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Abstract
The Revolving Door Identification Model (RDIM) offers a systematic approach to identification of and programming for gifted students. Conceptually, the model relies on the review of literature in “What Makes Giftedness?” (Renzulli, 1978). The application of this body of literature to implementation of the model in Torrington, Connecticut, was investigated. The role of RDIM in identifying gifted students and providing appropriate programming practices was looked at during the first year of RDIM operation.
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