Push-in services integrate gifted education support within general classrooms, allowing specialists to collaborate with teachers for targeted instruction to advanced learners. This model enhances inclusivity and fosters talent development for all students. Effective implementation requires co-planning, clear roles, and proper scheduling to ensure gifted students receive appropriate challenges during core lessons.
Tag Archives: Gifted Education
Gifted Delivery of Services: The Pull-Out Model
Pull-out programs for gifted learners involve students leaving their general classrooms to work with specialists, enhancing learning through enriched instruction that aligns with their strengths and interests. These flexible programs promote creativity, problem-solving, and emotional support among peers, but require careful planning and communication between educators for effective integration with regular classroom activities.
#NAGC25: Session Reviews Wrap-Up
At the 2025 NAGC Annual Convention, the author reflected on key takeaways that emphasized the importance of relationships with students, careful use of teacher rating scales, and the need for updated identification methods for gifted programs. The author also highlighted the value of talent development activities and productive struggle in education.
Gifted Identification Series #14: Record-Keeping
Schools must maintain detailed records for students in the gifted identification process, similar to those for special education or English Learner programs. Each state and school division has specific regulations on record-keeping duration and protocols. Accurate records facilitate timely support for students when transferring between schools, ensuring continuity in services.
Gifted Identification Series #13: The Appeals Process
The post discusses the appeals process for parents whose children are deemed ineligible for gifted services. It likens this situation to questioning an unexpectedly high water bill. Parents are encouraged to advocate for their child by engaging in the appeals process, which involves meetings with school staff and providing additional information for reconsideration.
Gifted Identification Series #12: Determination of Gifted Eligibility, Gifted Services, and Parent Notification
The Identification/Placement Committee functions to determine a student’s eligibility for gifted programs and their appropriate placement based on academic needs. Meetings are facilitated by a gifted staff member who reviews data and ensures no pertinent information is overlooked. Parents are notified of decisions and can appeal if necessary.
Gifted Identification Series #11- The Identification/Placement Committee
The post discusses the Gifted Identification/Placement Committee in schools, detailing its composition which typically includes gifted personnel, teachers, and administrators, excluding parents. It emphasizes the importance of including specialists for special education or English Learner students to provide valuable insights. Future posts will cover determination processes and parent notifications.
Gifted Identification Series #10: Gifted Eligibility- Putting it all Together
To streamline the identification process for gifted students, it is essential to compile all relevant documents into a cohesive reporting document. The Profile Method and Case Study Method are two effective practices for evaluating giftedness, focusing on the collection of performance data. The Identification/Placement Committee assesses this data collectively to determine eligibility.
Gifted Identification Series #9: Additional Data for Gifted Identification
To effectively identify gifted students from underrepresented populations, schools should consider extenuating factors such as disabilities, homelessness, and trauma, along with alternative data like grades and classroom observations. A comprehensive evaluation is essential to accurately assess students’ abilities and needs, ensuring that gifted potential is recognized.
Gifted Identification Series #8: Parent Insights, Part 2
The author reflects on their experience with gifted testing, emphasizing the importance of parental input in accurately assessing a child’s capabilities. The author advocates for school personnel to engage with parents to gather comprehensive information, improving understanding of each child’s academic needs.
Teaching for Talent 