In recent years, the pressure on teachers for their students to perform on state-mandated tests has caused the focus in education to shift to those students who are achieving at or just below academic standards. At the same time, there has been a growing trend of school boards considering the elimination of programs and services for the gifted students in their districts, opting instead to spread these students across heterogeneous general education classrooms. Ability grouping strategies provide schools with opportunities to meet these demands while ensuring that the needs of gifted students are met.
Leader Action Resource: Identifying Gifted Multilingual Learners (MLs)
In the gifted education space, much of the research highlights students’ socio-emotional needs, equitable identification practices, and classroom intervention strategies to support advanced learners. However, far less research exists that focuses on the secondary space, and even less on a student’s transition into secondary. Gifted-identified students still need and deserve advanced services in middle and high school. This resource includes guidance to help understand the gifted education landscape and what the research says about students’ unique instructional and socio-emotional needs as they transition into secondary. As a series of resources, these one-pagers provide research-driven key takeaways and specific action steps you can begin immediately to support students’ transition to secondary.
