Talent Development 01

Results

Table 1: Name of School

Frequency Percent
Allatoona Elementary 1 .7
Armuchee High School 1 .7
Ashworth Middle School 2 1.4
Atha Road Elementary 1 .7
Auburn Elementary School 1 .7
Barksdale Elementary 1 .7
Bethlehem Elementary School 1 .7
Big Creek Elementary 1 .7
Blackshear Elementary 2 1.4
Bramlett 1 .7
Britt Elementary School 1 .7
Buford Middle School 1 .7
Buford Senior Academy 1 .7
Camp Creek Elementary 1 .7
Cartersville Elementary School 2 1.4
Cartersville High School 1 .7
Cartersville Middle School 1 .7
Cartersville Primary School 1 .7
Central Elementary 1 .7
Chase Street Elementary 1 .7
Chestnut Log Middle School 1 .7
Clarke Middle School 1 .7
Clear Creek Elementary School 2 1.4
Clear Creek Middle School 1 .7
Cloverleaf Elementary School 1 .7
Clyattville Elementary School 2 1.4
Community Christian School 1 .7
Cook district office 1 .7
Cook Elementary School 2 1.4
County Line Elementary 1 .7
Dalton High School 1 .7
Dewar Elementary School 1 .7
District Office 1 .7
East Hall High School 1 .7
East Jackson Elementary School 1 .7
East Jackson Middle School 1 .7
Eastside Elementary 1 .7
Enota Multiple Intelligences 2 1.4
Academy
Euharlee Elementary 1 .7
Euharlee Elementary School 1 .7
Fitzgerald High School College 2 1.4
& Career Academy
Flippen Elementary School 1 .7
Fort Valley Middle School 1 .7
GEAR 1 .7
Gilmer County Schools 2 1.4
Gladden Middle School 1 .7
Grady County Schools 1 .7
Hamilton Crossing Elementary 1 .7
Harmony Elementary 1 .7
Hart County 1 .7
Heritage Academy 1 .7
Hiram Elementary 1 .7
Hogansville Elementary School 1 .7
Hubbard Elementary 1 .7
I'm at the district level. 1 .7
Irish Gifted Academy 1 .7
Jackson Elementary 1 .7
James E. Bacon Elementary 1 .7
School
Jenkins County Middle High 1 .7
School
Kennedy Elementary 1 .7
Kingston Elementary School 1 .7
Lanier County Elementary 1 .7
School
Level Grove Elementary School 1 .7
Loganville Elementary 1 .7
Lyman Hall Elementary School 1 .7
Mary M Bethune Elementary 1 .7
Mattie Wells Elementary School 1 .7
Maysville Elementary School 1 .7
McEachern High School 1 .7
Metter Elementary 1 .7
Midway Elementary 1 .7
Midway Hills Primary 1 .7
Mission Road Elementary 1 .7
Montgomery County Middle 1 .7
Mount Zion Primary School 1 .7
Mountain View ES 1 .7
Mundy Mill Arts Academy 1 .7
Newton County Theme School 1 .7
Nicholson Elementary 1 .7
North Harlem Elementary 1 .7
Northside Elementary School 1 .7
Not indicated 11 7.9
Odum Elementary School 1 .7
Oglethorpe County Primary 1 .7
Osborne Middle School 1 .7
Park Street 1 .7
Pataula Charter Academy 1 .7
PCSD 1 .7
Pelham City Elementary School 1 .7
Pine Log Elementary 1 .7
Pinevale Elementary School 1 .7
Rabun County Middle School 3 2.2
Rabun County Primary School 4 2.9
River Ridge Elementary 1 .7
Rome City Schools 1 .7
Sara Harp Minter 1 .7
Screven County Elementary 1 .7
School
Sedalia Park 1 .7
Seminole County School 1 .7
System
Southeast Whitfield HIgh 1 .7
Statham Elementary School 1 .7
Sterling Elementary School 1 .7
Stoneview Elementary School 1 .7
Tate Elementary 1 .7
Taylorsville Elementary 2 1.4
The GLOBE Academy 1 .7
The RISE Schools 1 .7
Washington Park 1 .7
West End Elementary 1 .7
West Point Elementary School 1 .7
Westside Middle School 1 .7
Wilbanks Middle 1 .7
Wilcox County Elementary 1 .7
School
Winder-Barrow High 1 .7
 Total 139 100.0

Table 2: District
Frequency Percent
Atlanta Public Schools 1 .7
Baldwin 1 .7
Bartow County Schools 22 15.8
Ben Hill 2 1.4
Buford City Schools 1 .7
Buford CIty Schools 1 .7
Bulloch Co Schools 1 .7
Butts County 1 .7
Candler 1 .7
Carroll County 1 .7
Cartersville City Schools 5 3.6
CCSD 1 .7
Clarke County 1 .7
Clayton County Public Schools 1 .7
Cobb County School District 4 2.9
Colquitt County Schools 2 1.4
Columbia County 2 1.4
Cook County 3 2.2
Coweta 1 .7
Coweta County 2 1.4
Dalton Public Schools 1 .7
Dekalb County School District 2 1.4
Douglas County School District 1 .7
Dublin City Schools 1 .7
Fayette 1 .7
Floyd County Schools 1 .7
Forsyth County 1 .7
Fulton County Schools 2 1.4
Gainesville City School System 3 2.2
Gilmer County Schools 3 2.2
Glynn County 1 .7
Gordon County 2 1.4
Grady County Schools 1 .7
Gwinnett County Public Schools 3 2.2
Habersham 2 1.4
Hall County Schools 1 .7
Hart County 1 .7
Henry County Schools 3 2.2
 Jackson County Elementary 3 2.2
Jasper County Charter System 2 1.4
Jefferson City Schools 1 .7
Jenkins County School System 1 .7
Jones Co. 1 .7
Lanier 1 .7
Liberty County 1 .7
Lowndes County Schools 3 2.2
Marietta City 1 .7
Monroe County 1 .7
Montgomery 1 .7
Murray County Schools 2 1.4
Newton 1 .7
Not indicated 1 .7
Oglethorpe County Schools 1 .7
Paulding County Schools 2 1.4
Peach County School District 1 .7
Pelham City Charter System 1 .7
Pickens 2 1.4
Pierce County Schools 3 2.2
Rabun County Schools 7 5.0
Rockdale County 1 .7
Rome City Schools 2 1.4
Screven County 1 .7
Seminole County 1 .7
Social Circle City Schools 1 .7
State Charter Schools II 1 .7
Treutlen 1 .7
Troup County School System 2 1.4
Valdosta City Schools 1 .7
Walton County School District 3 2.2
Wayne County 2 1.4
Whitfield County 1 .7
Wilcox 1 .7
Total 139 100.0

Q3. Are you in a Title I school or district?

Table 3: School or district of respondents

Frequency Percent
 Yes, school and Yes, 20 14.4
district
Yes, district 34 24.5
Yes, school 61 43.9
No 24 17.3
Total 139 100.0

No 16.67%

Yes, district 24.64%

Yes, school 44.20%

Yes, school,Yes, district 14.49%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00%

The result in table 3 showed that 14.4% of the respondents were employed with a
school and a district, 24.5% employed by a district only, 43.9% employed by a
school only while 17.3% were not employed by to none.
Q4. Professional Role - Selected Choice
Table 4: Role of Respondents

Frequency Percent
Classroom Teacher (Gifted Endorsed) 32 23.0
District Gifted Coordinator 19 13.7
Gifted Specialist (Elementary gifted, Advanced 80 57.6
Content, AP, Honors, IB)
School Administrator (Principal, Assistant 4 2.9
Principal, Instructional Coach)
Other 4 2.9
Total 139 100.0
The result in table 4 showed that 23% of the respondents are classroom teachers,
13.7% are district Gifted coordinators, 57.6% are Gifted Specialists, 2.9% are School
administrators, 2.9% take other roles

2.88% 2.88%

23.02%

13.67%
57.55%

Classroom Teacher (Gifted Endorsed)

District Gifted Coordinator
Gifted Specialist (Elementary gifted, Advanced Content, AP, Honors, IB)
School Administrator (Principal, Assistant Principal, Instructional Coach)
Other
Q5. I teach at
Table 5: Places respondents teach at
Frequency Percent
Elementary 87 62.6
School
Middle School 16 11.5
High School 6 4.3
Not indicated 30 21.6
Total 139 100.0

The result in table 5 showed that 62.6% of the respondents teach at Elementary
schools, 11.5% teach at Middle schools, 4.3% teach at High schools, 21.6% didn't
indicate where they teach at.

21.58%

4.32%

11.51% 62.59%

Elementary School Middle School High School Not indicated

Q6. Is the decision to offer a formal talent development
initiative a local school decision or a district decision?
Table 6: Decision making authority
Frequency Percent
District Based 23 16.5
School Based 11 7.9
Both 34 24.5
Not indicated 71 51.1
Total 139 100.0

The result in table 6 showed that 16.5% said the decision to offer a formal talent
development initiative should be district based, 7.9% said it should be school based.
24.5% said it should be both, 51.1% didn't indicate their choice.

16.55%

7.91%

51.08%

24.46%

District Based School Based Both Not indicated

Q7. Does your school/district offer talent development
programming?

Table 7: Talent development programming

Freq
Talent development programs . %
11.08
academic enrichment 46 %
10.12
robotics or other STEM related programs 42 %
homogeneous and/or flexible grouping practices 38 9.16%
academic recognition such as BETA and National Honor Society 37 8.92%
advanced content or Honors 36 8.67%
AP or IB 36 8.67%
child-watch programs (identifying students with potential and working
with them before formal evaluation) 35 8.43%
creativity training 29 6.99%
clubs or other after school programs aimed for high ability students or
those with potential 29 6.99%
Use of extended learning time for acceleration or enrichment 27 6.51%
leadership opportunities 26 6.27%
programs that identify potential in students from underserved
communities 24 5.78%
None that I am aware of 4 0.96%
Other programs 4 0.96%
Saturday programs 2 0.48%

The result in table 7 showed that 11.08% did academic enrichment programs,
10.12% did robotics or other STEM related programs, 9.16% did homogeneous
and/or flexible grouping practices, 8.92% did academic recognition such as BETA
and National Honor Society, 8.67% advanced content or Honors, 8.67% did AP or
IB, 8.43% did child-watch programs, 6.99% did creativity training, 6.99% were in
clubs or other after school programs. 6.51% used extended learning time, 6.27%
took leadership opportunities, 5.78% did programs that identify potential in students
from underserved communities, 0.96% said they are not aware of any of the
programs, 0.96% did other programs, 0.48% did Saturday programs.

Saturday programs
Other programs
None that I am aware of
programs that identify potential in students from underserved communities
leadership opportunities
Use of extended learning time for acceleration or enrichment
clubs or other after school programs aimed for high ability students or those with potential
creativity training
child-watch programs (identifying students with potential and working with them before formal evaluation)
AP or IB
advanced content or Honors
academic recognition such as BETA and National Honor Society
homogeneous and/or flexible grouping practices
robotics or other STEM related programs
academic enrichment

Q8. Are there other programs or initiatives in your district or

school that you would consider to be TD programs? If so, what
are those programs
The respondents mentioned other programs that qualified for talent development in
their district/schools and these included
 Chess club,
 PETS curriculum,
 SPARK (Sharpening Potential to Advance and Refine our Kindergarteners),
 Kindergarten and first grade talent development,
 10 minutes creativity programs,
 STEM and garden clubs,
 summer bridge and enrichment camps,
 curiosity camp,
 book club,
 GAGE club
 Robotics,
 Spelling bee
 Academic team
 Quiz bowl
  TOME Reading society
 Creativity thinking groups
Q9. What challenges do you experience in offering or
implementing talent development? Please explain.

Table 8: Challenges in offering or implementing talent development

Freq. Percent
time 54 27.27%
personnel 30 15.15%
financial 19 9.60%
district priorities 16 8.08%
resources and materials 26 13.13%
lack of training in talent development or gifted education 23 11.62%
school priorities 26 13.13%
Other challenges 4 2.02%

30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%

 Financial
The respondents reported that they come from a poor community and school funds
or Title I funds should not be used for enrichment when other students need help
too.
“We are a poor community.”
“Using school funds or Title I funds for enrichment when at risk students need
help too”
 Time
The respondents mentioned that it is difficult to schedule talent development in
the school schedule and it takes time to plan and implement a talent development
program.
 “fitting it in the schedule aside from dictated programming”
“Extra programs take time to plan and implement.”
“Hard to find people willing to give time outside of school hours for enrichment
activities; also during the instructional day, people already doing multiple things
outside of primary position.”

 Personnel
It was also said by the respondents that there is not enough interest in talent
development except for few, it’s difficult to find people to give time for enrichment
and there are not enough qualified personnel that are trained for development
programs.
“In some schools, there is not enough qualified personnel that are trained to offer
and implement certain talent development programs”
“Not enough interests, therefore, it falls on the few.”

 Resources and materials

It was reported by the respondents that there are not enough resources for
materials, particularly for the implementation of talent development programs, in
addition to the limited resources or technology for talent development.
“No budget for materials particularly for the gifted program.”
‘In some Title I schools, there are not enough resources and materials available to
offer and implement talent development programs, because resources and materials
are funneled into supporting the advancement of struggling learners”
“Limited resources and/or technology. Also, technology has so many restrictions we
are limited”

 District priorities
The respondents reported it is not promoted by the districts and not all teachers
appreciate students being pulled out of class because they will miss class activities.
“district does not promote like it should”
“There are so many district priorities, people are stretched so thin, isn't one of the top
5 initiatives”
 “The district only prioritizes talent development programs for gifted and high-abilities
at certain K-12 schools not all schools.”
“The district only prioritizes talent development programs for gifted and high-abilities
at certain K-12 schools not all schools.”
“Not all teachers prioritize talent development and appreciate the students being
pulled”

 Development or gifted education

The respondents reported that teachers that could create talent development
programs are either not well trained or there are only a very few who could
actually lead the program.
“Those that could potentially lead talent development do not have the training for
how or what to do”
“Many of the schools have very few teachers that are properly trained to create and
implement talent development programs for gifted and talented students, because
there is much more emphasis on struggling learners.”
“We need more teachers trained.”

 Other challenges that were reported by the respondents include: teachers are
overly engaged with other school-based activities that they cannot add talent
development programming / responsibilities, and only a few students were
identified as gifted and administration does not prioritize gifted students.
“There is SO MUCH on teacher's plates that we can't do anything "well" because
we are doing so much.”
“Our administration does not prioritize gifted students”
“Few students identified as gifted”

Q10. Is talent development part of the district’s gifted

programming plan? - Selected Choice

Table 9: District involvement in talent development

Frequency Percent
Yes, please 46 33.1
explain
No 20 14.4
Not indicated 73 52.5
 Total 139 100.0
The result in table 9 showed that 33.1% said that district should be involved in talent
development, 14.4% said that district should not be involved in talent development,
52.5% didn't state if the district should be involved or not.

33.09%

52.52%

14.39%

Yes, please explain No Not indicated

Q11. In terms of when talent development programs are

offered, if they are they offered during school hours, what does
that look like?
Table 10: When talent development programs holds
Percen
Freq. t

36.36
during class time 44 %

12.40
extended learning time 15 %

after school 11 9.09%

before school 5 4.13%

31.40
pull out 38 %
 Other please explain. 8 6.61%

The result in table 10 showed that 36.36% had their talent development programs
during class, 12.40% had it at extended learning time, 9.09% had it after school,
4.23% had it before school. 31.40% pulled out, and 6.61% had it at other times.

6.61%

36.36%
31.40%

12.40%
9.09%
4.13%

during class time extended learning time after school before school

pull out Other please explain.

Apart from the responses above, some of the respondents also mentioned that they
 I also use push in my observation classes for grades K – 2
 one of them was the only resource gifted teacher on site. They use planning time to pull
students for enrichment (these are students that I help prior to testing).
 Another said if a child is gifted in the district, they are served exclusively at the Irish
Gifted Academy. it just depends on the school. Our school doesn't do it.
 Specials class like Art and Music
 Students are pulled out of their classes 45 minutes a week during Tier 2 instruction
 The gifted resource teachers pull students to their classroom during Tier 2 or Tier 3 time.
 When and how talent development is offered varies from school to school.

Q 12. At what level do you have talent development initiatives?

Table 11: Level of talent development initiatives

Freq. %
 Elementary School 57 62.64%
Middle School 19 20.88%
High School 15 16.48%

The result in table 11 showed that 62.64% had their talent development in
Elementary School. 20.88% had it in Middle school, 16.48% had it in high school.

16.48%

20.88%
62.64%

Elementary School Middle School High School

Types of development initiatives at Elementary school

The respondents mentioned the specific talent development initiatives that they carry out at
elementary school includes:

 Pullout gifted classses that included K-2, K-5, and K-6

 Push-in observations such as for K-2
 Differentiation at 3 - 5
 Connections class for kindergarten
 Think Lab that help teach students critical and creative thinking
 I cover K-8 by myself. I train teachers on differentiation and I provide extended work
as needed or requested by teachers but what I provide is virtual.
 I teacher 2-5 and enrich/develop 1st - 5th.
 I work mostly with the top students in kindergarten through 2nd grade.
 IB-PYP program, STEM and STEAM programs, gifted pull-out
 kindergarten and at 1st grade if they were in SPARK last year and didn't qualify for a
gifted referral from SPARK
 No initiatives for talent development
 PETS, STEM special
 possible at our primary school; kindergarten
 Students who do not qualify for the Gifted Program, yet academic potential has been
noted.
 There are a few of the elementary schools with established talent development
segments for kindergarten and 1st grade students
  We have developed talent development units that are delivered by the Gifted Support
Teacher at each school. This can be pull out or push in, and can be in small groups,
whole class, or whole grade.
 We have think lab for our youngest learners and enrichment opportunities during
daily designated intervention time
Development initiatives in Middle School
The specific development initiatives in the middle school included the following:

 Advanced Math - Accel. Math

 Advanced content classes, universal screeners
 Extracurriculars
 IB-PYP program, STEM and STEAM, Advanced Content courses,
 More choice/interest options in assignments
 Somewhat built into daily coursework with differentiation, though implementation is
spotty
Development initiatives in High School
The specific talent development initiatives in high school included the following:

 Advanced content - AP classes

 advanced content classes, universal screeners
 Built in to content and courses through differentiation and AP offerings
 Extracurriculars, Pathways
 IB-DP program, Honors/Advanced and AP courses, Dual Enrollment program, and
magnet programs (STEM, science and engineering, performing arts, international
business, health and medicine

Q13. Which teachers help to implement talent development

programs?
Table 12: Teacher that helped to implement talent development

Item Freq. %
Gifted teachers 62 69.66%
Classroom
teachers 20 22.47%
Other 7 7.87%

The result in table 12 showed that 69.66% were gifted teachers, 22.47% were
classroom teachers, 7.87% consists of other teachers.
 7.87%

22.47%

69.66%

Gifted teachers Classroom teachers Other

The information about other teachers that help implement talent development
programs include the following:

 District Gifted Coordinator

 I am the only resource gifted teacher on site. I have no help planning and executing. I
also test students at my school. Any other teachers that are gifted endorsed are
homeroom teachers.

 Instructional coaches and curriculum coordinators also help implement talent

development programs.

 Instructional Specialists

 Media specialists

 Specials

 The classroom teachers pull students during their Tier 3 time to provide extensions
when they can. The gifted teachers pull them 1 time a week during Tier 2 or 3 time.

 District Gifted Coordinator

 Instructional Specialists
 Media specialists
 Specials
Q14 If you have talent development programs, are they a part
of the curriculum or provided as a "in addition to" current
curriculum?
Table 13: Curriculum

Frequency Percent
as a part of the curriculum 6 4.3
in addition to current curriculum 50 36.0
as a part of the curriculum & in addition 5 3.6
to current curriculum
Not indicated 78 56.1
Total 139 100.0

The result in table 13 showed that 4.3% had the talent development programs as
part of the curriculum, 36.0% had it in addition to the current curriculum, 3.6% had it
as part of the curriculum, and in addition to current curriculum, 56.1% did not indicate
how the curriculum was made for the talent development programs.

Q15 Considering all the programs and practices, how

frequently are talent development programs provided? -
Selected Choice
Table 14: How frequently talent development programs are provided

Freq. %
daily 14 18.42%
once per week 31 40.79%
twice per week 4 5.26%
three days a week 4 5.26%
four days a week 1 1.32%
monthly 9 11.84%
Other 13 17.11%
The result in table 14 showed that 18.42% had the programs daily, 40.79% had it
once per week. 5.26% had it twice per week, 5.26% had it three days a week. 1.32%
had it four days a week. 11.84% had it monthly. 17.11% had it at other intervals.

Other 17.11%

monthly 11.84%

four days a week 1.32%

three days a week 5.26%

twice per week 5.26%

once per week 40.79%

daily 18.42%

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00%

In other responses about the talent development schedules in the schools, the respondents
stated in most instances, it usually varies and mainly depends on the school. The schedules
vary from school to school.

 As schedule allows or the teacher that is being used can do it, depends on the
school.
 It depends on the upon the program
 I don't know.
 I was able to push in 1 day to do talent development this year, in one grade level.
 It depends on the school and grade. In elementary it can be offered daily and also as
a weekly pull out. In MS and HS it is offered as honors and AP courses.
 It depends on what we are studying. Sometimes, its a project that allows choice;
other times its going deeper on material with students
 It really varies from school to school. Some schools offer it once per grade level per
week for 30-45 minutes. Some schools offer it more frequently. Some schools offer it
every day.
 Not sure
 sometimes not at all from me.
 The school sees the 50/50 dual language immersion model as the differentiation
gifted students need so they do very little beyond that and what I provide (as one
person covering K-8)
 unspecified
 Varies depending on the activity
 We have monthly STEM days in 2nd grade
Q16. How are students identified for participation in talent
development programs

Table 15: Identification of participation in talent development programs

Feq. %

teacher recommendations 47 36.72%

parent recommendations 15 11.72%

student (self) recommendations 7 5.47%

test scores 50 39.06%

all students participate 9 7.03%

The result in table 15 showed that 36.72% had teacher recommendations, 11.72%
had parent recommendations, 5.47% had student recommendations, 39.06% used
test scores, 7.03% used all students participation

all students participate

test scores

student (self) recommendations

parent recommendations

teacher recommendations

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00%
Q17. How are talent development programs funded

Table 16: Talent development programs funding

Freq. %

school/site based 30 43.48%

district based 30 43.48%

other 9 13.04%

The result from table 16 showed that 43.48% of the funding was school based.
43.48% was district based, 13.04% were from other sources.

13.04%

43.48%

43.48%

school/site based district based other

Q18. Participation limits to talent development initiatives

The respondents reported that they are limited by time due to scheduling and being
a “pull out program,” limited by numbers of gifted teachers, and also resources, such
as knowledge, funds, support and testing.

“Limited staffing and time to do in more often or more in depth”

“We are limited by the number of students that can be served effectively at one time.
Typically 24 students is our max per grade level.

” Talnet developement is a pull out program so there are time limits.”

“As the only gifted teacher, I am limited by time, funds, knowledge, personnel,
support, and testing. I do all the testing at my site and serve 2nd- 5th grade gifted
 resource classes each week. I do have an enrichment, but I have developed it and
its sole purpose is to prepare students for testing. Beyond that, I am not sure how to
supplement TD alone.”

Q19. Professional learning around talent development in

school or district
Few of the respondents said that there was no professional learning around talent
development and those that received training, they said it was via their own study/
reading about talent development, district training, GaDOE, and GAGC conventions
to name a few.

“The talent development that I have received has been from GaDOE and
watching webinars they suggested. I researched it myself and made it happen!”

” The gifted teaches will host trainings to help teachers learn how to use our
technologhy and educate teachers about higher level learners.”

“We do not get it from the district. Whatever professional learning that is provided
is provided solely by me when I push for it to be done.”

“I went to the Talent/Development session at the recent GAGC Conference to

learn more about how Seminole Co. has used the TD initiative and I have
reviewed the resources on the GADOE Gifted page.”

“The district offers a variety professional learning around talent development for
gifted teachers at the elementary and middle school levels during district PL
days. They also provide gifted certification courses to aid teachers in becoming
gifted certified and curriculum and instruction support to help address the
academic and socioemotional needs of gifted and talented students.”
Q20. Do you think your school or district would be interested
in any professional learning on talent development provided
through another agency like GAGC's Coalition for Access and
Equity?
Table 17: Interest of school kr district in talent development

Frequency Percent
Yes 34 24.5
No 3 2.2
Maybe 31 22.3
Not indicated 71 51.1
Total 139 100.0

The result in table 17 shows that 24.5% said the school or district will be interested in
professional learning on talent development, 2.2% said they will not be interested,
22.3% are not sure, 51.1% didn't indicate their choice.

24.46%

51.08% 2.16%

22.30%

Yes No Maybe Not indicated

Q21. Does your school or district have any stated goals around
talent development? - Selected Choice

Table 18: Goals around talent development

Frequency Percent

Yes, briefly describe 22 15.8

No, but if we did have goals, I would like to see 15 10.8

them be:

I'm not sure, but if we did have goals, I would 26 18.7

like to see them be:

Not indicated 76 54.7

Total 139 100.0

The result in table 18 showed that 15.8% said that there are goals around talent
development, 10.8% said that they don't, 18.7% said they are not sure, 54.7% did
give a response.

15.83%

10.79%

54.68%

18.71%

Yes, briefly describe

No, but if we did have goals, I would like to see them be:

I'm not sure, but if we did have goals, I would like to see them be:

Not indicated
Goals around talent development.

Some of the respondents who answered that their schools had goals around talent
development described some of these goals. They included plans to identify, nurture
and develop exceptional students through enriched experiences, improve the school
program for gifted children, and to increase the gifted population by increasing
student enrolment from underrepresented populations.

 accurately identify exceptional students, to nurture the development of students as

whole persons, to help students understand the nature of their own giftedness, to
provide excellence in gifted education
 Expose students with high-potential to gifted goals. Determine when/if additional
evaluation is warranted. Provide enrichment experiences in the areas of creativity
and critical thinking. Support classroom teachers to extend the academic content for
students, where appropriate.
 Increase the number of economically, racially, and otherwise diverse students in
gifted programs
 Our goal is to create diversity within our grifted program. We are a diverse system
and would like our gifted population to reflect that. Our recent data shows this is
working too!
 Our goal is to increase the number of identified gifted students and to also mirror the
participation in the gifted program to the racial and socioeconomic percentages at
each school.
 Our goal is to increase the percentage of students identified from underserved
populations and at underserved schools.
 To increase the number and diversity of students identified as eligible for gifted
education services, and to lay a foundation of critical and creative thinking for all
students that will benefit them through school and into adulthood.
 We have goals for the program as outlined by our district handbook for the gifted
program. But it just mentions talent development without any specifics as to what that
looks like, sounds like, or feels like.

On the other hand, among those who mentioned that their schools did not have an
existing talent development plan, the reasons they gave included that such plans
were still in progress or that they some programs in place.

 any attention to talent development would be an improvement

 Currently in the works
 How to better differentiate in dual language immersion model.
 intentional about identifying underserved gifted students
 to ensure that KTD/1TD is reinstated annually
Q22. Does your district collect data on talent development
initiatives?
Table 19: Data collection on talent development

Frequency Percent

No 31 22.3

Not indicated 77 55.4

Yes 31 22.3

Total 139 100.0

The result in table 19 showed that 22.3% said that their district does not collect data
on talent development, 55.4% didn't indicate their stance, 22.3% said they do.

22.30% 22.30%

55.40%

No Not indicated Yes

Q23. If data on talent development initiatives is collected, is it
used as a screening tool for gifted nomination? - Selected
Choice
Table 20: Collection of data used as a screening tool

Frequency Percent
No 21 15.1
Not indicate 91 65.5
yes, explain 27 19.4
Total 139 100.0
The result in table 20 showed that 15.1% did not think the data collected is used as a
screening tool for gifted nomination, 65.5% did not indicate their stance, and 19.4%
think the data collected is used as a screening tool for gifted nomination.

15.11%
19.42%

65.47%

No Not indicate yes, explain

Some of the respondents shared the reasons why data from talent development
initiatives is collected and how those data are used as a screening tool for gifted
nominations. In their responses, they said, they used the data to identify training and
professional development, and to guide their referral for testing. Other reasons are
presented below:

 Data is to determine if additional tested is needed to identify TD potential.

  I can only speak at the elementary level. We use the data from our enrichment
lessons to inform our referral panel for testing It is another piece of the data we use
to inform a gifted referral for testing.
 I use our SPARK students as possible candidates for gifted referrals during the
spring of the year after we have had many weeks of talent development exercises.
 it coincides with teacher recommendation/observations during KTD/1tD
 It is one piece of the puzzle for the nomination process for gifted testing. It is not a
requirement, but it helps us have a clearer picture of a student's potential for
success.
 It is used as a screen tool for gifted nomination, but I am not sure what that process
fully entails.
 MAP testing and other state tests
 Milestones scores, and sometimes STAR data is used
 Not sure
 spreadsheet of activities (creative, critical, acheivement, mental ability, motivation
 Student observation and MAP scores determine.
 Students included in the TD classes in grades K-6 are automatically given
assessments throughout the TD classes.
 Teachers monitor MAP Growth scores of their talent development students closely
and make referrals if the student shows growth.
 The gifted teacher collects data and uses it determine who is ready to be tested for
the gifted program.
 Those students may be retested for Gifted at a later date.
 through MAPS - auto referral for students in the 90%
 We look at the student's performance in critical thinking, creativity, and mental ability
test prep items to help determine if they display a need for gifted testing
 We screen all 2nd grade students using TONI
 We use a preponderance of evidence to share with the screening committee. We do
not use only one test score.

Q24. If data on talent development initiatives and programs is

collected, how is it used with teachers to inform instruction?
The respondents said that teachers used those data to inform instruction by
evaluating the effectiveness of the curriculum, to implement talent development in
class, increase diversity, and to support the gifted referral process.

“The data is used with teachers to inform instruction by evaluating the

effectiveness of the curriculum and their instructional practices to help
improve student success.”

“Data is shared with teachers with additional resources to implement talent

development in class.”
 “Currently we are collecting data on numbers and diversity. We will use this
information to provide additional support to schools that do not show
improvement in those areas.”

“Data is used in gifted referrals for testing as to continue evaluation, monitor

or not test. Data is also used to continue talent development sessions.”

Q 25. If there is something you would like to share about talent

development in your school or district that was not addressed
in this survey, please share here.
The respondents shared their opinions regarding issues surrounding talent
development in their schools. The respondents stated that the talent development
initiative should be well staffed with certified gifted teachers, small groups of students
in order to focus on the extended learning activities, and additional time to implement
the program.

“Personally, I think gifted students should be pulled into a setting with a certified
gifted teacher. Currently, everyone is expected to have their certification, and some
teachers are not good at meeting the needs of this population.”

“Support teachers can only do so much. Gifted resource teachers have a

responsibility of teaching the gifted curriculum to the gifted program students. We
also need time to meet with our collaborate and cluster models. We don't mind also
doing talent development, but if more time is required and it takes time from our
gifted program, then there needs to be additional staffing and support for more than
1 day a week with the gifted teacher. We just cannot do any more.”

“Just send me help on this! How do teachers develop student's talent? How is data
collected? Is there a county that does this well? If so, can I visit?”

“I'm learning that you need to have a small group for talent development. The perfect
size is about 5-6, but we have up to 12 in a group when pulled. It is difficult to put 12
students in another small group to do/complete activities within a 30-minute time
period. We only have 30 minutes a week to pull-out for kindergartners.”

“Support teachers can only do so much. Gifted resource teachers have a

responsibility of teaching the gifted curriculum to the gifted program students. We
also need time to meet with our collaborate and cluster models. We don't mind also
doing talent development, but if more time is required and it takes time from our
gifted program, then there needs to be additional staffing and support for more than
1 day a week with the gifted teacher. We just cannot do any more.”