Title-1

Alaska law requires every school district to establish educational services for gifted children, including student identification, eligibility criteria, student learning plans with teacher/parent/student participation, and an appeals/review process. Districts must also submit their gifted education program (and amendments) to the state.

Alaska funds gifted/talented services through the state’s Special Needs funding (a 1.20 factor applied in the formula) and requires districts to file a plan describing the special-needs services they will provide.

Cultivating Talent Across the Last Frontier

Under 4 AAC 52.800, districts are responsible for providing an appropriate program for gifted learners, including students served in charter schools and statewide correspondence programs. Programs must spell out identification, eligibility, learning plans, and a review process for families.

Renzulli Learning supports this mission by:

• Developing a holistic picture of each learner with the Renzulli Profiler, Learning Styles Inventory, Executive Function Assessment, Leadership Assessment, and creativity insights via the Cebeci Test of Creativity (to inform programming after identification; districts continue to apply Alaska’s local eligibility criteria and procedures).

• Supporting student-driven learning strategies by aligning enrichment to each student’s interests, strengths, and readiness.

• Expanding equitable access with a web-based platform districts can implement consistently across schools, charters, and correspondence settings.

Turning Alaska’s Vision into Practice

Renzulli Learning helps districts put AS 14.30.352 and 4 AAC 52.800 into daily practice by:

• Adding multiple, strength-based insights (interests, creativity, learning styles, executive function, leadership) alongside district evidence used for local identification and eligibility.

• Delivering differentiated & enriched learning through thousands of curated resources and Schoolwide Enrichment Model (SEM)-style projects that extend depth, complexity, and creativity beyond the regular program.

• Streamlining documentation & communication—plans, activity logs, and progress artifacts that align with Alaska’s program submission requirement and with DEED’s student data reporting fields for gifted/talented services.

• Supporting funding alignment by organizing evidence that fits the Special Needs factor/plan expectations in Alaska’s funding formula.