Equity in Gifted/Talented (G/T) Education

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Service Design

The G/T program should reflect the diversity of the school, as well as the district’s population. To achieve a more inclusive G/T program, it is recommended that district personnel consider using the following procedures:

  1. Appoint a task force to study current identification procedures and practices.

    The suggested task force members might represent groups such as: campus administrators, teachers, special education and Title I teachers, school board members, gifted/talented specialists, and parents.

  2. Clearly define the purposes of the task force

    Refine current identification procedures and practices to decrease the number of students from disadvantaged groups who are overlooked under the current procedures and practices.

    • Develop and adopt a set of principles for identifying G/T students. These principles, which focus on the need for equity within the program, should become the standards by which members of the task force make their decisions.
    • Ensure that the rights of all students are protected.
    • Clarify and/or refine the design of the program and how it delivers the services to identified G/T students.
    • Review and/or refine the current mission and goals of the program for identified G/T students.
    • Review and formulate recommendations concerning any current policies related to the G/T program (such as furlough and exit procedures).
    • Develop a written action plan for implementing the task force’s recommendations.
    • Submit a written action plan to the Board of Trustees for its approval.
  3. Provide training for the members of the task force prior to asking them to make decisions.

    Many districts have personnel in their guidance and testing departments who can assist with this training. Other resources include psychologists who work with special education, local university professors who teach statistics courses, and regional service center testing personnel.

    This training may include the following:

    • Reading and discussion groups based on literature about G/T students, students from poverty, twice-exceptional G/T students, and giftedness among certain cultural and socioeconomic groups
    • Training in the reliability and validity of standardized tests
    • Statistics from the region and the local district that show the current racial/ethnic and socioeconomic composition of the district’s program
    • In-district and out-of-district consultants who have expertise in the topics being studied and considered