Identification and Programming for Advanced Learning

  • Multiple criteria are used by the KMSD Talent Development Team to determine a student's needs for accommodations. This is consistent with Wisconsin Standard for gifted and talented pupils in public schools. The Talent Development Team uses a Response-to-Intervention (RTI) process to determine the best means and tools to use in identifying a student’s needs as well as opportunities for accommodations.

    Advanced talented students are those pupils enrolled in the Kettle Moraine Public Schools who exhibit high-performance capability in intellectual aptitude, specific academic areas, creativity, visual and performing arts, and/or leadership. 

    As noted below, multiple criteria in the assessment process include tests, evaluations, and recommendations from parents/teachers.

    Identification of Advanced Ability and Talent — General Guidelines 


    Tests of aptitude and achievement

    Performance-based evaluations


    • MAP-Measures of Academic Progress 
    • SAGES Screening Assessment of Gifted Elementary Student 
    • K-BIT- Kaufman Brief Intelligence Test
    • CogAT-Cognitive Ability Test
    • ACT
    • PSAT
    • SAT
    • ACT Aspire
    • Performance data such as grades
    • Content area assessments
    • Awards
    • Achievements
    • Portfolios, products


    • Parent / Family Recommendation
    • Teacher Recommendation
    • Visual or Performing Arts Recommendation
    • Creativity Recommendation
    • Leadership Recommendation


    There is no “one-size-fits all” curriculum or programming for students who have exceptional learning requirements. Students’ learning needs change and emerge over time. The progressive and rigorous standards-based curriculum used in the KMSD allows teachers to adapt and modify instruction within the classroom for most students. Sometimes an accommodation is necessary that requires services and supports beyond the general classroom. A student can be recommended to the school’s Talent Development Team at any time by a parent or a teacher. For more information contact a district specialist/ coordinator, or the school a child is enrolled or enrolling in.

    For students who are identified with highly exceptional learning needs, the PK-12 Talent Development Coordinator and building level teams provide a number of pathways that accommodate the pace, depth, and style of instruction needed by students with advanced learning abilities and talents. The School District of Kettle Moraine's response to learning and accommodation team involves teachers, subject area specialists, principals, counselors, school psychologists, parents, and students.

    The KMSD PK-12 Talent Development Coordinator will work with building principals, classroom teachers, counselors and parents in determining a child’s needs for appropriate programming suitable to his or her abilities. Parents are always informed of any additional support needed for their child. If additional testing is needed, parents must always give signed permission; results of any additional testing is sent to the parents and the child’s teacher(s).

    Identification matched with Instructional Programming Options

    **For detailed information from the Wisconsin Department of Education about programming options, please click here.**


    What do students need to become successful?

    Programming Options for Universal Accommodations

    • Fits most of our students with advanced learning needs

    • Takes place within the general classroom settings used for academics and the arts

    • Academic and behavioral/social needs identified and accommodated

    • Students receive research-based, high quality curriculum and instruction designed for students with high abilities
    • Flexible grouping based on student ability, interest, and learning style

    • Instruction adapted by the teacher

    • Enrichment opportunities

    • Problem solving and critical thinking activities

    • After school resources

    Programming Options for Extended Accommodations

    • Fits 1-2% of our students with advanced learning needs
    • Usually takes place within the general classroom settings used for academics and the arts
    • Includes all options listed under Universal Accommodations

    • Additional specialist support is available beyond the regular classroom

    • Additional diagnostic assessment may be needed

    • Supplemental and focused in-depth differentiation of content, processes, and/or products

    • Occasionally a written Student Educational Programming (STEP) plan may be needed to monitor progress most effectively

    Programming Options for Targeted Accommodations

    • Fits <1% of our students with advanced learning needs
    • Often takes place within the general classroom settings used for academics and the arts, but usually some out-of-classroom learning is necessary
    • Includes all options listed under Universal Accommodations

    • Additional specialist support beyond the regular classroom occurs on a regular basis

    • Additional diagnostic assessment is usually needed

    • Supplemental and focused in-depth acceleration of content, processes, and/or products

    • May require additional resources and services found in other district buildings and locations

    • Written Student Educational Programming (STEP) plans required and reviewed each Fall


    Acceleration - Board Policy 3306 

    Any recommendation for student acceleration by either families or a classroom teacher shall be considered by district and school teams. The talent development coordinator will work with the building principal to create an intervention team. After considering differentiation strategies and/or accelerated options, a child may be evaluated for either subject level or whole-grade acceleration.  Team members are responsible for conducting appropriate assessments, observations, or record reviews needed to evaluate student abilities and needs. The IOWA Acceleration Scale 3rd Edition will be one of the tools used to determine eligibility. The child's parents will be invited to participate in a meeting where the evaluation results are shared and the intervention decisions are made. The building principal, in consultation with the team, shall approve or deny the acceleration.


    The talent development coordinator shall make a written report regarding the team’s decision. The Child Study Team Report form to be used for this report is attached. One copy of the report shall be maintained in the student information system, and one copy will be sent to the parents. The parents may reject the team’s decision for acceleration, or appeal the team’s denial of acceleration to the Director of Teaching & Learning. Acceleration appeals and recommendations should be made as early as possible to ensure appropriate planning and placement, but no later than the end of the semester preceding the proposed accelerated placement.