A-B
C-D
E-F
G-H
I-K
L-O
P-R
S-T
U-Z
Ability – A person’s natural talent, skill, or potential in a specific area, such as intellectual, artistic, or physical domains.
Ability Assessment – An evaluation designed to measure a student’s strengths, skills, or potential in specific areas.
Ability Grouping – Organizing students together based on similar skill levels or talents for instructional purposes.
Ability Test – A test that measures a person’s potential or proficiency in specific areas, often used to guide educational planning.
Acceleration – Providing students access to curriculum or learning experiences at a faster pace or earlier age than usual.
Achievement – The level of knowledge, skill, or competence a student has demonstrated in a subject area.
Achievement Tests – Standardized or classroom assessments measuring learned knowledge or skills in specific subjects.
Advanced Learners (AL) – Students who perform significantly above grade level or demonstrate high potential in one or more areas.
Advanced Placement (AP) – College-level courses and exams offered in high school that can potentially earn students college credit.
Advocacy – The act of supporting or promoting a student’s educational, social, or emotional needs.
Affective Curriculum – Learning experiences designed to develop emotions, attitudes, values, and social skills.
Asynchronous Development – When a student’s intellectual, social, emotional, or physical growth occurs at different rates.
Asynchrony – A characteristic of gifted students where their development in various domains is uneven.
At-Risk – Students who may experience challenges in learning, behavior, or social-emotional development due to environmental, academic, or personal factors.
Authentic Assessment – Evaluation methods that measure a student’s abilities through real-world tasks, projects, or performance.
Autonomous Learner – A student who takes responsibility for their learning, sets goals, and independently pursues knowledge.
Bloom’s Taxonomy – A framework for categorizing thinking skills from basic recall to higher-order skills like analysis, evaluation, and creation.
Cluster Grouping – Placing a small group of high-ability students together in a mixed-ability classroom for differentiated instruction.
Cognitive Abilities Test (CogAT) – A standardized test that measures reasoning and problem-solving skills across verbal, quantitative, and nonverbal domains.
Common Core State Standards (CCSS) – Educational standards defining what students should know and be able to do in English language arts and mathematics at each grade level.
Convergent Thinking – A thinking process focused on finding a single, correct solution to a problem.
Cooperative Learning – An instructional strategy in which students work together to achieve shared learning goals.
Creative Thinking – The ability to generate original, flexible, or novel ideas and solutions.
Creativity – The capacity to produce original ideas or approaches and apply them effectively.
Criterion-Referenced Testing – Assessments that measure a student’s performance against a predetermined set of standards or objectives.
Critical Thinking – The ability to analyze, evaluate, and synthesize information to form reasoned judgments.
Culturally and Linguistically Diverse Students (CLD) – Students from backgrounds that differ in language, culture, or ethnicity from the dominant school population.
Curriculum Compacting – A strategy that streamlines regular curriculum for advanced learners, allowing time for enrichment or acceleration.
Differentiation – Adapting instruction to meet the diverse needs, abilities, and interests of students.
Divergent Thinking – A thinking process that explores multiple possible solutions or ideas.
Dual Enrollment – Programs allowing high school students to earn both high school and college credits simultaneously.
Our Advocates stand beside gifted learners and their families. Their contributions help amplify voices, provide essential resources, and keep equity and opportunity at the heart of education.
Our Gifted Champions remind us that every gift matters. Together, these generous supporters create a strong foundation that allows us to continue serving students, families, and educators year after year.
Our Visionary Leaders believe in the power of possibility. Their extraordinary generosity drives the Wisconsin Association for Talented and Gifted's mission forward, ensuring that gifted learners across Wisconsin have opportunities to grow, thrive, and shine.
Our Visionary Leaders believe in the power of possibility. Their extraordinary generosity drives the Wisconsin Association for Talented and Gifted's mission forward, ensuring that gifted learners across Wisconsin have opportunities to grow, thrive, and shine.
Our Visionary Leaders believe in the power of possibility. Their extraordinary generosity drives the Wisconsin Association for Talented and Gifted's mission forward, ensuring that gifted learners across Wisconsin have opportunities to grow, thrive, and shine.
Our Visionary Leaders believe in the power of possibility. Their extraordinary generosity drives the Wisconsin Association for Talented and Gifted's mission forward, ensuring that gifted learners across Wisconsin have opportunities to grow, thrive, and shine.
Our Visionary Leaders believe in the power of possibility. Their extraordinary generosity drives the Wisconsin Association for Talented and Gifted's mission forward, ensuring that gifted learners across Wisconsin have opportunities to grow, thrive, and shine.
