Primary (K-2) Gifted and Talented Programs
This report explores districts’ primary (K-2) gifted and talented programs. While state definitions may vary, gifted and talented leadership must provide all stakeholders (e.g., students, parents/guardians, teachers) the resources to understand the district’s approach to giftedness. In addition to defining giftedness, gifted and talented programs must outline the various ways the district meets gifted and talented requirements and supports the needs and levels of giftedness identified in all students.
This research brief examines profiled districts’ early identification methods, delivery of services and instruction, professional development opportunities, and evaluation plans to identify effective and equitable strategies for a primary gifted and talented program. Download the full report or explore the biggest takeaways below.
Gifted children make themselves known by their observable behaviors at an early age. These behaviors include using a large vocabulary and creating metaphors and analogies, demonstrating a long attention span, beginning reading at an early age, exhibiting curiosity, sharing a sense of humor with others, learning rapidly and easily, attending to detail, and displaying a good memory.
Renzulli Center for Creativity, Gifted Education, and Talent Development
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