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Stillwater schools review gifted programming; committee recommends broader identification and supports
Summary
The Stillwater Area Public Schools board received a committee update on gifted programming, highlighting inconsistent identification, uneven differentiation across schools and subjects, and recommended next steps including centralized resources, professional development and a district internal team to produce recommendations.
The Stillwater Area Public Schools board on an evening meeting received an update on districtwide gifted programming after a spring committee reviewed identification, differentiation, acceleration and social-emotional supports.
The committee — formed in March and made up of parents, staff and community members — reported concerns that current identification methods rely heavily on two tests (CogAT 7 and FastBridge), produce late and narrow identification in third grade and are not producing equitable access for students of color, multilingual learners and low-income students. "Identification is currently unequal, late, and narrow," said Elsa, a district staff member who presented committee findings.
Why it matters: board members and presenters said under-identification can lead to student boredom or acting out, while over-identification can create stress for students who do not fit program designs. The committee recommended an inclusive, ongoing identification…
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