional learning goals.
  • Conduct, when possible, any suggested identification processes for high-ability or high-potential students so grouping and subject-based or grade-based acceleration decisions can be made.
  • Revisit students’ differentiated education or advanced learning plan (when they exist) in partnership with teachers and families to reflect each student’s evolving needs based on time away while schools were closed.
  • Administer systems of assessment (formative assessments, diagnostics, conferences, advisories, and family feedback) to determine student’s academic and social-emotional learning needs. Maintain systems to continually monitor learning progress.


School Marker Icon
Implement and review during the 2020-21 school year

IMPLEMENT: District Level

N/A

IMPLEMENT: School Level
  • Complete delayed or new identification processes (testing, nominations, rating scales, demonstrated products/performances) for targeted high-ability/high-potential students and create corresponding pupil profiles, as warranted.
  • Collect and use data to guide instruction for students with gifts and talents.
  • Identify additional students in need of intervention and/or services, whether academic or social-emotional and prioritize support for the most vulnerable students.
  • Use the Equitable Multi-Level System of Supports Roadmap to determine how best to match supports to the needs of a particular high-ability/high-potential or gifted/talented student at the Universal, Select, or Intensive level.

  • Utilize flexible grouping practices to better serve the needs of students with gifts/talents.
  • Differentiate in a variety of ways, especially for gifted/talented or high-ability/high-potential students who know the content or can learn it quickly
  • Procure any additional programs, tools, or materials to support differentiation, extension, and supports, based on students’ academic and social-emotional learning needs.
  • Communicate with families about every student’s progress and plans for students in need of additional support.

For questions about this information, contact Mark Schwingle (608) 267-9273