Talented, Advanced & Gifted (TAG)

Definitions of Talent, Advanced Ability & Giftedness:

The National Association for Gifted Children recognizes the following: “Students with gifts and talents perform - or have the capability to perform - at higher levels compared to others of the same age, experience, and environment in one or more domains. They require modification(s) to their educational experience(s) to learn and realize their potential.   

Student with gifts and talents:

• Come from all racial, ethnic, and cultural populations, as well as all economic strata.
• Require sufficient access to appropriate learning opportunities to realize their potential.
• Can have learning and processing disorders that require specialized intervention and accommodation.
• Need support and guidance to develop socially and emotionally as well as in their areas of talent.
• Require varied services based on their changing needs.”

Source: NAGC

MTSD TAG Programming follows the NAGC Programming Standards, found here.  Additionally, we value and implement several key characteristics of Effective Gifted Education Plans (DPI) as a foundation for our programming.

The Wisconsin Department of Public Instruction recognizes the following:

“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" (per s. 118.35(1), Wis. Stats).

 

Programming Overview & Essentials: 

Effective gifted and talented programming for talent development is built upon fundamental tenets and beliefs. This model moves away from traditional “identification” methods.  Wisconsin DPI encourages schools to move away from ideas that students are either gifted or not gifted, and "in" or "out" of a gifted program (What is Giftedness, DPI).  Children develop at different rates and in different contexts, and this includes abilities.   Our focus on a more dynamic process identifies ways to respond to students’ talents, strengths, and interests.  

Talent Development Model :

Identification within a Talent Development Model places greater emphasis on determining student need rather than producing labels for students.  More than ever before, knowledge, talent, imagination, and problem-solving are important qualities that must be fulfilled in the world today and for the future.  A talent development approach sets appropriate goals that:

• Promote systematic efforts to recognize and respond to strengths, talents, and interests of students;
• Encourage awareness of the academic, social, emotional, and personal needs associated with talent and giftedness; 
• Recognize individuality to promote higher levels of thinking, learning and productivity, and self-direction; and
• Use various community resources to expand learning and enrichment opportunities for all students. 

Talent development occurs in an ecosystem with committed efforts toward development - “We must be talent spotters in order to become talent developers” (Treffinger et al., p.32).  Schools, families, and the community contribute toward the recognition and development of students’ talents and gifts.  Our partnerships and collaboration are ongoing and essential toward programming growth and excellence.  

Implications for Practice: 

Effective programming includes appropriately challenging curriculum and instruction, a supportive environment for divergent learning, and extensions in areas in which students demonstrate advanced ability (Peters & Brulles, 2017). Talents emerge through encouragement and support, and participation in experiences guided by advocates such as educators and families, among others.  As such, we in MTSD strive to create a rich, invigorating environment where students engage with complex material and higher-level skills.  

Our work within a talent development model specifically aligns with the following key features within Wisconsin DPI’s Framework for Equitable, Multi-level Systems of Supports (MLSS): 

• High Quality Instruction -  Curricula, teaching practices, and learning environments are standards-based, evidence-based, engaging, differentiated, culturally responsive, and data-driven.

• Differentiated Teaching and Learning - based on content, process, and product according to students’ readiness, interest, and learner profile  (Tomlinson, 1999).

• Continuum of Supports - High quality instruction, collaboration, and strategic use of data of varying intensity equitably address the needs of every learner.

MTSD’s Talent Development programming plan guides the process by which we 1) identify and 2) respond to the needs of students who learn at a faster pace, require more complex curricula, demonstrate leadership, think innovatively/creatively, and are artistic/musical.

 

Continuous and ongoing identification of students’ needs and responding to those needs improves the likelihood that potential will be recognized and maximized.  

In MTSD, we currently identify in the following gifted and talented domains: 

• General Intellect 
• Subject Specific (math & reading)
• Art
• Music
• Creativity & Leadership (in the coming years)

Recognizing that student needs may change over time, or be exhibited in a particular context, a more fluid approach to identification is most effective.  In that, multiple measures should be used to create a pupil profile.  Tomlinson and McTighe (2006) describe this as creating a "photo album" of a student rather than simply taking a "snapshot."  This comprehensive picture of a student's needs allows us to effectively match programming to meet those needs.

Data collected for identification: 1) includes both quantitative and qualitative sources, 2) be responsive to all students, and 3) match the purpose for which the information is being used.  

Rationale - Multi-Phase, Multiple Measures:

Districts must have protocols for identifying advanced learning needs when students demonstrate the potential for high performance capability in intellectual, creative, artistic, leadership or specific academic areas (WI Statutes 121.02(1)(t), s.118.35 and Administrative Rule 8.01(2)(t)2).  As such, we have created a multiple measures, multi-phase approach to identify talented, advanced, and gifted students who have an unmet need  and require varied support throughout the school year.  This will assist educators’ ability to enhance differentiation efforts in meeting students’ needs for challenging opportunities. 

• A multi-phase approach is for identifying students who need services beyond the general education program (NAGC).  Beginning phases include Nomination or Screening, and then digging deeper for Selection/Placement.  

• A multiple measures approach is a more comprehensive way to go about student identification (Peters & Brulles, 2017).  Furthermore, it is strongly recommended that data collected for identification include both quantitative and qualitative sources (Wisconsin DPI).  By gathering information about a student from multiple sources over time, we create a profile of students' strengths and challenges so that we can respond to their identified needs.  

Identification measures include but are not limited to the following: 

• Achievement Tests & Assessments
• Student Nomination/Screening
• Teacher Observations & Ratings
• Student Performances & Portfolios

Early Grades K-2:  

While students are not officially identified for TAG programming until third grade, it is imperative that TAG Coordinators and classroom teachers are observing and looking for the emerging gifts and talents of students in kindergarten through second grade. Lessons and tasks focus on look-fors and common characteristics of gifted and talented students.  

 

 

Differentiated Teaching & Learning 

Largely, this process begins with differentiation in the classroom where educators strive to meet a wide range of needs, and therefore, draw from multiple and varied approaches.  Based on continuous and ongoing classroom trends in teaching and learning to meet advanced learning needs, educators must advocate for differentiation of instruction.  Specifically, this differentiation includes content, process, or product (Tomlinson, 1999).  Largely, it is of critical importance that curriculum encompasses depth in content, flexibility in process, and a wide range of product choices to ensure that students remain challenged and engaged in their learning development.

According to Tomlinson (1999), the following guiding principles encompass the foundation for differentiated instruction which guide teachers to differentiate based on content, product, and process according to students’ readiness, interest, and learning profile; as explained in the following tables:

Guiding Principles of Differentiated Instruction

Respectful Tasks	Tasks should take into consideration students’ ability and motivation to proceed with learning activities that are interesting, important and engaging.  Student’s growth is supported by the classroom teacher.
Flexible Grouping	The grouping of students based on similar interests or ability.  Groupings change regularly according to the purpose or topic of a task.
Ongoing Assessment and Adjustment	Formative assessments are essential in order to address the instructional needs of students.  The information gathered through observations, discussion, and the analysis of student work is considered formative and helps teachers adapt their teaching and learning to meet student needs.

Teachers Can Differentiate: 

Content	What students learn and the material through which that is accomplished
Process	The activities designed to ensure students use key skills in order to make sense of essential                          ideas and information
Product	The ways to which students demonstrate and extend what they have learned

Differentiation Methods May Vary Based on Student:

Readiness	A student’s entry point relative to a particular understanding or skill
Interests	A students affinity, curiosity, or passion for a topic or skill
Learning Profile	The ways in which students learn which is shaped by intelligence preference, gender, culture           or learning style

(Tomlinson, 1999)
 

A TAG System of Support Roadmap offers educators a continuum of interventions and supports.  It is rooted in the MTSD Multi-Level Systems of Support framework that leverages differentiation as the universal cornerstone to achieve high-quality teaching and learning for all students.  The levels (below) are dynamic and provide for the changing of students’ talents, strengths, and interests through multiple and varied provisions for support.  Students may flexibly move in and out as their needs warrant.

 

Universal (all students): Appropriately challenging curriculum and instruction can lead to achievement for all students.  The belief that “a rising tide lifts all ships” provides all students with opportunities, resources, and encouragement to develop interests and talents as fully as possible (Renzulli, 1998).  

Selected (Advanced):   Levels of supports are meant to be viewed as “on and off ramps” in which supports are added when needed and removed when there is no longer the need.  In other words, as ability, achievement, and motivation fluctuate over time, varying types of support are warranted (Peters & Brulles, 2017).    

Intensive (Highly Advanced): Increased personalized instruction, goal setting, focused feedback and progress monitoring  can be met through an Advanced Learning Plan (as needed).   A team of stakeholders (e.g., TAG Coordinator, class/content teacher, administrator, and building specialists) will work together to establish an appropriate and measurable plan of support, as needed.

Options for Extension & Enrichment for All Identified Areas: 

It is worth noting, gifted behaviors can be found "in certain people (not all people), at certain times (not all the time), and under certain circumstances (not all circumstances)" (Renzulli, 1978).  That said, there are a myriad of outlets for gifted and advanced students to exercise their interests and talents:

Elementary	Secondary
Art Showcase Book Clubs Continental Math League Destination Imagination Independent Study Math Competitions Milwaukee Youth Symphony Orchestra Spelling Bee Student Council Writing Contest	Art Showcase Book Clubs Extracurriculars (e.g, Forensics, Destination Imagination) Homestead Math Team  Independent Study National Art Honor Society National Honor Society  MathCounts Mentoring & Mentorship Milwaukee Youth Symphony Orchestra Scholastic Art & Writing Competition Solo Ensemble Spelling Bee Student Council  Writing Contests