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.

Create a more equitable identification process by offering all students enrichment opportunities

Research shows a strong relationship exists between cognitive development and Dr. Howard Gardner’s Multiple Intelligences (MI) theory. The theory suggests individuals possess the ability to process information in multiple ways. Dr. Gardner’s theory provides categories of behavior-based indicators as distinct alternatives for thinking and problem-solving. The gifted and talented team at District B references Dr. Howard Gardner’s MI theory to design schoolwide enrichment sessions for all students to further develop their creative abilities and preferred learning styles.

Train teachers to mitigate potential bias from teacher referrals

Research shows “teachers are more likely to recommend Asian and White students than African American and Hispanic students for gifted identification.” Therefore, teachers must learn how to identify various forms of giftedness (e.g., displays of creativity) aside from the traditional identification components (e.g., intelligence tests). This proves especially important to promote equity in gifted and talented programs, because teachers may be unaware of how culturally diverse students demonstrate giftedness.

Contacts at District C report using Dr. Mary Frasier’s Traits, Aptitudes, and Behaviors Scale (TABS) as an identification tool to ensure their gifted and talented program’s student population reflects the district’s diversity.

Adopt social emotional learning (SEL) curriculum that targets the social and emotional needs of gifted and talented students

Contacts at District D and District C report their gifted and talented programs place a particular emphasis on supporting the unique social and emotional needs of their identified primary students. Gifted and talented teachers at both districts enforce SEL competencies in their lessons using a specially designed curriculum that focuses on inquiry-based learning. In this past year specifically, gifted and talented teachers at District D focused more on strengthening SEL and executive function skills (e.g., following directions, organization, using checklists) in first and second grade students.

Implement professional learning communities (PLCs)

Contacts at District D, District A, and District B recommend implementing professional learning communities to provide ongoing professional development opportunities for gifted and talented teachers districtwide. During this time, gifted and talented teachers can discuss student progress, receive professional development, and do an internal share of projects students have finished at this time. Further, general education teachers and interested staff at District B can attend these meetings to encourage larger discussions around gifted and talented strategies.

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