Key Issues to Discuss with Administrators

Students are not being identified until the end of first or second grade.

Very little is being done with diagnostic testing in reading and math (spelling and grammar, also) in order to make appropriate instructional placements.

Very little acceleration is being done in math. Some say they have "top groups" but these students are still being instructed at their chronological grade level.

There is very little enrichment in social studies and science. In fact, science in grades 1 and 2, and in some cases social studies, are only taught "if there is time in the day or week."

There is still too much "teacher talk" in the content areas, thus reducing thinking opportunities, as well as keeping students passive and dependent.

There are still too many schools without advanced classes or AP opportunities in the basic academic areas - science, math, social studies and English.

There are too few districts across the state that have an articulated, comprehensive plan for thegifted.

Many school districts continue to use an IQ score as the only criteria for placement in a gifted program.

Special education classrooms for the gifted are not in compliance according to state Standards and Regulations in many school districts.

School districts have made little effort in committing a portion of their inservice training for administrators as well as regular education teachers. As a result, their knowledge about gifted education and instructional practices is greatly lacking.

Many school districts are using "cooperative learning" and "heterogeneous grouping" as a panacea and rationale for not instructing grouping when evidence exists to the contrary, particularly in the skill areas.

The majority of the IEP's presented to parents do not include modifications to the regular classroom instruction.

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