Title-1

Nevada defines “gifted and talented” across multiple domains (general intelligence, specific academic aptitude, creative/productive thinking, leadership, visual and performing arts) and requires districts to identify and serve eligible students. State rule sets eligibility and service expectations, while statute authorizes districts to provide education for gifted/talented pupils.

The Nevada Department of Education (NDE) notes that local education agencies establish their own criteria and service models, but to receive state funds for gifted education a student must meet state eligibility standards.

Cultivating Talent Across the Silver State

Under NAC 388.435, an eligibility team may qualify a student through (a) scores at or above the 98th percentile on specific cognitive or achievement measures (with options for grades 9–12 that include SAT/ACT/PSAT or nationally normed achievement), or (b) locally determined talent domains (e.g., creativity, leadership, arts). The rule also allows alternative procedures for students from diverse backgrounds and sets a baseline of 150 minutes per week of differentiated activities, unless otherwise provided in the student’s plan.

Renzulli Learning supports this framework 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 local identification; districts continue to apply Nevada’s eligibility standards and local criteria).

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

• Expanding equitable access with a web-based platform districts can implement consistently across Nevada.

Turning Nevada’s Vision into Practice

Renzulli Learning helps districts put NAC 388.043 / 388.435 and NRS 388.5251 / 388.5253 into daily practice by:

• Adding multiple, strength-based insights (interests, creativity, learning styles, executive function, leadership) alongside district evaluation evidence and eligibility-team decisions.

• Delivering enriched learning beyond the regular program through thousands of curated resources and Schoolwide Enrichment Model (SEM)-style projects.

• Streamlining documentation & communication—plans, activity logs, and progress artifacts that support local service models and state expectations (including the weekly differentiated-instruction time noted in rule).