Wisconsin Talented and Gifted Model

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.

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.

The root or base word is different, therefore differentiation means offering different opportunities to students based on what the student already knows, what the student is interested in or the student’s readiness.
Differentiation does not mean additional work; instead in means different work

• Easier or more difficult questions in the same class, on the same topic
• Different levels or range of difficulty of assignments on the same topic
• Assignments related to children’s interest level
• Students have choices of study once mastery of basic skills have been shown
• Students are in a group with others with similar abilities or interests, the students in the groups will change often
• The amount of time a student spends learning a topic may be shortened so that students may move on to new material
• Different levels of textbooks and additional materials are available
• Activities will match different learning styles
• Work in small groups on extension or enrichment activities
• Students may create an independent study contract with the teacher

By: Janice Szabos, Challenge, copyright 1989, Good Apple, Inc. Issue 34
Note: Not all descriptors will be true for one student.