• Elizabeth School District Talent Development Model for

    Nurturing and Identifying Gifted Potential of Talent Aptitudes


    The Elizabeth School District relies on the basic constructs of the Renzulli Enrichment Triad Model to nurture and develop talent over time.  Renzulli suggests a relationship between specific sequential educational experiences within a school and the development of talent.  His model designates three sequential types of educational experiences:

    • Type 1 enrichment activities in a number of domains
    • Type 2 specific and advanced instruction in domains of interest
    • Type 3 experiences that provide opportunities for creative productivity that may lead to adult career contributions to benefit society

    This adapted version of the Enrichment Triad Model assists the district in its efforts to develop and identify specific gifted talent aptitude. 

    Type 1, 2, and 3 learning opportunities


  • Talent Aptitude Identification Procedure Timeline

    Identification in creative and productive thinking, leadership and specific talent aptitudes requires the examination of a variety of instruments and the multiple pathways that lead to identification. Talent domains include visual arts, performing arts, music, dance and psychomotor. It is important educators understand the unique and varied characteristics a student may demonstrate in the talent domains. Within these areas, several years of talent development may be needed before formal gifted identification can be made. Students may be included in a talent pool to foster potential over time. The student may require further development to build a body of evidence that supports identification. 

    The procedures and timeline for identification of talent aptitude were established by teachers in the district who instruct

     and serve students in these areas.  Their experience working with these students supports the model of talent development over time and the timeline below.  If a student has a full body of evidence for identification in a talent area prior to eighth grade, the identification process can be completed outside of the timeline.

    Identification of talent aptitude timeline  

    Qualifying Evidence

    Identification in the talent areas requires three pieces of qualifying evidence that consist of:

    • Performance evaluation and
      • State or national contest/competition (top place or ranking) and/or
      • Expert juried performance (advanced or distinquished rating) and/or
      • Portfolio review (advanced or distnguished rating)
    • Observation Scale and
      • 95th percentile or above on a norm-referenced observation scale in the areas of creativity, leadership and motivation
      • Exceptional rating on an observation scale developed through analysis and research of the discipline (The district uses Arts Talent ID scales Haroutounian 2014)
    • Criterion Norm-Referenced test*
      • 95th percentile or above on norm-reference creativity test (The district uses Profile of Creative Abilitites [PCA])
      • 95th percetile or above on a cognitive measure (The district uses the Cognitive Abilities Test [CogAT], but not exclusively)
      • *If criterion- or norm-referenced qualifying test scores are not available, two performance evaluations are required along with an observation scale.