The National Association for Gifted Children recommends the use of multiple measures to identify and support the needs of students with gifted abilities, and many states, including New Jersey, have followed this recommendation. In reviewing the criteria of four districts in Central Jersey, I found the assessments and means of selection were highly varied, as well as the depth and variety of gifted programming. Frequent patterns for identification include:
- The use of CogAt for universal and ongoing assessment
- Reliance on teacher instruction and identification of gifted learners in K-2
- Including regularly administered assessments such as LinkIt, DRA, or MAP as part of the identification.
- Inclusion of teacher input through the use of scales (e.g. Renzulli’s scales) or other means of sharing student strengths
- Assessment opportunities for new students
- Distinct programs for enrichment and, separately, acceleration
- Universal testing in grades 1 or 2
Local recommendations:
1 – define continuum of services K-12 (NJAC 6A:8-3.1)
2 – publish criteria on the district website (NJAC 6A:8-3.1)
3 – provide universal testing in multiple grades (Siegle et al., 2016; Lakin, 2016; Card & Giuliano, 2016)
4 – develop both acceleration and enrichment opportunities for younger as well as older students (Smedsrud, 2018; Tan et. al., 2020)
To address the needs of learners with a range of abilities, a gifted program should be grounded in a consistent set of goals, with an accessible identification process to develop learners within a multi-faceted acceleration and enrichment program.
Gifted Weekly 