Our district is committed to ensuring that each student receives appropriate challenge; we believe each student deserves to be nurtured accordingly.
Services and support for advanced learners are considered in the five areas of giftedness specified by the Wisconsin Department of Public Instruction; the five areas are general intellectual ability, specific academic ability, leadership, creative thinking, and visual/performing arts. Standards and learning targets provide consistency, but student choice and voice impact how standards and targets are met. Student needs are primarily met through classroom differentiation, targeted instruction, and individualized services. At times, full grade acceleration may be considered. Our teachers receive ongoing professional development focused on effective instructional strategies and on using assessment data to guide instruction. In addition, our teachers understand and embrace a philosophy rooted in equity that allows for personalization in the curriculum and in the classroom. Classroom teachers and students are supported by our trained Advanced Learner Resource Support Teachers.
Advanced Learning Resource and Support Belief Statements
All children deserve to develop their potential by being challenged and supported in ways that meet their needs.
A high quality curriculum with high expectations for all students, delivered by highly qualified faculty, are foundational to our school system.
While all students have personal strengths, some have abilities and talents that go beyond the core curriculum.
Using multiple resources and assessments, systematic identification of students for gifted and talented services occurs in the five areas of giftedness.
For more information on Advanced Learning in the Monona Grove School District, see the District Resource Guide.
Advanced Learner Identification Process
Universal screening to help identify advanced learners happens during each school year using various standardized assessments. Identification for giftedness in leadership, creativity, and visual/performing arts most often occurs through referral by teacher or family, with some additional screening available after a referral has been made. For any area of giftedness, teacher and/or family nominations can initiate a formal identification process at any time. Data is used to determine appropriate support.