Gifted all day long: implementing new state standards that require gifted and talented education services to be an integral part of the core curriculum will result in improved teaching and learning for everyone

2. Identification: In order to serve special needs students, they must first be identified; this is the only legitimate reason to label certain children as "gifted" or any of the other special-needs labels used in our schools. Equity requires that all children have access to program services when they qualify, which means we must be vigilant in not overlooking certain groups of children. Therefore, the standards require that all staff be trained in the nomination process, with knowledge and understanding of the characteristics of gifted learners.

The district must actively seek referrals of typically underrepresented populations (minorities, English learners and children in poverty), and use multiple and varied measurements to determine eligibility. These measurements should be both traditional (standardized cognitive ability and achievement tests) and non-traditional (portfolios, interviews, observations, committees) and tailored to fit the specific background of the students being assessed.

3. Curriculum and instruction: Gifted students must be taught the core curriculum as are all students; however, it must be differentiated (modified) to make it appropriate for their specific learning needs. The differentiated curriculum focuses primarily on depth and complexity of content, advanced or accelerated pacing of content, and novelty--the provision for unique and original expressions of student understanding. Appropriate instructional models must be used in teaching the differentiated curriculum.

Brain research results indicate that students whose minds are not stretched and stimulated actually regress (Diamond & Hopson, 1998); they must "use it or lose it." Therefore, it is not acceptable to let gifted learners just coast or believe that they can get it on their own. Educators have an obligation to teach all of their students and further their learning, including those who are gifted.

4. Social and emotional development: Just as gifted learners differ in their intellectual and academic development, so do they differ in their social and emotional development. It is not acceptable to say that if they are truly gifted, they'll make it on their own. Teachers, administrators, parents and counselors need information regarding the unique social and emotional traits of gifted learners. They also need to be alerted to the at-risk factors faced by gifted students, so that appropriate counseling or other interventions can be made as needed. The standards focus on training, collaboration and interventions regarding the social and emotional needs of gifted students.

5. Professional development: Given the fact that most colleges and universities in California include little or no training in gifted education as part of their teacher preparation programs, it is incumbent upon districts to ensure that inservice training is available locally. Exemplary programs require certificates in gifted education for personnel assigned to teach and make decisions regarding gifted learners (something taken for granted as minimum in other special needs programs).