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SCHOOL DISTRICT OF HOLMEN
District Office 1019 Mc Hugh Road
Holmen, WI 54636
Phone: 608-526-6610
Fax: 608-526-1333
Talented and Gifted Handbook 2019-2020
Updated September 13, 2019
TABLE of CONTENTS
VISION, MISSION, and PHILOSOPHY
GOALS OF PROGRAMMING
WI DEPARTMENT OF PUBLIC INSTRUCTION GIFTED AND TALENTED STATUTES & RULE Administrative Rule Related Wisconsin Statute Definitions of Terms CHARACTERISTICS OF GIFTED BEHAVIORS
LEVELS AND PRIORITY OF SERVICE
QUALIFICATION
PROGRAMMING BY GRADE LEVEL
CONTINUUM OF PROGRAMMING OPTIONS
APPENDIX A COMPACTED/ACCELERATED MATH
APPENDIX B DIFFERENTIATED EDUCATION PLAN (DEP)
APPENDIX C TRACKING FORM
APPENDIX D HOLMEN HIGH SCHOOL SENIOR CREDIT CHECK
APPENDIX E NCAA
Updated September 13, 2019
VISION, MISSION, and PHILOSOPHY
DISTRICT VISION STATEMENT
Educating every student to achieve global success
DISTRICT MISSION STATEMENT
Educate and inspire students today and prepare them for tomorrow by:
● Ensuring that all students learn at high levels.
● Developing the following 21st Century Skills: innovation, creativity, collaboration,
communication, initiative, problem-solving, critical thinking, leadership, self-direction,
responsibility, interpersonal skills, cross-cultural skills, and computer and media literacy.
● Achieving a deeply held partnership with the entire community.
● Operating and acting in a fiscally responsible manner while ensuring well-rounded
educational experiences.
GIFTED PROGRAMMING PHILOSOPHY
All students have personal strengths. High ability learners have needs that go beyond the
universal curriculum that may include accelerated or compacted curriculum and a wide range of
experiences in order to develop their talents. The School District of Holmen believes that all
students, including advanced learners and those students from traditionally underrepresented
populations, should be challenged and supported to reach their full potential.
Updated September 13, 2019
PROGRAM GOALS
The goals for talented and gifted programming are:
● to determine students who exhibit advanced or high ability learning needs and require
accommodations beyond the universal curriculum.
● to establish programs and services that are responsive to the needs of advanced or high
ability learners.
● to develop the student’s understanding and acceptance of self and others.
● to enhance opportunities for academic and career planning.
● to nurture habits of mind which promote lifelong learning.
● to encourage participation in activities to challenge students to meet their potential.
● to assess the efficiency and effectiveness of the program and services, and to make
suggestions for continuous improvement.
Updated September 13, 2019
STATE OF WISCONSIN STATUTES AND
DEPARTMENT OF PUBLIC INSTRUCTION RULE
Wisconsin Statute 121.02(1)(t): Each school board shall provide access to an appropriate
program for pupils identified as gifted and talented.
Wisconsin Statute: s. 118.35, Wis. Stats. Programs for gifted and talented pupils.
1. In this section, "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 program in order to fully
develop such capabilities.
2. The state superintendent shall by rule establish guidelines for the identification
of gifted and talented pupils.
3. Each school board shall:
a) Ensure that all gifted and talented pupils enrolled in the school district have
access to a program for gifted and talented pupils.
4. From appropriations under s. 20.255(2)(FY), the department shall award grants
to nonprofit organizations, cooperative educational service agencies (CESAs),
institutions within the University of Wisconsin System, and the school district
operating under ch. 119 for the purpose of providing to gifted and talented pupils
those services and activities not ordinarily provided in a regular school program
that allow such pupils to fully develop their capabilities.
Administrative Rule 8.01(2)(t)2. Each school district shall establish a plan and designate a
person to coordinate the gifted and talented program. Gifted and talented pupils shall be
identified as required in s. 118.35(1), Stats. This identification shall occur in kindergarten
through grade 12 in general intellectual, specific academic, leadership, creativity, and visual
and performing arts. A pupil may be identified as gifted or talented in one or more of the
categories under s. 118.35(1), Stats. The identification process shall result in a pupil profile
based on multiple measures, including but not limited to standardized test data,
nominations, rating scales or inventories, products, portfolios, and demonstrated
performance. Identification tools shall be appropriate for the specific purpose for which they
are being employed. The identification process and tools shall be responsive to factors such
as, but not limited to, pupils' economic conditions, race, gender, culture, native language,
developmental differences, and identified disabilities as described under subch. V of ch.
115, Stats. The school district board shall provide access, without charge for tuition, to
appropriate programming for pupils identified as gifted or talented as required under ss.
118.35(3) and 121.02(1)(t), Stats. The school district board shall provide an opportunity for
parental participation in the identification and resultant programming.
Updated September 13, 2019
Definitions of Terms
Access. An opportunity to study through school district course offerings, independent study,
cooperative educational service agencies, or cooperative arrangements between school
district boards under s. 66.30, Stats., and postsecondary education institutions (from PI
8.001, Wis. Admin. Code).
Appropriate program. A systematic and continuous set of instructional activities or
learning experiences which expand the development of the pupils identified as gifted and
talented (from PI 8.01(2)(t), Wis. Admin. Code).
Gifted and talented. 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
program in order to fully develop such capabilities (from s. 118.35(1), Wis. Stats.).
For the most current information visit http://dpi.wi.gov/gifted/laws.
Updated September 13, 2019
CHARACTERISTICS OF GIFTED STUDENTS
The State of Wisconsin identified five areas of high performance or giftedness. They are:
General Intellectual Ability
● Understands complex concepts
● Draws inferences between content areas
● Sees beyond the obvious
● Thrives on new or complex ideas
● Enjoys hypothesizing
● Intuitively knows before taught
● Uses an extensive vocabulary
● Does in-depth investigations
● Learns rapidly in comparison to peers
● 1-2 repetitions for mastery
Specific Academic Ability
● Strong memorization ability
● Advanced comprehension: 1-2 repetitions for mastery
● Intense interest in a specific academic area
● High academic capacity in special-interest area
● Pursues special interests with enthusiasm
● Operates at a higher level of abstraction than peers
● Asks poignant questions
● Discusses and elaborates in detail
Creative Thinking
● Visualizes many approaches or solutions to a problem (fluency)
● Possesses strong visual and imaginative skills
● Transfers ideas and solutions to new situations (flexibility)
● Prefers variety, novelty, and new ways of doing things (elaboration)
● Asks many and unusual questions (originality)
● Usually has many projects going on at once
● May be considered unusual or “silly” by peers or adults
● May or may not be artistic
Leadership
● Relates to and motivates other people
● Organizes other students for an activity
● Demonstrates high levels of self-assurance when making decisions or convincing peers
● Sees problems from many perspectives
● Tend to be independent and unafraid of taking risks
Visual/Performing Arts
● Communicates their purpose in visual/performing arts
● Unusual ability for aesthetic expression
Updated September 13, 2019
● Compelled to perform or produce
● Exhibits creative expression
● Desire for creating original product
● Keenly observant
● Continues experimentation with preferred medium
● Excels in demonstrating the visual or performing arts
For more information, visit https://www.nagc.org/resources-publications/resources/my-child-
gifted/common-characteristics-gifted-individuals.
Updated September 13, 2019
LEVELS AND PRIORITY OF SERVICE
Levels of Service
Decisions regarding level of service needs will be made by a team of personnel including the
building Talented and Gifted teacher and the classroom/homeroom teacher, as well as other
personnel with background knowledge of the student’s abilities in each of the content areas
served.
Tier One Universal
Students at this level will have their needs effectively met in the regular classroom. Universal
instruction occurs in the regular classroom, with teachers using multiple strategies to meet the
needs of students.
Tier Two Selected Enrichment
The advanced or high ability learners are placed into selected enrichment programming groups
to enhance and extend universal curriculum and further develop their abilities. Selected
enrichment programming occurs in cluster groups within the classroom, with the Talented and
Gifted teacher, or with another enrichment teacher. Students may be placed in a talent pool
based upon their performance on standardized, district, and classroom assessments as
compared to the local norms. These groups are fluid and will change frequently based on
needs displayed by students at a given time.
Tier Three Targeted Enrichment/Advancement
Advanced learners are placed into targeted programming to accelerate, deepen, or supplant the
universal curriculum and further develop their abilities. Targeted programming may be an
individualized program, accelerated program, or cluster group with the Talented and Gifted
teacher. These plans may change over time and are dependent upon the needs of the student
at a given time. A Differentiated Education Plan (DEP) will be created for those students who
need services beyond those provided by targeted enrichment groups. A DEP will be prepared
by an Educational Support Team consisting of the Talented and Gifted teacher in collaboration
with the classroom teacher, parent(s)/guardian(s), student, school psychologist, principal and/or
other appropriate personnel.
Updated September 13, 2019
Priority of Service
Talented and Gifted teachers will work first with those Tier Three Selected students who have
Differentiated Education Plans. Next, teachers will work with Tier Three Selected students who
receive selected programming, specifically including cluster groups within the universal
classroom, followed by Tier Two Enrichment students. A student’s participation in the
enrichment programming groups does not ensure that a student will receive a DEP. Moreover,
participation in enrichment is not considered when determining whether a student meets the
qualification criteria for a DEP.
Updated September 13, 2019
Qualification
Talented and Gifted teachers will do periodic data analysis to identify students in need of Tier
Two Targeted Enrichment or Tier Three Selected Enrichment services. At any time,
parents/guardians, individual students in grades K-12, and school staff may nominate a student
or themselves for determination for advanced or high ability learner services. The nominator
should contact the Talented and Gifted teacher in the respective school to conduct a review of
that specific student’s records outside of the regular periodic data review. These criteria meet
State of Wisconsin requirements for the identification of gifted students.
General Intellectual and Specific Academic
● Tier Two Selected Enrichment Programming Groups
○ A minimum of 2 criteria is required for identification
■ Standardized achievement test score that falls within 1.75-2.75 standard
deviations above the School District of Holmen mean in language,
reading, and/or math
■ Corroborating score that falls within 1.75-2.75 standard deviations above
the School District of Holmen mean in language, reading, and/or math on
a standardized assessment or benchmark assessment.
■ Score that falls between the 97-99 percentile in language, reading, and/or
math on a standardized or benchmark assessment.
■ Recommendation from teacher, parent, consultant/psychologist, peer,
and/or self
■ Score of 130-134 on SIGS (Scale for Identifying Gifted Students)
checklist
■ Performance portfolio
● Tier Three Targeted Enrichment/Advancement
○ A minimum of 2 criteria is required for identification
■ Two or more standardized achievement test scores that fall at least 2.75
standard deviations above the School District of Holmen mean in
language, reading, and/or math
■ Corroborating score that falls within at least 2.75 standard deviations
above the School District of Holmen mean in language, reading, and/or
math on a standardized assessment or benchmark assessment
■ Corroborating score that falls between the 97-99 percentile in language,
reading, and/or math on a standardized or benchmark assessment
■ Recommendation from teacher, parent, consultant/psychologist, peer,
and/or self
■ Score of 135 or above on SIGS (Scale for Identifying Gifted Students)
checklist
■ Performance portfolio
Updated September 13, 2019
○ A Differentiated Education Plan (DEP) will be created for those students who
score significantly over 2.75 standard deviations above the School District of
Holmen mean in language, reading, and/or math on multiple standardized or
benchmark assessments PLUS one or more of the following:
■ Recommendation from teacher, parent, consultant/psychologist, peer,
and/or self
■ Corroborating score that falls in the 99 percentile in language, reading,
and/or math on a standardized or benchmark assessment
■ Score significantly greater than 135 on SIGS (Scale for Identifying Gifted
Students) checklist
■ Iowa Acceleration Scale results and subsequent discussions indicating
the need for acceleration.
■ Performance portfolio
Creativity
Tier Two Selected Enrichment Programming Groups
○ A minimum of 2 criteria is required for identification
■ Score of 130-134 on the SIGS (Scale for Identifying Gifted Students)
checklist
■ A score of 97 or higher on either the figural or verbal sections of the
Torrance Tests of Creative Thinking
■ Two or more letters of recommendation from unrelated third parties
■ Torrance assessment
■ Performance portfolio
Leadership
Tier Two Selected Enrichment Programming Groups
○ A minimum of 2 criteria is required for identification
■ Score of 130-134 on the SIGS (Scale for Identifying Gifted Students)
checklist
■ Student generated evidence of leadership activity
■ Two or more letters of recommendation from unrelated third parties
■ Score of 13 out of 15 on the Student Interview of Leadership Skills
Visual and Performing Arts
Tier Two Selected Enrichment Programming Groups
○ A minimum of 2 criteria is required for identification
■ GATES (Gifted and Talented Evaluation Scales) score of 113 or higher
on the artistic talents subscale
Updated September 13, 2019
■ For ART - portfolio of work collected within one year of the student’s
current grade level to be reviewed by the Art teacher and/or Department
Chairperson
■ For MUSIC -Audio or video recording of the student’s performance(s)
recorded within one calendar year of the student’s current grade level to
be reviewed by the music teacher and/or Department Chairperson
(copies of the music submitted with the recording)
■ For PERFORMANCE – Audio or video recording of the student’s
performance recorded within one calendar year of the student’s current
grade level to be reviewed by the appropriate personnel depending upon
the performance type.
■ Two or more letters of recommendation from unrelated specialist(s) in the
area of nomination
Updated September 13, 2019
PROGRAMMING BY GRADE LEVEL*
Talented and Gifted programming in the School District of Holmen will follow the NAGC
standards. Programming priority is given to formally identified students at the Tier Three
Targeted level of service. Programming priority then is given to students at the Tier Two
Selected level, with services then being provided, when possible, to those students in K-2 or 3-
12 who are not formally identified and indicate a need for enrichment.
Grade Levels
Level of Service Program Components
K-5 Universal +/- 1.75 SD
● Universal instruction in the regular classroom with differentiation or other appropriate strategy within the core curriculum.
Selected 1.75-2.5 SD Above
● Cluster groups within the classroom or with the Talented and Gifted teacher dependent upon needs and availability
● Math pull-out sessions ● English Language Arts/Reading Pull-out sessions
Targeted 2.5+ SD Above
● Accelerated or compacted program ● Regularly scheduled cluster groups with Talented
and Gifted teacher ● Differentiated education plan ● Math pull-out sessions ● English Language Arts/Reading Pull-out sessions
6-8 Universal +/- 1.75 SD
● Universal instruction in the regular classroom with differentiation or other appropriate strategy within the core curriculum.
Selected 1.75 – 2.5 SD Above
● Compacted/accelerated math instruction** ● TAG Enrichment Academies ● Focus Groups addressing social/emotional topics ● Cluster groups within the classroom or with the
Talented and Gifted teacher dependent upon needs
Targeted 2.5+ SD Above
● Advanced English Language Arts instruction ● Additional compacted/accelerated math
instruction** ● Differentiated education plan
9-12 Universal +/- 1.75 SD
● Compacted, Honors and AP courses in selected subjects
● Online courses ● Course Options
Selected 1.75 – 2.5 SD Above
● Compacted, Honors and AP courses in selected subjects
● Online courses ● Youth Options
Updated September 13, 2019
● Course Options
Targeted 2.5+ Above
● Compacted, Honors and AP courses in selected subjects
● Talented and Gifted focus meetings ● Youth Options ● Course Options ● Online courses
*Services may vary from campus to campus.
**6-8 Grade Compacted/Accelerated Math courses have separate qualification criteria that fall
outside this TAG manual and its qualification process. These separate qualification criteria are
described in Appendix B.
Updated September 13, 2019
Continuum of Programming Options*
The continuum of service originates in the regular classroom environment and strives to meet
the needs of students with gifts and talents.
Universal Options for ALL Students
K 1 2 3 4 5 6 7 8 9 10 11 12
Academic Competitions X X X X X X X x X
Alternative Off-Level Assessments** X X X X X X X X X
Compacting X X X X X X X
Enrichment Academies X X X
Flexible Grouping X X X X X X X X X X X X X
Learning Contracts X X X X X X X X X X X X X
Learning Centers X X X X X X X X X X X X X
Differentiation X X X X X X X X X X X X X
Learning Style Considerations X X X X X X X X X X X X X
Tiered Assignments X X X X X X X
Graduated Rubrics X X X X X X X
Independent Projects X X X X X X X
AP/Honors Classes X X X
Rigorous Standards-Based Curriculum X X X X X X X X X X X X X
Social/Emotional Support X X X X X X X X X X X X X
Summer School Offerings X X X X X X X X X X X X X
Workshop Delivery Model X X X X X X
General Intellectual and/or Specific Academic
K 1 2 3 4 5 6 7 8 9 10 11 12
Academic Competitions X X X X X X X x X
Acceleration - Grade or Subject Area X X X X X X X X X X X X X
Advanced Placement Courses/Honors X X X X
Book Clubs X X X X X X X X X X X X X
Cluster Grouping X X X X X X X X X X X X X
FIRST Lego League and Robotics X X X X X X X
Independent Study X X X X X X X X X X X X X
Math Competitions X X X X
National Honor Society X X
Spelling Bees X X X X X
Summer School Courses X X X X X X X X X X X X X
Writing Enrichment Opportunities X X X X X X X X X X
Talented and Gifted Focus Meetings X X X X X X X
Differentiated Education Plan x x x x x x x x X X X x X
Cluster Grouping x x X X X x X
Internships/Mentorships X X x X
Youth Options X x X
Online Courses x x X X X x X
Course Options X X x X
Quiz Bowl X X X X X x X
NUMATS x x x x x X X x x X
Updated September 13, 2019
Creative
K 1 2 3 4 5 6 7 8 9 10 11 12
Art Clubs and Enrichment X X X X X X X X
K-12 Art Curriculum X X X X X X X X X X X X X
Writing Enrichment Opportunities X X X X X X X X X X
FIRST Lego League and Robotics X X X X X X X
Leadership
K 1 2
3 4 5 6 7 8 9 10 11 12
National Honor Society X X
Student Leadership X X X X
School Announcements X X
Student Council X X X X X X X X X X X X
Cadres/Tutors X X
Various Clubs X X X X X X X X X X
Band Leadership x x X X X X
Visual and Performing Arts
K 1 2 3 4 5 6 7 8 9 10 11 12
Advanced Placement/Honors Courses X X X X
Honors Performing Groups X X X X X X
District and State Solo and Ensemble X X X X X X X
Guest Performances/Clinics X X X X
Youth Options X X X
Musical and Theater Productions X X X X X X X X
Various Performing Groups X X X X X X X X
Specialized Field Trips X X X X X X X X X X X X X
Summer School X X X X X X X X X X X X X
Art Clubs and Enrichment X X X X X X X X
K-12 Art Curriculum X X X X X X X X X X X X X
Multiple Art Course Offerings X X X X X X
*Differing options may be available in different schools and are subject to change.
Examples of Options for Students in the Regular Classroom Using Universal Curriculum
Provided by the Classroom Teacher.
**Adjust the assessment for students who top out on standard assessments for all students
Updated September 13, 2019
Appendix A
Compacted/Accelerated Math Instruction at the Middle School
Holmen Middle School provides accelerated math classes for those math students who show
they have the requisite skills and understandings to be successful in a rigorous accelerated
class. This accelerated math courses operate outside the TAG program. Students who qualify
for accelerated math instruction do not necessarily qualify for TAG services.
Students in the accelerated classes do not skip a year of math instruction but instead learn all
four years of content in only three years. The accelerated classes move much more quickly
than the standard grade-level math classes. For instance, in the sixth-grade accelerated math
class, students cover all of the sixth-grade curriculum plus at least one-half of the seventh-grade
curriculum.
To be considered for the sixth-grade accelerated class, fifth graders first must take the district
placement test. Because of the rigorous nature of the class, the placement test is not offered to
all fifth graders. Instead, students must qualify to take the district placement test. In order to
qualify, a student must meet only one of two criteria based upon performance on the Fall and
Winter STAR tests OR a specified score on the mid-year district math assessment. Students
who qualify for the placement test will be informed in late winter or early spring. The test then
will be held during the school day prior to the end of the school year.
In order to then be enrolled in the accelerated class, students must achieve a specified score on
the placement test plus again meet one of two criteria based upon performance on the Winter
and Spring STAR tests OR a specified score on the end-of-year district math assessment.
Please be aware that Holmen Middle School does not place a certain number of students into
the accelerated class. Instead, the option to accelerate is offered only to those students who,
based upon additional – and even more rigorous - qualification criteria, show that they have the
necessary skills and understandings to be successful.
For more information on the compacted/accelerated math classes, please contact Holmen
Middle School.
Updated September 13, 2019
Appendix B
Differentiated Education Plan
Updated September 13, 2019
School District of Holmen DIFFERENTIATED EDUCATION PLAN (DEP)
Evergreen Elementary Prairie View Elementary Sand Lake Elementary Viking Elementary Holmen Middle School Holmen High School
Student Last:
Student First:
Student ID Number:
Grade:
Date of Birth:
Graduation Year:
Parent(s)/Guardian(s):
Address:
Telephone:
Email:
DEP Meeting Date: DEP Review Date:
Reasons for Differentiated Education Plan Request and Student Profile (Why)
Teacher(s): Parent(s): Student:
Educational Plan (How)
Areas of Identification (Please indicate all areas of identification, instruments used, and relevant scores).
Area of Giftedness Identification Instruments Relevant Scores
Intellectual
Academic
Leadership
Creativity
Performing Arts
Updated September 13, 2019
Visual Arts
Adaptations and modifications to general education curriculum to be made in the general education setting:
1
2
3
4
5
Enrichment activities and programs to be implemented for student (in or out of general education setting).
1
2
3
4
5
6
7
8
Acceleration or specialized school programming to be provided for student (outside of general education setting).
1
2
3
4
5
Participants (signatures indicate approval of plan)
Parent/Guardian Date Student Date
Classroom Teacher (Elementary) Date Guidance Counselor (Secondary) Date
Supportive Resource Teacher (TAG) Date Administrator Date
Updated September 13, 2019
GRPC (White) Parent (Yellow) Classroom Teacher/Guidance (Pink) G/T Office (Gold) File (Original)
Updated September 13, 2019
Appendix C
Talented and Gifted Data Collection
The TAG Data form is utilized for students who are leaving the district or are placed on a differentiated
education plan that indicates the data form is necessary. Forms are updated each time a student participates
in an assessment and placed into the appropriate cumulative file at the end of each school year.
Updated September 13, 2019
Student Data – Talented and Gifted Program
Student’s Name: School Year:
Qualification Area: Program Qualification Date:
Qualification Area: Program Qualification Date:
Intervention/Academy/Advisory Placement
Grade TAG Teacher Q1 Q2 Q3 Q4 DEP Comments
K
1
2
3
4
5
6
7
8
9
10
11
12
Other Normed Assessments K-5 Percentiles Other Normed Assessments 6-12 Percentiles Assessment Math Reading Assessment Math Reading
K 6 1 7 2 8 3 9 4 10 5 11
Updated September 13, 2019
12
STAR Assessment WI Forward/ACT
Grade R
dg S
S
Rdg
%
Rdg
SD
Mat
h S
S
Mat
h %
Mat
h S
D
Rdg
SS
Rdg
%
Rdg
SD
Mat
h S
S
Mat
h %
Mat
h S
D
Rdg
Scr
.
Rdg
%
Rdg
SD
Mat
h S
cr.
Mat
h %
Mat
h S
D
Mat
h.
Rea
ding
Sci
ence
Soc
. St.
Writ
ing
K
1
2
3
4
5
6
7
8
9
10
11
12
District Assessments
Running Records Math Writing Reading
K 1 2 3 4 F W S 1 2 3 4 1 2 3 4
1
2
3
4
5
6
Updated September 13, 2019
7
8
Updated September 13, 2019
Appendix D
Holmen High School Senior Credit Check
Updated September 13, 2019
Appendix E
College Athletics The NCAA Initial-Eligibility Clearinghouse must certify students planning to participate in Division I or Division II college athletics. Students must successfully complete the following certification requirements for certification by the Clearinghouse:
Graduate from high school on time Complete a minimum of 16 core courses (including Algebra 2)
10 of these courses need to be completed by the end of junior year Secure a minimum of a 2.3 GPA (Division I) or 2.0 GPA in core courses (Division II or III) Achieve a qualifying test score on either ACT or SAT test
More information on regarding NCAA eligibility is available on the NCAA Eligibility Center website-https://web3.ncaa.org/ecwr3/. Holmen High School specific courses that approved by the NCAA can be viewed here: https://web3.ncaa.org/hsportal/exec/hsAction. Users need to type in the state and city and then choose Holmen High School from the list.
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