About WATG
The Wisconsin Association for Talented and Gifted (WATG) is a non-profit organization of parents,students, educators, business and industry personnel, and other interested persons who are dedicated to fostering a climate in the home, school, and community that allows each individual to reach his or her unique potential. WATG maintains a statewide Board of Directors, representing educators, school administrators, parents, business, and higher education. The organization was formed in 1993, and is the result of the merging of two former organizations, WAEGT and WCGT, which had been functioning since 1973.
The mission of the Wisconsin Association for Talented and Gifted is to educate about and advocate for the needs of gifted individuals in Wisconsin.
The State of Wisconsin has identified five areas in which persons may demonstrate capabilities of high performance or giftedness. They are
A gifted or talented individual might have one or more of these abilities as evidenced by traditional or non-traditional screening criteria. Teacher reports, parental observations, pupil products, records of school achievement, standardized test performance, case studies, portfolios, etc. all ensure an inclusive identification of gifted individuals.
The mission of the Wisconsin Association for Talented and Gifted is to educate about and advocate for the needs of gifted individuals in Wisconsin.
The State of Wisconsin has identified five areas in which persons may demonstrate capabilities of high performance or giftedness. They are
- Intellectual ability - the all-around bright individual.
- Specific academic aptitude - the math or science whiz, history buff, etc.
- Creative or productive thinking ability - the innovator of novel and often unique ideas, responses, or solutions to problems.
- Leadership potential - the initiator or organizer of activities within groups of people.
- Ability in visual or performing arts - the artistic stand-out in visual art forms, music, drama, creative writing or dance.
A gifted or talented individual might have one or more of these abilities as evidenced by traditional or non-traditional screening criteria. Teacher reports, parental observations, pupil products, records of school achievement, standardized test performance, case studies, portfolios, etc. all ensure an inclusive identification of gifted individuals.
