2464 - ADVANCED LEARNING INSTRUCTION

Purpose

The District is committed to meeting the instructional needs of all students, including those identified as advanced learners (gifted and talented). Advanced learners demonstrate high performance or potential in one (1) or more of the following domains:

1. General Intellectual;
2. Specific Academic;
3. Leadership;
4. Creativity;
5. Visual and Performing Arts.

This guideline serves as a resource in the development of a comprehensive, equitable, and continuous K–12 system that identifies and serves students requiring advanced instruction beyond the general curriculum.

Assess the Current State of Programming

District Responsibilities

1. Review current practices in relation to 118.35, Wis. Stats., and PI 8.01(2)(t).
2. Use the Gifted Education Self-Assessment Tool and Work Plan from the Wisconsin Department of Public Instruction (DPI).
3. Assess:
    
   1. Board policies and compliance;
   2. current identification practices;
   3. instructional offerings for advanced learners;
   4. gaps between current offerings and State expectations.

Required by Statute

1. Establish a K–12 Advanced Learning Plan.
2. Designate a coordinator for the plan.
3. Use universal, ongoing screening that:
    
   1. covers all grade levels (K–12);
   2. includes all students;
   3. assesses across five (5) domains;
   4. uses multiple, fair, and appropriate tools.
4. Provide appropriate instruction that is:
    
   1. matched to student needs;
   2. systematic and continuous;
   3. free of cost to families;
   4. includes opportunities during the school day and school year;
   5. allows for parent participation.

Design Systems for Implementation

1. Identification
    
   1. Purpose
      
      To determine which students require more challenge and support to demonstrate continued growth, not to label or restrict access.
   2. Processes
       
      1. Implement universal screening and identification process at all grade levels beginning with kindergarten.
      2. Evaluate identification procedures considering responsiveness to economic conditions, race, gender, culture, native language, developmental differences, and any identified disabilities.
      3. Use a variety of measures:
          
         1. standardized tests (national and local norms);
         2. portfolios and student work;
         3. teacher/family/community nominations;
         4. observational tools and performance assessments.
      4. Consider both national and local norms to reflect performance within and beyond the school community.
      5. Adjust tools to be responsive to:
          
         1. economic conditions;
         2. race, language, gender;
         3. cultural and developmental differences;
         4. disability status.
2. Instruction
    
   1. Instructional Design
       
      1. Align instructional strategies with identified student needs in each domain.
      2. Ensure instruction:
          
         1. occurs during the school day;
         2. is consistent across grade levels;
         3. is part of a sustained system, not isolated activities.
   2. Options for Differentiation
       
      1. Structural Options:
          
         1. Subject or grade acceleration
         2. Cluster and flexible grouping
         3. Early admission or early graduation
         4. Honors, AP, IB, dual enrollment
      2. Experiential Options:
          
         1. Curriculum compacting
         2. Enrichment programs
         3. Above-grade-level content
         4. Faster pacing
         5. Greater depth of study
      3. Instructional Planning
          
         1. Match instructional delivery methods with student profiles.
         2. Vary instruction by subject and student grade level.
         3. Coordinate services across schools and programs.
3. Documentation and Evaluation
   
   Student-Level Documentation
    
   1. Use the District's student data system to record:
       
      1. domains in which students are identified;
      2. specific instructional opportunities provided.
   2. Track student learning growth over time.
4. Parental Involvement
   
   The District's plan shall include consideration for involving parents in the identification process and in program development for identified students. 

District-Level Evaluation

1. Monitor the number of identified students across domains and grade levels.
2. Evaluate the effectiveness and consistency of advanced learning instruction across schools.
3. Use evaluation data to inform continuous improvement.

Additional Resources

National Guidelines and Recommendations

1. NAGC PreK–12 Gifted Programming Standards (2019):
    
   1. Learning and Development;
   2. Assessment;
   3. Curriculum Planning and Instruction;
   4. Learning Environments;
   5. Programming;
   6. Professional Learning.
2. National Working Group on Advanced Education (2023):
   
   Recommendations across nine (9) categories, including:
    
   1. early access and front-loading;
   2. equitable identification;
   3. acceleration and enrichment;
   4. educator preparation;
   5. mental health and SEL support.

Implementation Timeline

Districts should follow a phased approach:

1. Year 1: Conduct self-assessment, update policies, assign coordinator.
2. Year 2: Implement improved identification tools and begin staff training.
3. Year 3: Expand instructional offerings and initiate district-wide evaluation systems.

Contact Information

For support or questions regarding implementation, contact:
Director of Teaching & Learning
Email: tldirector@sdoj.org
Phone: 920-675-1052.

© Neola 2025