These guidelines are intended to help New York State school districts: (1) develop procedures for identifying gifted students and (2) use the information obtained through identification procedures as a basis for deciding how educational programs and services can be modified to serve the students. Initial sections of the manual define giftedness…

Intended for parents of gifted and talented children as well as for teachers and administrators, the handbook provides an overview of gifted education while describing one district's program model. The district's philosophy, goals and objectives, and definition of giftedness are set forth, followed by a list of learning and behavioral…

This document attempts to provide guidelines for discovering giftedness in a preschool population and for setting up a program of instruction for kindergarten gifted children. Theoretical and operating principles for a gifted kindergarten program (Project Challenge) in Hollidaysburg School District, Pennsylvania are described. Preschool screening…

The book is intended to help administrators provide leadership necessary to begin and maintain gifted and talented education programs. An initial section provides an overview of the population, the rationale for special educational provisions, a historical review of gifted and talented education, and considerations in identification, program…

The guidelines are intended to help districts design, implement, and evaluate educational programs for gifted and talented students in Minnesota. Educational components of a gifted education program plan are listed, followed by analysis of the following topics: development of a gifted education program plan (a two-stage process involving initial…

Educational policies for gifted programs are often developed as the result of being under fire by either the public, parents, or the district. Such policies are often ill-conceived because they have been created under pressure rather than rational thought; therefore, this booklet reviews the content and organization of a sample program manual for…

To serve all gifted students, we must broaden identification methods, develop more and varied types of programs, and provide comprehensive teacher training. (Author/TE)

The document contains the annual reports (1983/84 and 1984/85) of the Austin (Texas) Independent School District's gifted and talented program. Major accomplishments of the first year were reorganization with the implementation of the AIM High program at the elementary level and an honors program at the secondary level; design and implementation…

This article describes one school district's efforts to improve the identification procedures for an elementary pullout program for gifted students through systematic reassessment and revision. Revisions made in the areas of student nomination, data gathering, data synthesis, diagnostic assessment, and validation are discussed. Results from…

The brochure is intended to help local school districts in Washington State design and implement programs for highly capable students. Included are a statement of Philosophy of Services, goals of such programs, a definition of "highly capable students," Information on identification of this population covers nomination, screening,…

The position paper of the New York State School Boards Association covers concerns of identification of the gifted and talented, program development, program evaluation, teacher qualifications, community and parental involvement, and legislation. Twenty-one recommendations are made and include the following: The definition of giftedness should be…

This document is a "theme" issue of a quarterly serial publication. It focuses on identifying and serving gifted children from diverse populations. The first article, "Eliminating Four Barriers to the Identification of Gifted Minority Students" by Mary Frasier, notes that: (1) not every impoverished home is illiterate; (2) limited opportunities…

This comprehensive guide to identification of gifted and talented students in Indiana is intended to aid the 85% of Indiana school districts which provide programs for gifted students. A relative, rather than absolute, standard is proposed for identifying the top 5 to 7 percent of students. Giftedness in the areas of intellectual/academic…