Our goal is to give students what they need!

Students with advanced aptitude, achievement, ability, and capacity require adjustments to their instruction and may also qualify for other services in the areas of enrichment or career planning.

Differentiation

Students of varying abilities will be challenged in the regular education setting through differentiation and ability-level grouping. TAG teacher assists classroom teachers as needed with strategies and may “push in” to teach in tandem or help with upper-level students and groups.

In some cases, students may “pull-out” during core instruction to receive an alternative curriculum or extension work individually or in small groups in specific academic domains such as math or reading. 

Student needs are identified through ISASP, FAST, and teacher-created assessments (formative and/or summative)  and observations.

Learning Extension Opportunity – LEO Pull-Out Program

Program research base – Joseph S. Renzulli, University of Connecticut et al. 

(the houndstooth pattern represents personality and environment factors that give rise to the three clusters of traits)

“The Three Ring Conception of Giftedness is based on an overlap and interaction between three clusters of traits that create the conditions for developing and applying gifted behaviors. Giftedness is not viewed as an absolute or fixed state of being, i.e. you have it or you don’t. Rather, it is viewed as a developmental set of behaviors that can be applied to problem solving situations. Varying kinds and degrees of gifted behaviors can be developed and displayed in certain people, at certain times, and under certain circumstances. In a certain sense, we might view the most important role of teachers is to provide young people with the opportunities, resources, and encouragement to generate creative ideas and the skill necessary to follow through on their ideas. In other words, the Above Average Ability population, our most important goal is to create the Creativity and Task Commitment traits specified in the three-ring conception of giftedness to bring the circles together in order for gifted behaviors to coalesce and make something happen.”

“The most salient aspect of this theory is that interaction among these clusters of traits brought to bear upon a particular problem situation and/or performance area that creates the conditions for the creative productive process to begin. Additionally, these clusters of traits emerge in certain people, at certain times, and under certain circumstances. 

“Above Average Ability encompasses both general (e.g. verbal and numerical reasoning, spatial relations, memory) and specific (chemistry, ballet, musical composition, experimental design) performance areas and is the most constant of the rings. That is, any student’s performance within the parameters of this ring is minimally variable, as it is linked most closely with traditional cognitive/intellectual traits. The reason that this ring makes reference to “above average ability” as opposed to top 5% or exceptional ability derives from research suggesting that, beyond a certain level of cognitive ability, real-world achievement is less dependent upon ever increasing performance on skills assessments than it is upon other personal and dispositional factors like task commitment and creativity.

“Task Commitment represents a non-intellective cluster of traits found consistently in creative productive individuals (e.g. perseverance, determination, willpower, positive energy) and what some contemporary authors call GRIT. It may be best summarized as a focused or refined form of motivation – energy brought to bear on a particular problem or specific performance area. The significance of this cluster of traits in any definition of giftedness derives from myriad research studies, as well autobiographical sketches of creative productive individuals. Simply stated, one of the primary ingredients for success among other persons who have made important contributions to their respective performance areas is their ability to immerse themselves fully in a problem or area for an extended period of time and to persevere even in the face of obstacles that may inhibit others. 

“Creativity is that cluster of traits that encompasses curiosity, originality, ingenuity, and a willingness to challenge convention and tradition. For exam[le, there have been many gifted scientists throughout history, but the scientists whose work we revere, whose names have remained recognizable in scholarly communities and among the general public, are those scientists who used their creativity to envision, analyze, and ultimately help resolve scientific questions in new, original ways" (Renzulli 2007). 

National Association for Gifted Children Standards Addressed

Standard 1: Learning and Development

1.1, 1.2, 1.3 Self Understanding

1.4 Awareness of Needs

1.6, 1.7, 1.8 Cognitive and Affective Growth

Standard 3: Curriculum Planning and Instruction

3.2, 3.3 Talent Development

3.4 Instructional Strategies

3.5 Culturally Relevant Curriculum

3.6 Resources and Materials 

Standard 4: Learning Environments

4.2 Social Competence

4.3 Leadership

Programming

5.4 Resources

5.7 Career Pathways

Identification for LEO

MAP

ISASP

FAST

Renzulli’s Scales for Rating the Behavioral Characteristics of Superior Students

This is re-evaluated every spring beginning at the end of 3rd grade. TAG coordiantor collaborates with gradel-level teachers to collect lists. The talent pool is updated yearly. 

4th Grade: 

Reading and Math meet separately. Some students may qualify for both, and are presented with advanced material in these subject areas. 

5th-6th Grade

Students are mixed math and reading and conduct self-designed projects with a real-world audience and application, followed by self and group reflection assessments on their products. Scaffolded project planning. 

7th-8th Grade

Designing Your Life curriculum and accompanying student-designed projects. Students focus on career exploration and planning, enrichment activities, and Genius Hour projects to identify and pursue their passions. 

Click here to check out our 7th/8th LEO brochure! 

This is only the beginning of developing our programs and there are many changes to come. 

Tag coordinator:

Amelia Kibbie 

akibbie@lisbon.k12.ia.us