This checklist provides a practical tool to help teachers confront the myths and misconceptions that often undermine the identification and support of gifted and talented (GT) students. Myths such as the belief that gifted students “will succeed on their own” remain common and contribute to under-identification and lack of appropriate services (Makel et al., 2021). In addition, research highlights persistent disparities in GT identification and emphasizes the need for equitable practices, such as using multiple measures and local norms, to ensure access for underrepresented populations (Grissom et al., 2019; Peters et al., 2019).

When GT students receive evidence-based supports like differentiation, enrichment, and acceleration, studies show positive outcomes in academic performance, problem-solving, and higher-order thinking (Steenbergen-Hu et al., 2016; Kim, 2016). To make such practices sustainable, implementation research supports the use of fidelity tools—such as planning checklists—that help educators consistently apply interventions and bridge the gap between research and classroom practice (Fixsen et al., 2015).

By guiding weekly lesson planning, this checklist translates theory into action, ensuring that teachers consistently apply strategies that foster both academic growth and socio-emotional development in GT learners.