Program Purpose
The Working with the Individual Needs of Gifted Students’ (WINGS) Program focuses on helping every child learn and develop his or her individual potential. WINGS is an educational intervention that meets the needs of identified gifted students through an accelerated and appropriate curriculum.
Program Goals
GOAL I: Gifted students in the Chillicothe R-II Schools will acquire the advanced knowledge and complex skills to gather, analyze, and apply information and ideas.
GOAL II: Gifted students in the Chillicothe R-II Schools will demonstrate fluency in effective communications before an authentic audience.
GOAL III: Gifted students in the Chillicothe R-II Schools will demonstrate knowledge of multi-faceted thinking skills (critical, creative, analytical, and organizational) to recognize and solve problems.
GOAL IV: Gifted students in the Chillicothe R-II Schools will acquire the strategies and skills to understand the complexities of being gifted and realistic decisions that enable them to act as a responsible member of a global society.
GOAL V: Gifted students in the Chillicothe R-II Schools will adhere to the National Association of Gifted Children (NAGC) Standards including but not limited to:
GOAL II: Gifted students in the Chillicothe R-II Schools will demonstrate fluency in effective communications before an authentic audience.
GOAL III: Gifted students in the Chillicothe R-II Schools will demonstrate knowledge of multi-faceted thinking skills (critical, creative, analytical, and organizational) to recognize and solve problems.
GOAL IV: Gifted students in the Chillicothe R-II Schools will acquire the strategies and skills to understand the complexities of being gifted and realistic decisions that enable them to act as a responsible member of a global society.
GOAL V: Gifted students in the Chillicothe R-II Schools will adhere to the National Association of Gifted Children (NAGC) Standards including but not limited to:
- 1.1. Self-Understanding. Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.
- 1.2. Self-Understanding. Students with gifts and talents possess a developmentally appropriate understanding of how they learn and grow; they recognize the influences of their beliefs, traditions, and values on their learning and behavior.
- 1.3. Self-Understanding. Students with gifts and talents demonstrate understanding of and respect for similarities and differences between themselves and their peer group and others in the general population.
- 1.4. Awareness of Needs. Students with gifts and talents access resources from the community to support cognitive and affective needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and mentors or experts.
- 1.5. Awareness of Needs. Students’ families and communities understand similarities and differences with respect to the development and characteristics of advanced and typical learners and support students with gifts and talents’ needs.
- 1.6. Cognitive and Affective Growth. Students with gifts and talents benefit from meaningful and challenging learning activities addressing their unique characteristics and needs.
- 1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.
- 1.8. Cognitive and Affective Growth. Students with gifts and talents identify future career goals that match their talents and abilities and resources needed to meet those goals (e.g., higher education opportunities, mentors, financial support).
- 3.2. Talent Development. Students with gifts and talents become more competent in multiple talent areas and across dimensions of learning.
- 3.3. Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.
- 3.4. Instructional Strategies. Students with gifts and talents become independent investigators.
- 3.5. Culturally Relevant Curriculum. Students with gifts and talents develop knowledge and skills for living and being productive in a multicultural, diverse, and global society.
- 4.1. Personal Competence. Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking.
- 4.2. Social Competence. Students with gifts and talents develop social competence manifested in positive peer relationships and social interactions.
- 4.3. Leadership. Students with gifts and talents demonstrate personal and social responsibility and leadership skills.
- 4.4. Cultural Competence. Students with gifts and talents value their own and others’ language, heritage, and circumstance. They possess skills in communicating, teaming, and collaborating with diverse individuals and across diverse groups.1 They use positive strategies to address social issues, including discrimination and stereotyping.
- 4.5. Communication Competence. Students with gifts and talents develop competence in interpersonal and technical communication skills. They demonstrate advanced oral and written skills, balanced biliteracy or multiliteracy, and creative expression. They display fluency with technologies that support effective communication.