Advanced Learning

The Wisconsin State Legislature added State Standard (t) to statutes 118.35 and 121.02(1) in 1987.  State Standard (t) states that each School District Board shall provide access to an appropriate program for pupils identified as gifted and talented. Wisconsin Administrative Rule PI8.01(2)(t) states that each School District Board shall establish a means of identifying gifted and talented pupils in each of the following categories:

Performing/Visual Arts 

Students show high potential for significant contributions in the performing and/or visual arts. The performing arts can include acting, singing, dancing, playing a musical instrument and composing. The visual arts can include drawing, painting, sculpting and graphics.

Creativity   

Students tend to think in different ways and can frequently offer a new and unique way to look at the information. They tend to have strong skills in fluency, originality, flexibility and elaboration.

Leadership

Students tend to be independent and not afraid to take a risk. Students may have social influence that can be developed in a positive way. Students tend to be reflective and as a result, insightful about themselves, their motivation and behavior.

Specific Academic   

Students demonstrate strength in the concepts and skills in one or two subjects specifically.

General Intellectual

Students show exceptional capability or potential recognized through cognitive processes (e.g. memory, reasoning, rate of learning, spatial reasoning, ability to find and solve problems and the ability to manipulate abstract ideas and make connections).

Multiple criteria for the identification of gifted and talented pupils shall be used including intelligence, achievement, leadership, creativity, product, evaluations and nominations. A pupil may be identified as gifted and talented in one or more of the categories. The School District Board shall provide access, without charge for tuition, to appropriate, systematic and continuous K-12 programs that expand the development of pupils identified as gifted or talented as required by state statute. The School District Board shall provide an opportunity for parental participation in the planning of the proposed program.  [State Statutes 118.35(1), 118.35(3), 121.02(1)]

Identifying the Talents and Gifts of our students is an ongoing process, which is fostered through diverse activities and monitored by many instructors.

 

How the Advanced Learning Specialist Supports Students

Each elementary and middle school in MMSD has an Advanced Learning (AL) Specialist who is part of a team that supports students with advanced learning needs. If you’d like to connect with your school’s AL Specialist, you can contact your school directly.

The AL Specialist supports students in different ways to help ensure they are challenged, engaged, and growing in their learning. Here’s how:

Co-Planning and Collaboration
The AL Specialist works with classroom teachers to plan lessons, activities, and share opportunities that meet the needs of all students. This strategy helps to ensure that all students have access to high-quality instruction and appropriate levels of challenge.

Push-In and Co-Teaching
Sometimes the AL Specialist joins a classroom to support learning alongside the teacher. This is called "push-in" or "co-teaching." Together, they help all students learn in ways that match their strengths, interests, and needs.

Small Group Instruction
The AL Specialist may also work with small groups. These sessions allow students to dive deeper into topics, build on their strengths, and meet their learning needs. 

View Advanced Learning Directory/Contacts By School

MMSD identifies Advanced Learners through multiple areas of consideration. Identification in Advanced Learning occurs throughout the school year in general intellectual, specific academic, leadership, creativity and visual and performing arts in kindergarten through grade 12. Students are identified using both quantitative (assessment data) and qualitative (portfolio or anecdotal) evidence based on WI State Statute PI 8.01(2)(t)2, Wis. Admin. Rule which requires that the data collected must:

• Include both quantitative and qualitative sources
• Be responsive to all students
• Match the purpose for which the information is being used

Parents, students and/or teachers may also fill out an AL Inquiry form to begin the process of potential identification.

The AL Specialist, in collaboration with school-based teams, uses at least two of the following criteria to determine identification in Advanced Learning:

• Identification based on assessment data
  • When a student is consistently demonstrating above grade-level mastery, the AL Specialist, in collaboration with the classroom teacher, will look at current and historical data available (using grade-level standards and local norms by subgroup and school) to determine if identification is needed.
• Identification based on response to intervention data
  • When a student is responding positively (i.e. Will the student potentially need or benefit from this service in the future?) to a specific advanced learning intervention lasting at least four to six weeks, the AL Specialist, in collaboration with the classroom teacher, will review additional data, including parent/guardian input if necessary, to determine if identification is needed
• Identification based on portfolio/inventory data
  • When a student is demonstrating above-level performance in areas such as performing/visual arts, creativity and leadership, the AL Specialist, in collaboration with teachers, determines if identification is needed. This may include portfolios or rating scales.

 

Subject Acceleration Process

The purpose is to meet the needs of students with advanced learning needs when core instruction with Advanced Learning services are not meeting the student’s academic and social-emotional needs.

• To be considered for subject acceleration,  the student must be identified as an Advanced Learner in the area that is being considered. Considerations for subject acceleration must be submitted to the AL Leadership Team by the AL Specialist by the first day in April for the upcoming school year.
  • AL Specialists identify advanced learners through the review of qualitative and quantitative indicators, including several types of data in the specific subject area and discussion with classroom teachers, parent/guardian and school-wide teams.
• The AL Specialist collaborates with a school-wide system team including the principal, teacher leader, classroom teacher, other staff and/or parent/guardian to determine if the current course of instruction is meeting the student’s needs through personalized instruction and AL services. During the collaboration, the team will determine if the student has a compelling need for acceleration by conducting a comprehensive data review which may include:
  • Student work samples, parent/guardian interview/anecdotal information
  • Cumulative records
  • Classroom observation information
  • Historical and current assessment data (Nationally Normed)
  • Other relevant information
     
• If subject acceleration is determined to be the best option for the student, the AL Specialist will consult with a member of the AL Leadership team to develop a plan based on the evidence gathered. The recommendation will then be presented to the family, and a Differentiated Educational Plan (DEP) will be developed with parent/guardian involvement and placed in the student information system with the rationale, evidence and implications for future instruction.

For consideration of whole grade acceleration, the Advanced Learning Department uses the process outlined in the Iowa Acceleration Scale, 3rd Edition (Belin & Blank, 2009). The process for whole grade acceleration takes anywhere from one to three months.

• To be considered for whole grade acceleration, the student must be identified as an Advanced Learner in the area of general intellectual or literacy and math.
• The AL Specialist convenes a team consisting of school staff to determine if current learning plans are building and growing the student’s academic and social-emotional needs and will include a review of data (quantitative and qualitative) for the student.

If the team determines moving forward is appropriate,   

• The AL Specialist will explore the student’s and families’ interest and readiness for whole grade acceleration.
• A member of the AL Leadership team will support the completion of the Iowa Acceleration Scale, which includes:
  • the school psychologist administering the cognitive testing (WISC V or similar)
  • the teachers and families filling out questionnaires from the Iowa Acceleration Scale Booklet
• The AL Specialist convenes a team to review the Iowa Acceleration Scale data results and comes to an agreement on a recommendation. If whole grade acceleration is recommended for the student, a Differentiated Educational Plan (DEP) is developed with family involvement with implications of acceleration considered if the family agrees with the recommendation..