Critical Action 4: Foster Talent Development

Critical Action 4: We must also cultivate potential in students whose strengths are not yet tapped or readily observable in typical classroom environments, in addition to serving students who are already demonstrating high performance. We must provide intentional efforts that bring out and develop a student’s strengths and talents.

How? Create learning environments where teachers are able to observe student strengths and recognize potential. Respond by developing a student’s strengths through intentional learning experiences in various domains. Provide early intervention and development opportunities to maximize potential.

Why? By fostering talent development, we will ensure that all students have opportunities to grow and experience learning environments that are not dependent on their background or economic means.

Promising Practices

Promising Practices have been chosen based on current Local AIG Plans from each of the State Board of Education regions with the understanding that some initiatives may have been adapted due to COVID-19. Click on any district below to learn about their promising practices for equity and excellence. *Published in February 2021 Call to Action: Guidebook

Cabarrus County Schools

• Implements policy and offers services to develop student talent and increase access to advanced programming in a variety of ways at all levels K-12 by: - Providing “Learning Interventions for Talented” (LIFT) program for primary grades for whole class and small group instruction with ongoing collaboration between the AIG and regular classroom teachers; - Utilizing student observation forms and work samples collected for the LIFT portfolio in formal AIG nomination decisions; - Incorporating an eligibility pathway for students not formally identified as gifted to access advanced courses at the middle school level; and - Establishing an open enrollment policy for advanced courses in high school. *

Carteret County Schools

• Implements evidence-based programs and interventions for intentional K-3 talent development, such as Jacob’s Ladder, Zaccaro Math, Project M2, U-STARS~PLUS, and Beast Academy. • Provides K-3 teachers intentional and sustained professional development to support their ability to identify, nurture and challenge children with advanced needs in the classroom. • Analyzes data continually to focus on increasing identification in underserved populations, with one building recently having had a 19% increase. *

Chatham County Schools

• Focuses K-8 Talent Development groups on high potential students who are not already identified as AIG by: - Developing a clear framework to guide talent development programming, including frequency and duration of services, and size and grade composition of various groups; and - Providing whole class instruction or co-teaching by AIG/ Advanced Learning Specialists to help recognize students for specialized group instruction. *

Cumberland County Schools

• Implements the CCS K-2 Discovery Talent Development Program for the past 20 years by: -Recognizing strengths of students using data collected during AIG Discovery Teachers’ instructional activities with all K-2 students, observation discussions with classroom teachers, formal and informal achievement assessments to develop student academic talents and critical thinking skills and to foster the social/emotional well-being of gifted children. - Responding to students’ strengths in small groups, taking care to include minority, English Learners, dual exceptional, economically disadvantaged, and culturally diverse students in all Discovery activities; and - Utilizing fiscal and non-fiscal resources to develop curriculum and support students and classroom teachers. *

Henderson County Public Schools

• Utilizes a clear talent development “nurturing” philosophy ensuring differentiation and challenge needed to support optimal growth and development by: - Including students who have not yet met the criteria for identification for AIG services, served over 800 students in 2018-19 who were not formally identified; - Ensuring access to advanced academic services throughout the K-12 school years; and - Eliminating barriers by keeping the program free of “cut off/ must have” criteria markers; schools have flexibility to meet needs of the local population. *

Mitchell County Schools

• Focuses on EL and EC students in the Talent Development program by: - Using multiple data points to place students who show exceptional potential but may be lacking in language skills in advanced classes with support from EL teachers; and - Monitoring twice-exceptional students enrolled in advanced classes for any difficulties that may be addressed through assistance from the EC teacher. *

Randolph County Schools

• Builds a foundation for a clearly articulated framework of K-12 Talent Development strategies, particularly for underrepresented populations by: - Establishing a web of communication across district/school stakeholders for shared ownership and professional development; - Leveraging expertise across specializations and departments, such as EL and EC; and - Collaborating with Career and Technical Education to support a shift in mindset for looking “at potential” versus “at risk.” *

Washington County Schools

• Designates personnel to serve as “AIG Champion” to implement and monitor talent development opportunities by: - Developing lessons and units, organizing clubs, competitions and community learning experiences that are intentionally designed to include a variety of groups and individuals; - Conducting a quarterly checkup of student data and observations of gifted characteristics; and - Reviewing the top 10% of student groups at each grade level for screening consideration and/or inclusion in talent development activities. *

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Annotated Bibliography for Critical Action #4

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