The Wisconsin Integrated Programming Model
Wisconsin’s Comprehensive Integrated Programming Model illustrates the various ways students can be supported in their development. The majority of the opportunities are offered during the regular school day. At times, students will be encouraged to participate in voluntary enrichment activities outside of the regular school day.
The bottom portion of the Pyramid includes some of the possible ways a student’s needs may be met within the regular classroom. The middle of the Pyramid includes activities and strategies that may take place outside of the classroom or may be appropriate for certain groups of students. The top of the Pyramid defines the services best used to meet the needs of students whose area of giftedness is so far removed from their age peers that a more individualized program is necessary. Please note that the lines separating the three areas of the Pyramid are dotted. This allows for students to move in and out of services according to their need, readiness or interest depending on the subject or situation. Each school and grade level provides opportunities for their students.
As we continue to develop and implement our programming, our coordinator is available in each building to recognize and meet the unique needs of talented and gifted students. We believe we are poised to develop a more comprehensive service system in Johnson Creek.
PYRAMID LEVEL INDICATORS
The Pyramid Model should be used as a tool for Wisconsin teachers in support of gifted and talented students and in conjunction with State Standards. The suggestions listed here are options for districts to look for talented and gifted students and were compiled by the Whitewater Talented and Gifted Coordinators Network. Student Indicators list characteristics which identify gifted students per the levels of the Pyramid Model. There are many other educational opportunities, which can be utilized and are not mentioned here.
Pyramid levels- Student Indicators
Level 1
This is a ‘catches your eye’ kid.
Possesses high capability
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Level 2
This is a ‘needs your attention’ kid.
Possesses advanced capability
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Level 3
This is a “wow” kid.
Possesses superior capability
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· IQ at or above 130
· 95th/96th percentile on nationally normed test
· exhibits high interest in one or more topics
· sees things from different perspectives
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· two or more years beyond grade level/peers
· IQ at 130
· 97th percentilee on nationally normed test
· needs few repetitions for mastery
· possesses high interest on a topic
· internally motivated to accomplish task in which interested
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· multi-years beyond grade level peers; demonstrated through class performance or test results
· innately capable/aptitue in academics, leadership, intellect, creativity, or visual-performaing arts
· 98th percentile on a nationally normed test
· IQ at or above 135
· Unrelenting passion on topic which is internally prompted
· Significantly stands apart from peers- anecdotally verified
· Unconventional approach to life’s issues or to solve problems
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Regular Classroom Differentiation
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Opportunities Beyond the Regular Classroom
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Individualized Services
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· Continuously progress curriculum through:
-quality mastery of basics
-modification of content,
process and/or product
-enrichment and/or
acceleration
· Cluster Ability Grouping
-Flexible group/regroup
-Within and across grade level groupings
-Advanced classes
· Instructional Strategies which:
-teach thinking skills to all
students
-allow talents and abilities
to emerge
-extend skill development
· Learning Centers/Activities
· Team Teaching
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· Pull-out options which :
- relate to talents & abilities
- relate to curriculum
- use compacting and contracting
- use flexible grouping
- use resource teachers and/or materials
· mini courses
· seminars
· honors courses
· cluster classes
· AP classes
· Co-curricular/extracurricular activities
· Dual enrollment
· On-line classes
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· DEP-Differentiated Education Plan
· Mentorships
· Internships
· Independent Research
· Radical Acceleration
· Early Entrance at any level
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