School district enhances gifted education with new assessment and enrichment strategies

In a recent Board of Education meeting held on March 17, 2025, Cary CCSD 26 officials discussed significant advancements in their approach to student assessment and enrichment programs. The atmosphere was charged with a sense of purpose as educators shared insights on how data-driven methods are reshaping the educational landscape for students with Individualized Education Programs (IEPs) and those identified as gifted.

One of the key highlights was the introduction of Branching Minds, a tool that allows educators to analyze the needs of the district's 420 students with IEPs more effectively. Prior to this, teachers faced the daunting task of manually reviewing each student's services, a process that was not only overwhelming but also inefficient. With Branching Minds, educators can now evaluate the effectiveness of various interventions and make informed decisions based on comprehensive data analysis. This shift is expected to enhance the quality of support provided to students, ensuring that their unique needs are met.

The discussion also emphasized the importance of a holistic approach to identifying gifted students. Educators stressed that while academic performance is crucial, social and emotional readiness must also be considered. For instance, when assessing younger students for early placement in kindergarten or first grade, teachers evaluate not only their academic skills but also their social-emotional development. This comprehensive assessment aims to ensure that students are not only academically prepared but also socially equipped to thrive in a classroom environment.

As the meeting progressed, the conversation shifted to the identification process for gifted students, which takes place in second grade. All second graders, regardless of their background or learning needs, are given the opportunity to take the CogAT assessment, a tool designed to measure cognitive abilities through non-verbal tasks. This inclusive approach ensures that every child has a chance to demonstrate their potential, paving the way for advanced placement in subjects like English Language Arts and math as they progress through school.

The board members also acknowledged the need to evolve the terminology used in their programs. Moving away from the label of "gifted," they are now focusing on "enrichment," which reflects a commitment to providing advanced learning opportunities to all students, not just those formally identified as gifted. This shift aligns with legal requirements to ensure equitable access to enrichment activities, fostering an inclusive educational environment.

As the meeting concluded, it was clear that Cary CCSD 26 is on a transformative path, leveraging data and inclusive practices to enhance educational outcomes for all students. The discussions underscored a collective commitment to nurturing the whole child, preparing them not just for academic success but for a well-rounded future. The board's proactive stance promises to create a more equitable and effective educational experience, setting a positive precedent for other districts to follow.