This article explores characteristics of young gifted students in kindergarten and grade 1.
This article provides district administrators and educators of gifted and talented students with an overview of how gifted identification practices align with each of the paradigms, as well as how they are supported by the standards established in the Texas State Plan.
The identification of gifted and talented students is interconnected with the conception of giftedness and program services. Exploring these relationships from the past is important in examining the future of identification and its critical attributes.
Attendees explore various ways to talk with stakeholders about local norms, practice with example data and use local norms to identify students for services, and will also weigh the pros and cons of the various ways to implement local norms.
As a follow-up to June’s Connect Chat on testing, this Connect Chat included a conversation around how districts are planning to adapt or manage identification processes differently this school year, how virtual learning environments might affect testing and identification, common misconceptions or problem areas districts can avoid when reworking their testing plans, and solutions for adjusting your timelines and processes.
This TAGT Connect Chat includes a conversation about how district testing/identification processes changed with school closures and solutions districts are considering.