IGBBA-R: Gifted Education

I: Instructional


Identification begins in the regular classroom, according to the following principals.

  • Procedures support early identification that is on-going, continuous, and free from bias with respect to language, gender, culture, physical ability, and learning or other disability. 
  • Multiple criteria incorporates information from a variety of sources, including various professional personnel. 
  • Research-based characteristics of gifted and talented provide reference points for observations of professionals.        

Identification is focussed on determining students' needs and involves classroom teachers, parents, and students, as well as the school-based resource team. 


Students are referred to programs and services according to educational needs articulated as a result of the identification process.  Referrals may begin with the student or the parents and go through the classroom teachers to the school-based resource team and a district screening process. 


Students are screened to identify their educational needs.  Screening reviews student abilities, social-emotional development, intrinsic motivation, performance on classroom tasks as well as standardized tests and considers factors that may affect the discrepancy between potential and achievement.  Psycho-educational assessments are required only for students being considered for full-time, multi-age cluster class placement.  Psycho-educational assessments may be recommended by school-based resource teams as a means of identify educational needs.  

Educational Response to Identified Needs 

The range of responses to student needs is based on program models and services available to the classroom teachers, the school, and the district. 

The range of programs and services generally contain some of the following options but are not limited to these: 

  • independent studies;
  • libraries and resource centres;
  • district and community classes;
  • groups with intellectual peers for learning purposes;
  • mentorships;
  • career exploration and counselling;
  • accelerating, compacting, or telescoping student’s program;
  •  consultative services to assist teachers. 


Teachers who have appropriate specialized training and experience in gifted education are required for these programs. 



The Board of School Trustees adopted a model for Elementary Gifted/Enrichment Education 1994 July 11.  The model consists of the following elements: 

  • classroom enrichment,
  • school-wide enrichment,
  • challenge pull-in centres,
  • city-wide initiatives,
  • multi-age cluster classes. 


Gifted/Enrichment Education for secondary students includes a range of options: 

  • classroom enrichment and curriculum differentiation,
  • interdisciplinary curriculum with back-to-back timetabling,
  • extra-curricular activities,
  • honours or enriched courses,
  • mentorship,
  • advanced placement courses,
  • equivalency policy enabling advanced placement within a discipline,
  • mini schools,
  • International Baccalaureate Program,
  • transition program supporting early entrance to university. 

A district advisory committee provides support to the development of gifted education initiatives within the Vancouver school district. 


  • Evaluation is on-going and provides information regarding: 
  • effectiveness of programming provisions,
  • significant and positive differences that programming has achieved,
  • strengths and weaknesses of programming,
  • examination of assumptions underlying programming.

DMT Responsibility: AS-DLS

Adopted Date: 
Tuesday September 08, 1981
Revision Date: 
Aug 1990
Sep 1994
Sep 1998
Feb 1999