Gifted & Talented
Talent Development & Advanced Academics
South St. Paul Public Schools offers a K-8 Talent Development and Advanced Academics program to provide equitable access in developing talents in students of all abilities, races, ethnicities, languages, gender, and socioeconomic circumstances. The program is designed to support and challenge students who demonstrate a need for additional academic enrichment and includes a variety of programs tailored to different grade levels. This initiative is designed to not only identify, cultivate, and celebrate the diverse strengths of each of our students, but to also provide specialized opportunities and tailored support to help each student to reach their full potential. Through this program, every student can feel inspired, valued, and equipped to thrive.
Talent Development
- Focuses on nurturing the potential of all students
- Providing opportunities to engage in creative thinking, problem solving, and skill-building activities
- Introduces enrichment opportunities at grade level.
Advanced Academics
- Tailored for students who have demonstrated a need for academic challenge above grade level based on multiple assessments
Contact Information
Jake Knaus
Talent Development- Teacher on Special Assignment (TOSA)
Se habla Español
jknaus@sspps.org
651-288-6854
Program Information
- Primary Enrichment Program
- Grades 3-5 Outline
- Acceleration Guide
- Multilingual Gifted Students
- Twice Exceptional (2e) Students
Primary Enrichment Program
Primary Enrichment Program
South St. Paul Public Schools values academic achievement and growth for its students. All students, regardless of background, deserve academic growth and all students deserve rigorous, effective and relevant instruction. Advanced learners are part of this commitment - they are no different when considering their continued growth and achievement. Many advanced learners are already manifesting performance and achievement that is beyond their grade level. But what about advanced learners who are not manifesting achievement because they are not being identified?
SSPPS Primary Enrichment Program (PEP) is designed for students who are not likely to be considered for Advanced Learner status using traditional methods of identification and who, without opportunity, are less likely to pursue advanced levels of learning on their own. Historically, these students have lacked access to gifted services, equitable curriculum, and the ability to see themselves represented in Advanced Academics. They need advocates who encourage them to reach their highest potential and affirmation of their advanced abilities.
The SSPPS PEP model promotes the notion of nurturing continuous academic growth beginning in kindergarten. Early identification coupled with early intervention allows each SSPPS school to provide learning experiences that strengthen basic skills and require students to think and apply knowledge on a higher, more complex level. At each elementary school, classroom teachers, in collaboration with Talent Development Specialists, teach, observe students, collect anecdotal records, review test scores, and identify students who show Advanced Learner potential. Once identified, students may be clustered with teachers trained to differentiate curriculum and instruction to nurture advanced academic ability.
Because elementary and middle school Advanced Academic programs are a major gateway for participation in challenging and advanced classes in high school and higher education, access to these advanced learning opportunities must be provided to all students who have the potential to succeed.
The long-term goal for the SSPPS PEP is that students fully develop and realize their full potential in a variety of areas. This will lead to all students participating in courses and programs in high school and beyond that speak to and work with their unique gifts and talents.
- What is the Primary Education Thinking Skills curriculum?
- What does a lesson look like?
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Example PETS Lesson - Inventive Thinking with Stacy Anderson
Resources
Family Information Meeting Video
Parent Resources
Twice Exceptional Resources
Grades 3-5 Outline
Grades 3-5 Outline
The Advanced Academics program in grades 3-5 consists of programming in both literacy and mathematics.
In literacy, students will participate in Literature Circles. In this “book club” format, small groups of students will read a novel and engage in weekly discussions led by the Talent Development Specialist. Each student will prepare for these discussions during the week by completing assigned readings and activities. The groups will run in 4-6 week cycles throughout the school year. Your child may participate in multiple cycles, and we will notify you each time they are selected for a group.
In mathematics, students will be grouped in a math class at their grade level. They will learn the same concepts and content as their peers, but with an additional curriculum, Project M3, which provides additional depth and complexity. This class is not an accelerated class, but rather provides additional challenges to those students who can benefit from it.
Participation in both programs was determined through standardized test scores, the CogAT (ability) test, and in-class performance in math or reading. Your child may be a part of one or both programs, according to their learning needs.
3-5 Literature Circles Book List
This is a list of possible titles for Literature Circles in Grades 3-5.
Grade 3
- Escape from Mr. Limoncello’s Library by Chris Grabenstein
- The Tale of Despereaux by Kate DiCamillo
- Indian No More by Charlene McManis
- Save Me A Seat by Sarah Weeks and Gita Varadarajan
- Charlie and the Chocolate Factory by Roald Dahl
- Ways to Make Sunshine by Renee Watson
- The Hero Two Doors Down by Sharon Robinson
- Lemons by Melissa Savage
- The One and Only Ivan by Katherine Applegate
- The Landry News by Andrew Clements
- Zoobreak by Gordon Korman
- Frindle by Andrew Clements
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From the Mixed-up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg
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The Wild Robot by Peter Brown
Grade 4
- Dinosaur Boy by Cory Putman Oakes
- The Secret of Dreadwillow Carse by Brian Farrey
- The Secrets of Eastcliff-by-the-sea by Eileen Beha
- Wish by Barbara O’Connor
- Capture the Flag by Kate Messner
- Pay It Forward by Catherine Ryan Hyde
- The Parker Inheritance by Varian Johnson
- Last in a Long Line of Rebels by Lisa Lewis Tyre
- Bud, Not Buddy by Christopher Paul Curtis
- Fuzzy Mud by Louis Sachar
- Framed by James Ponti
- Coop Knows the Scoop by Taryn Souders
- Because of Winn Dixie by Kate DiCamillo
- The Lemonade Wars by Jacqueline Davies
- A Week in the Woods by Andrew Clement
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The Egypt Game by Zilpha Snyder
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Elvis and the Underdogs by Jenny Lee
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Stargirl by Jerry Spinelli
Grade 5
- The Book Scavenger by Jennifer Chambliss Bertman
- The Giver by Lois Lowry
- Esperanza Rising by Pam Muñoz Ryan
- Tuck Everlasting by Natalie Babbitt
- Brave Like That by LIndsey Stoddard
- Other Words for Home by Jasmine Warga
- Songs for a Whale by Lynee Kelly
- The Loser’s Club by Andrew Clements
- Cursed by Bruce Coville
- Turn Left at the Cow by LIsa Bullard
- The Westing Game by Ellen Raskin
- Breaking Through by Francisco Jimenez
- Belly Up by Stuart Gibbs
- Serafina and the Black Cloak by Robert Beatty
- Hoot by Carl Hiaasen
- Swindle by Gordon Korman
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Wonder by RJ Palacio
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Counting by 7s by Holly Goldberg Sloan
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Code Talker by Joseph Bruchac
Acceleration Guide
SSPPS Acceleration Guide, Grades K-8
Acceleration is an intervention that moves students through an educational program at rates faster, or at younger ages, than typical. It means matching the level, complexity and pace of the curriculum to the readiness and motivation of the student.
Prior to beginning the referral process for full-grade acceleration, the information in this packet must be reviewed. If, after reviewing this information, you believe the student would be a good candidate for full-grade acceleration the referral process can begin. Requests will be accepted at the end of quarter 1 and must be made at least 60 days prior to the end of a school year.
Questions should be addressed to the Talent Development and Advanced Academics Department at the contact information listed above.
Resources:
Types of Acceleration
Full-Grade
The student is moved ahead of normal grade placement (i.e. placing a third grader into fourth grade. This may be done either at the beginning or during the school year, depending on when the acceleration process is completed. Remember, acceleration requests aren’t accepted until after the first quarter.
Single-Subject
The student is placed for part of the day with students at a more advanced grade level for one or more subjects without being assigned to a higher grade level. This may be accomplished by the student physically moving to a higher level class for instruction (i.e. a third grader going to fifth grade math class OR using high-level curricular materials. Single subject acceleration may also be accomplished outside of the general instructional schedule (e.g., summer school or after school) or by using higher-level instructional activities on a continuous progress basis while leaving the placement with chronological age peers.
Acceleration Process
| Step 1 |
The Request for Full-Grade Acceleration Form should be submitted to the Talent Development and Advanced Academics Department. Every attempt will be made to have a decision within 60 days of receipt of the Request for Full-Grade Acceleration form. An initial meeting is held with the parent/guardian(s),school administrator, a representative of Talent Development and Advanced Academics and teacher to review the process. |
|---|---|
| Step 2 |
Talent Development Personnel gather information/data:
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| Step 3 |
School site team meets to review data, complete the Iowa Acceleration Scale, 3rd Edition, make recommendations and, if appropriate, develop an acceleration plan. Team includes:
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| Step 4 | A second meeting with parents/guardians is scheduled to discuss the acceleration decision and plan to support the student. A written notification will also be sent. |
| Step 5 | The student will be monitored by school personnel according to plan. Progress, concerns or adjustments will be reported to parents/guardians and other stakeholders. |
| Step 6 | Spring of each school year, families are asked to provide feedback about student progress and support. The school team meets to assess progress, determine any necessary adjustments or support. |
Multilingual Gifted Students
Giftedness in Multilingual Learners
- Similar Characteristics: Gifted multilingual learners often exhibit the same characteristics as their English-speaking peers, including quick learning, strong reasoning, creative thinking, and a strong motivation to learn.
- Unique Strengths: They may also display advanced abilities in their first language, such as reading comprehension and vocabulary, and demonstrate strong metalinguistic awareness, which is the ability to reflect on and manipulate language.
- Cognitive Advantages: Multilingualism can lead to cognitive benefits, including enhanced problem-solving skills, greater flexibility in thinking, and improved memory, according to a study published by the National Institutes of Health.
- Cultural Context: Giftedness in multilingual learners is intertwined with their cultural background and experiences. Their linguistic and cultural knowledge can be valuable assets in the classroom and beyond.
Challenges in Identification:
- Language Barriers: Traditional assessments often rely heavily on English language proficiency, potentially masking a multilingual student's true potential.
- Cultural Bias: Standardized tests and identification procedures may not accurately reflect the strengths of students from diverse linguistic and cultural backgrounds.
- Misidentification: Gifted multilingual learners might be mistakenly identified as struggling learners or be overlooked altogether.
Supporting Gifted Multilingual Learners:
- Culturally Responsive Identification: Schools should use a variety of assessment methods, including observations, portfolios, and performance-based tasks, to identify giftedness in multilingual students.
- Differentiated Instruction: Gifted multilingual learners need challenging and engaging learning experiences that build upon their existing knowledge and skills.
- Language Development: Support their English language development while also valuing and nurturing their first language.
- Culturally Relevant Curriculum: Provide opportunities for students to explore their own cultures and learn about other cultures.
- TransLanguaging: Encourage students to use their full linguistic repertoire to make sense of academic content.
Twice Exceptional (2e) Students
Twice exceptional (2e) students are individuals who are both gifted and have one or more disabilities, such as learning disabilities, ADHD, or emotional or physical challenges. This combination can make it difficult to identify both their giftedness and their disabilities, as one can mask the other. 2e students require individualized support that addresses both their strengths and their challenges to reach their full potential.
Key Aspects of Twice-Exceptionality
- Dual Exceptionalities: 2e students possess exceptional abilities alongside a disability, creating a unique set of learning and social-emotional needs.
- Masking and Compensation: Giftedness may mask learning disabilities, and vice versa, making identification challenging. For example, a student with dyslexia may use their advanced vocabulary to compensate for reading difficulties, or a student with ADHD may struggle with organization despite having strong problem-solving skills.
- Asynchronous Development: 2e students often exhibit uneven development, with strengths in some areas and weaknesses in others, making it hard to assess their overall ability.
- Identification Challenges: Traditional identification methods for giftedness and disabilities may not accurately capture the full picture of a 2e student, leading to misdiagnosis or missed diagnoses.
- Need for Individualized Support: Effective interventions for 2e students involve addressing both their giftedness and their disability needs through a tailored approach.
Implications for Education
- 2e students may not thrive in traditional gifted programs if their disabilities are not addressed, or they may be excluded due to struggles in certain areas.
- Students may not be appropriately challenged in special education programs if their giftedness is not recognized.
- Individualized Education Plans (IEPs) and 504 plans are crucial for providing targeted support and accommodations to address both strengths and weaknesses.
- Teams involving educators (classroom, Special Educators, paras, and other school staff), parents, and specialists are essential for developing and implementing effective interventions.