Because many teachers regard gifted/talented programming in the regular classroom as “one more thing they have to do,” they are identifying fewer children. How do we counteract this problem?

Does multiple criteria mean that children must qualify by more than one means of identification to be considered for gifted programming?

Is there any problem with a variety of starting points for identification in the five talent areas (for example, writing in grade 2, art in grade 3, dance in grade 5)?

Does “parental involvement” mean parent input into an overall district program? Or does it mean the involvement of parents in the development of specific programs to meet their own gifted child’s needs?

How should teachers document differentiation of curriculum for gifted/talented students?

How can a district address the issue of the under representation of minority students being identified as Gifted & Talented (GT)?

What are gifted and talented education services?

Would an underachieving GT student be generally interpreted as meaning receiving grades at the “B” level or below in classes?