Many districts are using a revolving door model of identification. This is fine. DPI prefers such a diagnostic-prescriptive process of identification. However, they may be if there is evidence that a process of identifying students is in place and that such courses are appropriate to the needs of all those identified. The literal, minimal interpretation of the rule suggests that the type and extent of parental involvement in the development of gifted and talented programs is a local district option.
Academic areas are the knowledge domains taught in the school.
Traditionally, these are mathematics, science, language arts, social studies, and foreign language. Other subjects, such as vocational areas, may be added to this list. A continuous program is one that begins with identification in the early grades and runs through graduation. A systematic program brings a logical structure and organization to the student's educational plan. The student's needs are identified, and the program is built to meet those needs.