Tag Archives: Gifted Identification

NAGC25 Session Review- The Past, Present, and Future of Identification: Reframing for Purpose and Equity

The session by Amy Lynne Shelton and Kathryn Thompson emphasized the importance of a strong identification system in gifted education, arguing that it should focus on growth rather than mere achievement. Purposeful identification, aligned with equitable assessments and responsive programming, is essential to support advanced learners effectively in today’s educational landscape.

#NAGC25 Session Review: How Blockbridge Increased Identification of Historically Underrepresented Groups by 16x

Dr. Austina De Bonte’s research presented at the NAGC25 Annual Convention highlighted how Blockbridge School District significantly increased the identification of underrepresented gifted students by implementing universal screening, static local norms, and multiple pathways for entry. Their comprehensive approach led to a sixteen-fold increase in underrepresented identifications and improved student performance, emphasizing the importance of equitable practices in gifted education.

Teacher Rating Scales: Promises and Pitfalls — A Review from #NAGC25

At NAGC25, Dr. McCoach and Dr. Rambo-Hernandez revealed that teacher rating scales (TRS) significantly impact gifted student identification, often leading to missed opportunities for nearly 70% of high-ability students. They urged educators to use TRS alongside multiple measures, advocate for fair policies, and provide ongoing training to improve accuracy in identification systems.

Gifted Identification Series Post #4: The Impact of Single IQ Tests on Gifted Identification

The author reflects on the limitations of using a single IQ test for gifted program eligibility, citing personal experiences of narrowly missing a cut-off score. They emphasize the importance of considering the standard error of measurement in educational decisions and advocate for multiple data points in identifying giftedness.