Advanced Learner Services
Our Learning Support Teachers at each of our buildings are responsible for providing enrichment opportunities to our identified gifted and talented students, who we refer to as "Advanced Learners."
Learning Support Teachers
Lisa Berzowski - Fairview Elementary
Krystal White - Glenbrook Elementary
Rebecca Popek - Glenbrook Elementary
Tricia Paul - Hillcrest Elementary
Ashlee Olujic - Lannoye Elementary
Mary Klister - Lannoye Elementary
Emily Tessmer - Sunnyside Elementary
Brenda Wertel - Sunnyside Elementary
Amanda Jacobson - PCMS
Ted Sarosiek - PCMS
Gifted and Talented Plan
For Advanced Learners
It is the philosophy of the Pulaski Community School District to provide appropriate challenges for students in grades K - 12 through differentiation, enrichment, personalized learning, and accelerated educational experiences for students demonstrating exceptional abilities.
In accordance with Wisconsin School Law, Chapter 118.35 - “Gifted and talented pupils” means pupils enrolled in public schools who give evidence of high-performance capability in intellectual, creative, artistic, leadership, or specific academic areas and who need services or activities not ordinarily provided in a regular school curriculum in order to fully develop such capabilities. Within the Pulaski Community School District, these students are referred to as “Advanced Learners.”
The vision for Advanced Learners within the Pulaski Community School District includes the following:
- Identify advanced students in all five areas of giftedness according to state standard t. These areas are: intellectually gifted, academically able, creatively gifted, artistically gifted, and leadership able.
- Provide programming options for identified students to maximize advanced students’ learning in their respective areas of giftedness and to ensure their overall success in school by:
- Differentiating instruction to meet the needs of the learner.
- Enhancing creative and critical thinking skills.
- Developing self-awareness, personal/social skills, learning motivation, decision-making skills, and self-advocacy.
- Exposing advanced learners to a variety of social, cultural, academic, and career-related experiences.
- Providing opportunities for flexible grouping, allowing students to have the opportunity to work with others of similar ability.
- Provide classroom support that fosters and encourages differentiation.
- Develop ongoing communication with parents of identified advanced learners to allow for input and feedback regarding their child’s programming.
- Provide school-wide enrichment opportunities for students at all levels: elementary, middle school, and high school.
- In collaboration with the school counselors, provide students with strategies to assist in their transition from grade to grade, elementary to middle school, and middle school to high school.
Continuum of Programming
A continuum of programming is offered in support of PCSD advanced learners and the district has adopted a pyramid model to clarify how this programming is provided based on their individual needs. PCSD’s philosophy of providing appropriate challenges for students through differentiation, enrichment, personalized learning, and accelerated educational experiences for students demonstrating exceptional abilities means starting with instruction that benefits ALL students and increasing the focus and intensity of strategies for students with needs to extend beyond what is offered at each tier.
Every student in PCSD classrooms receives instruction that utilizes research-based strategies to teach the core elements of each subject. This universal responsive instruction benefits ALL students. Teachers use a teaching and assessing cycle to frequently monitor student progress and plan purposeful instruction that is responsive to the needs of the classroom and individual student, ensuring growth for all. However, when universal responsive instruction is unable to provide adequate challenges for students demonstrating exceptional abilities, the Pyramid Model for Advanced Learners framework provides guidance for the next level of programming options for these students (based upon identification criteria and individual student needs).
Tier 1: Universal Classroom Differentiation
Approximately 80% of identified advanced learners align with this tier. Tier 1 strategies are similar to differentiation used at the universal responsive instructional level, but are more purposeful and typically implemented in consultation with the Learning Support Teacher. Differentiation strategies may include (but are not limited to) simulation games, learning centers, team teaching, learning menus, and extension projects. In many cases, students at this tier are not aware of the different levels of activities that are provided to meet their unique academic needs.
Tier 2: Enrichment
Approximately 10-15% of identified advanced learners align with this tier. Tier 2 strategies move beyond the universal responsive instruction and tier 1 differentiation through more targeted and intensive enrichment opportunities. These may include (but are not limited to) flexible grouping of students, curriculum compacting, small group work with the Learning Support Teacher, and advanced placement coursework. The enrichment opportunities available at tier 2 are dependent on the student grade level (elementary or secondary) and identified student needs.
Tier 3: Individualized Services
Approximately 5-10% of identified advanced learners align with this tier. Tier 3 is intended for students who demonstrate the greatest need and who have not been sufficiently challenged with universal responsive instruction, tier 1 differentiation, or tier 2 enrichment. Students in tier 3 require highly specialized services such as (but not limited to) Differentiated Education Plans (DEP), subject acceleration, grade advancement, independent research, and cluster grouping with other tier 3 advanced learners for a portion of the day.
Recommended Websites
Wisconsin Department of Public Instruction's Gifted and Talented Education Website
Wisconsin Association for Talented and Gifted