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.
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.
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Karen Rambo-Hernandez