The document discusses the characteristics, identification, and services for gifted and talented students. It notes that gifted students often learn quickly, work independently, have advanced problem-solving skills, and achieve above their peers. Schools use IQ and other cognitive ability tests to identify these students, though standards vary. Services may include curriculum modifications, part-time special classes, full-time gifted programs, and grade acceleration. The document also outlines one school's enrichment program for gifted third through fifth graders.

2. WHAT ARE THE CHARACTERISTICS OF
GIFTED AND TALENTED STUDENTS?
• THESE STUDENTS ARE PERFECTIONISTS.
• THEY LEARN AND GRASP NEW MATERIAL QUICKLY. WHEN MOST STUDENTS NEED REPETITION, BUT THESE
STUDENTS LEARN AFTER HEARING OR SEEING IT ONCE.
• THEY ARE INDEPENDENT AND PREFER TO WORK ALONE FOR EXTENDED PERIODS OF TIME.
• THEY DEMONSTRATE EXCEPTIONAL PROBLEM-SOLVING AND CRITICAL THINKING SKILLS.
• THE HAVE A LARGE EXTENSIVE VOCABULARY AND OFTEN BEGIN READING AT A VERY YOUNG AGE.
• THESE STUDENTS ACHIEVE WAY ABOVE PEERS THEIR AGE.

3. WHAT KIND OF TESTING IS THERE FOR
GIFTED AND TALENTED STUDENTS?
• THERE ARE NO NATION-WIDE STANDARDS FOR THE IDENTIFICATION OF THESE STUDENTS. INDIVIDUAL SCHOOL
AND DISTRICTS MUST DETERMINE HOW/ IF STUDENTS WILL BE SERVICED WITH A GIFTED PROGRAM.
• MOST SCHOOLS USE IQ TESTS THAT ARE GIVEN BY PSYCHOLOGISTS TO DETERMINE ELIGIBILITY (USUALLY 130
OR ABOVE)
• STANFORD-BINET
• WOODCOCK-JOHNSONTESTS OF COGNITIVE ABILITY
• WECHSLER INTELLIGENCE SCALE FOR CHILDREN
• TEACHER RECOMMENDATIONS ARE USED WITH THESE TESTS OR SOME DISTRICTS REQUIRE DIFFERENT
ASSESSMENTS TO BE USED TO BE ADMITTED TO THE PROGRAM.

4. WHAT SERVICES ARE THERE FOR GIFTED
AND TALENTED STUDENTS?
• ACCOMMODATIONS IN THE REGULAR CLASSROOM: TEACHERS CAN ACCOMMODATE STUDENTS BY
MODIFYING THE CURRICULUM TO MEET THE NEEDS OF THESE STUDENTS.
• PART-TIME ASSIGNMENT TO BOTH REGULAR AND SPECIAL CLASSES: MANY PROGRAMS ALLOW FOR
STUDENTS TO SPEND A COUPLE HOURS OR A DAY IN A SPECIAL PROGRAM FOR ENRICHMENT.
• FULL-TIME GROUPING WITH STUDENTS OF SIMILAR ABILITIES: A PROGRAM SPECIFICALLY DESIGNED FOR
STUDENTS THAT ARE GIFTED AND STUDENTS SPEND ENTIRE TIME IN THIS CLASSROOM.
• ACCELERATION OR GRADE ADVANCEMENT: STUDENTS MAY SKIP A GRADE, HOWEVER, SOCIAL ASPECTS
SHOULD BE CONSIDERED.

5. WHAT ACCOMMODATIONS SHOULD BE
PROVIDED FOR GIFTED AND TALENTED
STUDENTS?
• ELP (ENRICHED LEARNING PLAN): THIS PLAN HELPS DEFINE THE MOST APPROPRIATEWAY TO PROVIDE
CHALLENGE FOR THESE STUDENTS
• PROGRAM SPECIFICALLY DESIGNED FOR GIFTED AND TALENTED STUDENTS
• INSTRUCTION FOR GIFTED AND TALENTED
• PACE: TEACHERS SHOULD MOVE QUICKLY THROUGH A TOPIC
• PRODUCT : ALLOW STUDENTS TO CREATE A DIFFERENT FORM OF ASSESSMENTBASED PROJECTS
• DEPTH: CHALLENGE STUDENTS BY ELABORATING ON TOPICS

6. OUR ENRICHMENT PROGRAM
• OUR ENRICHMENT PROGRAM HAS BEEN DESIGNED TO MEET THE NEEDS OF ACADEMICALLY TALENTED
STUDENTS. THESE STUDENTS BENEFIT FROM WORKING WITH OTHERS THAT ARE ALSO ACADEMICALLY
TALENTED.
• STUDENTS IN GRADES 3-5 WILL SPEND ONE DAY A WEEK IN A DIFFERENT CLASSROOM WITH OTHER GIFTED
STUDENTS. THE PROGRAM IS SUPPORTED BY THE SCHOOL BUDGET AND STUDENT PARTICIPATION FEES.
• STUDENTS WILL BE REFERRED BY THE CLASSROOM TEACHER AND PRINCIPAL FOR THE FOLLOWING YEAR. AN
APPLICATION, ALONG WITH STUDENT WORK IS NECESSARY FOR CONSIDERATION FOR THE PROGRAM.
• STUDENTS WILL PARTICIPATE IN A VARIETY OF CHALLENGING CURRICULUM:
COMPUTER/MATHEMATICS/SCIENCE, CRITICAL/PRODUCTIVE THINKING, RESEARCH SKILLS, CREATIVE
WRITING, ART, MUSIC, AND DRAMA.

7. ENRICHMENT CURRICULUM
• STUDENTS WILL PARTICIPATE IN ACTIVITIES THAT WILL STIMULATE AND CHALLENGE STUDENTS HIGHER-LEVEL
THINKING SKILLS. THESE HIGHER-LEVEL THINKING SKILLS ARE ANALYSIS, SYNTHESIS AND EVALUATION.
• ENRICHMENT ACTIVITIES WILL BE IN THEMATIC UNITS/MINI UNIT TO EXPOSE STUDENTS TO A VARIETY OF
TOPICS. THE STUDENTS WILL USE A VARIETY OF TECHNIQUES, INCLUDING INDIVIDUAL AND SMALL TEAM
GROUPS, TO COMPLETE PROJECTS.
• ACTIVITIES WILL HELP DEVELOP THESE SKILLS: CRITICAL AND CREATIVE THINKING, PROBLEM SOLVING,
RESEARCH, EXPERIMENTATION, ROLE PLAYING AND DISCUSSION.
• SAMPLE MINI UNITS WILL INCLUDE: ARCHITECTURE, FOLK TALES, CRIMINOLOGY, LIGHTHOUSES, AND
ROBOTICS.

8. REFERENCES
• BEVERLY PUBLIC SCHOOLS. (2014). ELEMENTARY ENRICHMENT CENTER. RETRIEVED FROM
HTTP://WWW.BEVERLYSCHOOLS.ORG/DISTRICT/INDEX.PHP?OPTION=COM_CONTENT&TASK=VIEW&ID
=143&ITEMID=119
• MASSACHUSETTS ASSOCIATION FOR GIFTED CHILDREN. (2014). RETRIEVED FROM
HTTP://MASSGIFTED.ORG/EDUCATION
• NATIONAL ASSOCIATION FOR GIFTED CHILDREN. (2008). RETRIEVED FROM HTTP://WWW.NAGC.ORG/
• NATIONAL SOCIETY FOR THE GIFTED AND TALENTED. (2014). RETRIEVED FROM HTTP://WWW.NSGT.ORG/