·         Teacher/parent/peer observations and recommendations

·         Examples of student work

·         Counselor’s notes 

·         Student Self-advocacy 

·         Teacher training 

·         Response to Intervention and SAT process 

·         Differentiated Instruction 

·         Develop a growth mindset (Dweck, 2006)

·         School Wide Enrichment Model (Renzulli, 1977; Renzulli & Reis, 1985, 1997

Diagnostic tests (alternative tests for minorities) 

·         Great for identification purposes 

·         Alternative assessments are required for students with factors- culture, linguistic differences, socio-economic status etc. Also, for twice exceptional students. 

Teacher/parent/peer observations and recommendations 

·         For identification and monitoring growth 

Examples of student work 

·         For identification and monitoring growth 

·         For identification and monitoring growth 

·         For identification purposes 

·         For identification, monitoring growth and providing instructional and counseling services in a general education classroom. 

·         As it is already in place for most schools at the elementary level, requires less resources. 

·         The specific needs of gifted students might not be covered. 

·         Most important component for identification, monitoring growth and to provide adequate services to students 

·         Must be on-going, requires time, resources and commitment 

·         An absolute must in regular, special education and gifted classrooms 

·         Requires teacher training. 

·         Must be on-going 

 

Develop a growth mindset (Dweck, 2006) 

·         Must be incorporated within regular classrooms and special ed 

·         Requires teacher training. Must be on-going 

·         Identify high potential learners using some of the above-mentioned ideas. 

·         Total Talent Portfolios from the SEM could be included for identification purposes. 

·         Can serve as a first step to SEM 

·         Requires stakeholders’ training. Must be on-going and requires resources 

·         Requires adequate planning, monitoring and adjustments. 

School Wide Enrichment Model (SEM) (Renzulli, 1977; Renzulli & Reis, 1985, 1997) 

·         Can be incorporated across all levels, in all classrooms. 

·         Requires teacher training. Must be on-going and requires resources 

·         Requires adequate planning, monitoring and adjustments. 

·         The ideas have been categorized based on stakeholder responsibility. 

·         Diagnostic/standardized tests may not be a true indicator of student potentials. Alternative assessments could be used. Multiple methods of assessments must be used. 

·         Teacher training is perhaps the most important requirement in this process. Teachers feel overburdened when there is no training or a proper planning for a program is in place. 

·         The above-mentioned ideas (except RTI and SAT) can be incorporated within the School-Wide Enrichment Model. 

Conclusion: Implement a Talent Pool Program as a school-wide initiative. It helps to identify high-potential students using multiple criteria. Teachers will not be over-burdened with responsibility as it involves other stakeholders and adequate planning and training. 

Work samples • Anecdotal records • Continuous progress data • Parent interview or questionnaire• Behavior checklists • Self-advocacy 

Differentiated experiences • Cluster groups • Seminars and pullouts • Curriculum compacting/acceleration by subject • Collaborative teaching and consultation services • Distance learning • Independent study • Mentorships • Special counseling services