NAGC works to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research
Julia Roberts and Jonathan Plucker
As the normal school calendar has been interrupted by the current pandemic, educators are being forced to adapt routine procedures and timelines in all aspects of K-12 education. These changes have been significant within gifted and advanced education, ranging from suspension of programming to rescheduling and reconceptualizing Advanced Placement tests to outright canceling college entrance examinations. All of these developments, although necessary to protect our students’ and educators’ health, have been disruptive to students, their families, and many organizations that provide advanced learning opportunities.
One of the biggest disruptions – and one that we are increasingly asked about – is identification of gifted students for the 2020-2021 school year. In most districts, identification systems occur in the spring and/or rely on data collected in the spring. With schools operating online (or even canceled for the remainder of the year) and school budgets likely to feel immense pressure for the foreseeable future, what are the key issues and strategies educators should be considering as they think about identification for next year’s advanced services?
Our recommendations are based on a number of observations. First, many students faced severe learning limitations starting in mid-March due to lack of devices, limited internet services, and reduced learning time. Yet other students had few limitations and may have learned as much, if not more, than they would have if attending school in person. Out-of-school learning experiences also vary greatly.
Second, nearly all educators will face significant data limitations with the cancellation of state tests and missed opportunities for additional data that would have been gathered during the spring months. And last but not least, schools are already starting to feel the severe economic shocks of the pandemic, with resources predicted to be tight, if not sharply reduced, for the foreseeable future.
These characteristics of our current situation are major hurdles to the identification of talented students, yet they are not insurmountable. We offer the following guidelines to consider when identifying students for advanced learning services next year.
The educators contacting us with questions about identification are very worried about their students. On the one hand, these conversations are positive, as their concern and empathy for our children is obvious and heartening. On the other hand, these interactions are emotional and deeply troubling, as we can hear and see the fear, anxiety, and uncertainty in our colleagues’ and friends’ voices and messages. With that in mind, our final recommendation is to acknowledge and embrace how we are all feeling right now. None of us has ever experienced a pandemic, let alone one with such horrible consequences; at the same time, none of us have ever experienced such a sharp and sudden economic collapse. It is perfectly justifiable to cobble together an identification strategy that works for you, your school, and your community. By definition, it will look different from what you’ve done in the past, and most likely what you will do in the future. If you have to rely on measures you wouldn’t normally use, that’s fine. Do you need to use just teacher input for this year? That’s fine, too. As long as you’re being thoughtful about your process, doing things differently for one year is not only acceptable, it’s highly appropriate.
Dr. Roberts is the Mahurin Professor of Gifted Studies and the Executive Director of The Center for Gifted Studies and The Carol Martin Gatton Academy of Mathematics and Science in Kentucky. She is president of the World Council for Gifted and Talented Children. Dr. Plucker is the president of the National Association for Gifted Children and the Julian C. Stanley Professor of Talent Development at Johns Hopkins University, where he works in the Center for Talented Youth and School of Education.
All opinions shared in this commentary are solely those of the authors and do not necessarily represent the views of WKU, JHU, WCGTC, or NAGC.