Why is my GT kid so intense?

Dabrowski is known for coming up with 5 areas children will exhibit intense behaviors and labeled them as “overexcitabilities”. It’s important to note that these are not limited to just gifted students, and can be experienced by all children and even adults. The other important thing to note is overexcitabilities (OE) are not used for clinical diagnosis purposes, but rather are used to help children understand and manage their OE’s in a positive way.

The 5 areas of OE’s are:

  • Psychomotor
    • Child has so much energy, never sits still for long
    • Child fidgets, has rapid speech, some sort of constant movement
  • Sensual/Sensory
    • Child avoids certain stimuli
    • Child has an extreme reaction to sound and/or touch (tags in clothes, texture of paper, loud sounds, different pitches of sound)
  • Intellectual
    • Child likes to experiment a lot
    • Child has unending curiosity
    • Child will sometimes worry about fairness and injustice
    • Child wants to learn everything and anything about their passions
  • Imaginational
    • Child has many imaginary friends or worlds that are real to them
    • Child will daydream a lot and has difficulty “tuning in” to lessons
  • Emotional
    • Child has deep sensitivities and acutely aware of their feelings
    • Child may internalize experiences
    • Child may overreact because they hold in school stress until they reach a safe place to be able to vent

Now most children will tend to exhibit one of these OE’s versus having all of these at once. Some children will exhibit one OE more than the others, but can show some small signs of another OE.

Even just having to help your child navigate through one OE is time consuming and overwhelming for you and the child. So what are the benefits of your child having an OE?

  • Improved learning once OE is known
    • Psychomotor- allowing extra movement or fidgets while in class can help improve child’s ability to maintain attention.  
    • Sensory- seating away from distractions, providing a calm place to refocus allows the student to experience learning in a healthy way.  
  • Prevention of misdiagnosis
    • OE’s can look like ADHD, autism, SPD, etc- if we are able to identify an OE it allows you to avoid a misdiagnosis that can be cause more harm with unnecessary medicine or testing.
  • Improved student/teacher/parent relationships
    • OE’s help everyone working with the child understand the reason behind behaviors
    • Allows the child’s OE to be handled with empathy and compassion thus allowing them to learn how to cope and celebrate their sensitivities as strengths.
  • Mental health assistance
    • Knowing a child has OE’s helps increase the success of counseling gifted children.
    • Lessens the risk for mood disorders such as anxiety and depression because it allows parents to help them with coping techniques for their OE.
  • Gifted identification
    • OE’s can increase with level of giftedness which allows parents and teachers assess a deeper level understand the students needs. (OE’s might be used to help identify students someday rather than current testing.)

So now what? We know what OE’s are, what they look like, and their benefits, but we should always be working on increasing our own understanding of things happening with our gifted students. Here are a few ideas:

  • Parent/Advocacy groups
    • SENG– Social Emotional Needs of the Gifted has support groups as well as articles and courses on OE’s
  • Connect with other parents who have children with OE’s
    • Facebook groups, local district or state groups
  • Administrators
    • Include trainings for teachers and staff on OE’s for gifted students. Educate your staff on how to help students cope and feel successful in the classroom if they have OE’s.
  • Teachers and Parents
    • Seek out additional resources to help you work with OE’s in a positive way. See the book list below and handout.

Book and Article Recommendations:

Check the quick do’s and don’ts when it comes to helping your child with their OE’s in a healthy way. Click here for a FREE download.

Why we need to check in on our GT Students

There is a very common misconception that gifted students don’t need to have a lot of check ins when they are in class. They “have it together”. Gifted students are playing by the rules and getting their work done, they don’t need help with the work, their grades are fine… Yes, while all of this may be true, we forget they have social-emotional needs too since their work often is not a issue. So, when their grades start to plummet we become frustrated that they can’t get it together.

We have to keep in mind as parents and teachers, our gifted students need to have check-ins too. They may be able to demonstrate content knowledge and not show difficulty with the work, but they do very often struggle with  social emotional issues that are bigger than they can handle. Young gifted students can be doing really well in school one day and then be crying in the hallway for an hour trying to understand why people don’t have enough food to eat. Older students might be doing great in their three advanced placement classes, but be having an internal struggle with making the decision to not go to college against their parents wishes. At any given point, a gifted student could be wrestling with the fight they had with their parents or even their friends which can derail them just as fast as a fire drill.

The trick is to check in with our gifted students before it gets to a point where we can’t get them back on track. We want to make sure we have a pulse on all of our students and their well-being, but that is difficult when you have a room of 30 students for 7 class periods a day. However, if we think of it in the sense of athletes and how often coaches check in on their star players we would notice the star athletes are checked in on often and coached on how to improve or challenge their skills. Coaches don’t let the star just go about their practice or their game because they have it all together. Coaches encourage them to push through the tough practices and praise them when they accomplish a goal.

Gifted students are complicated. They need to be challenged in their work, and they need help being in tune with their own social-emotional needs. So while in the gradebook they appear to be functioning well in their classes, they may have something bigger going on outside of academics they need help processing. Gifted students are unique in that they often are able to communicate and function intellectually, but they very often struggle with the emotional side of their brain because there isn’t a rhyme or reason behind those emotions. They need help to process those emotions in a logical way.

The flip side of this is when gifted students start to struggle academically. This is where we need to stop and ask the questions:

  • Are they bored? Do they need more challenging work?
  • Have they learned and mastered the material already?
  • Are they dealing with a major social emotional issues and need to talk to someone?

As you discover the answers to these questions you should be able to help your gifted student work through their needs and help find what they need right now.

Some suggestions would be the following:

  • Asking higher level thinking questions in class or one on one
  • Create challenging options for them to complete
    • Offer a menu of choices for completing projects
  • Give them the opportunity to express their needs (academically and mentally)
  • Check in on them
    • You know when things aren’t working- take the time to notice that and check on them
  • Encourage them to push through the tough assignments or content
    • Coach them using Growth Mindset techniques.

Our gifted students need to know we care about them as a whole person- not just their performance in class or on their report card. Make sure you check in on their needs outside of academics and let them know you care about their social- emotional needs can have a greater impact than any grade they receive on a report card.

Growth Mindset for Teachers

As a teacher you have a ton on your plate every day. You have planning, grading, meetings, parents to call back, students demanding attention… The list goes on and on. I get it. I was an English teacher for 3 years before I became a Gifted and Talented specialist. I remember the long days of grading, planning, and meetings that never really seem to matter. I also remember learning about “Growth Mindset” during my first year of teaching, (I was working on my Masters degree in Gifted Education) and thinking I really wanted to instill growth mindset into my students and tried to help them learn that not all mistakes are bad, that we can learn from them. I never thought about how to instill a growth mindset in my own work though.

As a gifted and talented specialist, I am continuously working on teaching my gifted students how to grow from mistakes or challenges they face at home or in school. I am also encouraging my teachers to work on this skill with all of their students, but the thought occurred to me- Why am I not teaching my teachers how to have a growth mindset? Our students watch our every move and if aren’t demonstrating a growth mindset, why would our students?

So after looking at a few different things and how to work with professionals on cultivating a growth mindset I found the same themes to help teachers work on their own growth mindset.

  1. Learn new technology
    1. Notice I say learn it, not master it. The point of growth mindset is to challenge yourself to get outside of your comfort zone and try  something new to learn from it. As teachers we do not need to be experts on up and coming technology, but we do need to keep up. Technology is going to be a big part of education for a long time.
    2. All I am asking is for you to learn how to use it, create with it, and integrate it into your lessons. If you get stuck, ask a kid to help or a fellow teacher who is familiar with it.
  2. Continuous growth
    1. As educators we need to be working on learning more about our content, teaching techniques, engagement strategies, classroom management, etc. in order to keep our license valid. In order to cultivate a growth mindset for your content or a concept you have been struggling with, you need to take those classes, attend those professional developments, sign up for a books study. I personally set up book studies at my school to help teachers learn something new and allow them to practice it with a growth mindset.
  3. Be Curious
    1. We teach our students to be inquisitive about the content, but when is the last time you let yourself ask questions about the content you are teaching? Use the strategies from inquiry-based learning in order to explore ways to teach new concepts or even old concepts students may be struggling with.
      1. Steps to take: Look at the problem, ask questions of the problem, explore the possible solutions through deep questioning.
  4. Flexibility
    1. As educators we know we have to make adjustments to lesson as the drop of a dime (or surprise fire drill), but when it comes to our own agenda, planning or grading we can be little stubborn. Ask a colleague to come in and watch a lesson or critique an assignment you are giving in order to grow your own practices and repertoire.
  5. Try something new
    1. It doesn’t have to be technology related.
    2. Maybe offer a menu of project choices that students can choose to complete for a summative assessment.
    3. Plan cross curricular with another department. Imagine how much fun a biology teacher and art teacher could have when learning about and drawing plants. History and Language Arts is always a great combination, but throw in some acting using historical context for character development and you have a unique project that meets a lot of standards. What about a math teacher and a music teacher working together to complete a class composition using different algebraic equations?
  6. Listen
    1. How often do we truly listen to what our teams are saying or suggesting? Really think about it. We are quick to interject and give our own thoughts without really hearing what our colleagues are saying or trying to get across.
      1. Slow down and open your mind to new ideas. (If it’s an old idea that didn’t work last time, think of ways to  tweak it to work now to meet the needs of students). This will help create a sense of community among peers who will feel heard and understood.
        1. How? Well to start, don’t interject the moment you hear something you disagree or agree with. Be in the moment with your peer- don’t start to think of a response, don’t let your mind or eyes wander- look and listen. Then collaborate.
  7. Reflect, Reflect, Reflect.
    1. Evaluate your work. What went well? What didn’t? How did the students respond? How did you respond? Was the outcome of the time spent what you wanted it to be?
      1. “I never have time to reflect, it’s always on to the next thing.” Yep I get it. I feel the same way. Possible solution? Talk to your department head and ask if you can take time on professional development days or professional learning committee to take time to reflect on the last few lessons you did.
      2. Why? Well if you know anything about growth mindset, we know that the brain is malleable meaning it can change. When we take the time to examine strengths, weaknesses, triumphs,  failures and goals- our brain can learn to adjust and it will keep you on track.

If you are able to implement a growth mindset and demonstrate to your students what it looks like they are likely to follow your lead. If anything, learning how to use the growth mindset in your own professional setting will help you become a stronger individual not only professionally, but also outside of work. These seven things will help you grow and change the way you look at problems, failures, successes, and changes across the board.

So what is the biggest thing you want to work? I would love to hear how you are going to incorporate growth mindset into your classroom, with your team, or with your own professional development.

Healthy Advocacy

Advocacy- this is a huge piece of gifted education that seems to be lacking. Why?

There is a desire and a need for our gifted students to feel challenged and feel like they are learning new information, but when the students are encouraged to ask for more challenging work or the parents attempt to ask teachers what is being done for their gifted student; they are met with mixed reactions.

Well, the typical excuse of teacher’s plate are very full is not what you want to hear. I know this. So I am going to do my best to give you and your students the tools and the confidence to advocate for their needs in a positive way.

As a gifted and talented specialist, I would encourage you to first look at the Advanced Learning Plan (ALP) created for your student. If you feel like the ALP goals are no longer relevant to your meet your students needs, you need to set up a meeting to talk with the GT specialist at your school. Make sure you plan the meeting to happen with your student present because they need to have a say in their goals or they won’t participate in reaching those goals. Once new goals have been set or goals have been adjusted, the GT specialist will make sure the teachers are informed of the changes and how to help your student in the classroom.

Now, while ALPs are a legal document, there are not a lot of repercussions for not following the ALP down to every last detail. (Every state is different and you will have to check with your state if you’re not in Colorado) ALPs are often taken as a suggestion in classroom since legal action doesn’t tend to end up in favor of the student. (I did a study on this and out of 23 cases and only 9 of them barely won.) ALPs are helpful for teacher who are not familiar working with gifted students, but they are often on confused on the true needs of gifted students.

So, here is what I suggest when either you or your student are trying to advocate for their needs in the classroom:

  • Make sure you set up the conversation to occur at a time that works best for the teacher, where they won’t feel rushed or distracted by trying to make it to the next class.
  • Reassure the teacher you are enjoying the content, but are wondering if you can work together to create an alternative assignment or project that will challenge you but still meet the requirements on the rubric.
  • Let the teacher know you are willing to put in the work to make the assignment work, it won’t be completely up to them.
  • Explain to the teacher why this is important to you or why you are passionate about taking the time to do an alternative assignment.
  • If you have a GT specialist in the building, ask the teacher if you can work with them on the alternative content or project so not to take the teacher away from the larger classes needs.  
  • Request to meet with your GT Specialist to talk about the needs of your student or if you are wanting to address the goals set in the ALP. Trust when I say we love meeting with parents and students because it allows us to get a pulse on what you need and what your students need.

There will always be some obstacles when we are advocating for our gifted students, but the most important piece of advice I can give you is this- Don’t give up. Keep asking. Keep making suggestions. Keep finding ways to collaborate with the teacher to help meet your students needs. Sometimes if we are a squeaky wheel we can then plant seeds for more training and coaching to happen for our teachers on what it means to have a gifted student in their classroom.

How to Advocate for Gifted Students

Something I see a lot of in my work is how parents are unsure of or they are uncomfortable in speaking up for the the needs of their gifted child. Why? I am not sure. Sometimes parents are teachers in the school district trying not to be a teacher and a parent at the same time. Sometimes they don’t know what their child needs in the classroom. Sometimes they don’t feel comfortable asking important questions to learn what is being taught in the classroom.

It’s a sad moment for me when I have a room full of parents and two of them are near tears telling me the difficulties they are having with their students in the school system. I breaks my heart as an educator and a parent.

There is a need to strengthen gifted and talented policy and advocacy within our nation in order to ensure we are providing gifted and talented students with the resources and support that they need in order to be successful. The gifted programming at local school districts will not improve if the state doesn’t come out with strong policies and regulations on gifted programming and assessment (Brown, Avery, VanTassel-Baska, Worely II, and Stambaugh, 2006). There is a desperate need to have a more universal identification process across the nation, but as of right now there is typically a universal standard within states themselves. This is a good start; however, many districts are still confused about how identification should work when following the state guidelines.  Brown, Avery, VanTassel-Baska, Worely II, and Stambaugh (2006) also state, “Knowing what works and what does not is crucial for states in exercising both quality control of programs and services and developing new initiatives.” (p. 22) While every state may have different policies and regulations, it is important to see what has worked and what hasn’t in other states in order to help provide the best programming options for their demographics.

The other major piece of this is the maintenance of the policies in place from the state level. This needs to not only include identification procedures, but also putting into practice the required Advanced Learning Plans and training our teachers how to work with gifted students. The development of policies and practice is complex because of the lack of funding for the research needed in order to develop those policies (Plucker & Callahan, 2014). Policy and programming need to be sure to address the student potential versus adequate progress and stronger policies. This would help insure gifted students abilities are being addressed rather than holding them simply to adequate growth (Roberts, Pereira, and Knotts, 2015).

The biggest action that need to be taken is there needs to be a consistent amount of support from parents, teachers, and administration in implementing these policies and advocating for gifted students. The strength of a strong advocacy group is knowledge of what gifted students need in order to be successful in their education and future career (Delcourt, 2003; Enerson, 2003).

To ensure the advocacy group has the correct and latest information there needs to be more professional development, endorsements, and parent informational meetings at a local level.

  • Advocacy groups also needs to have:
  1. A continuous working knowledge of decision making process at the state and local level in order to be successful (Winslow, Fowler, and Christopher, 2011).  
  2. Have several members become experts on gifted and talented education when speaking with legislators as this would help strengthen the advocacy group. (Delcourt & Enerson, 2003)
  3. Have consistent goals in advocacy groups in order to accomplish changes in the legislature (Winslow, Fowler, and Christopher; 2011). When parents and educators have different goals in mind and are presenting them to the local and state representatives, it leads to inconsistency.

The needs of gifted and talented students and advocacy groups are more successful when team members collaborate in order to reach the same goal (Winslow, Fowler, and Christopher, 2011).

One of the biggest limitations of this type of advocacy is the depth of studies on how policies are implemented at a state level and how they are maintained throughout the state with a goal of providing equal opportunities for gifted and talented students in the United States.

An overview and analysis of gifted identification and practices in place at a state and district level appears to be a major weakness in the world of gifted education.This would help with the misunderstood responsibilities of the schools and school districts, lack of programming options, and help increase teacher preparation (Roberts, Pereira, and Knotts, 2015).  The current advocates of gifted education have done a lot of work on defining gifted education, looking at teaching pedagogy, and creating learning standards for the classroom; however, when school districts decide what shape gifted education is going to have, without a strong policy in place at the state level, the policy implementation is left to the ideas of the state education department in conjunction with the district and what they deem right (Roberts, Pereira, and Knotts, 2015).

This work done in a local advocacy group can help provide insight into policies we need to change or create in order to ensure the field is identifying a diverse population of gifted students. This gives an advocacy group information and data to use to start making changes at the state level in gifted education. Winslow, Fowler, and Christopher (2011) quoted Gallagher and Gallagher (1994) in at the end of their study:

Failure to help gifted children reach their full potential is a societal tragedy, the extent of which is difficult to measure but which is surely great. How can we measure the loss of the sonata unwritten, the curative drug undiscovered, or the absence of political insight? These gifted students are a substantial part of the difference between what we are and what we could be as a society. (p.4)

Policy and advocacy has a long way to go until there is a cohesive movement for gifted and talented students, but if  the research is utilized to evaluate existing policies and implement new ones this could go a long way toward helping our gifted students feel like their needs are being met effectively.

What can you do now? (This is for anyone looking to help advocate for Gifted students- parents, teachers, administration, GT specialists)  

  • Join your local school districts Gifted and Talented Advisory Board or Advocacy Group.
    • If your school district doesn’t have one- contact the director of Gifted Education or Advanced Academics to talk about getting one started.
  • Research what your state policy is for Gifted Education
    • Look at the funding, what districts are required to do for GT, and what policies look like for implementation.
  • Talk to your schools Gifted and Talented Specialist
    • How are they working with teachers to help gifted students, identifying students, and working one on one with your student?
    • If your school doesn’t have a GT Specialist, ask who is in charge of your student’s ALP.

References

Teaching gifted students- no, it doesn’t mean more work.

While working on my bachelors degree and minoring in special education, I read three short paragraphs about gifted education in a book and wanted to know more. So, naturally I asked the professor of the class, “What else can you tell me about gifted education?” Her response was, “You have to go and get a masters degree if you want to know more about that.” So that is exactly what I did.

Many teachers are required to take several special education classes in college; however, none of them deal with gifted education. There is a major focus and push in most educational colleges for there to be a thorough understanding of special education, individualized education plans, and teacher responsibility in order to prevent parents from taking schools to court for violating IDEA. While this is good and necessary to protect all involved in the education of a student with special needs, there is not enough emphasis put on the needs of our gifted students in undergraduate programs.

Gifted education is a branch of special education; however, the right of these students and parents is limited state to state. In the state of Colorado, gifted education services are full mandated but only partially funded. So what does this mean? It means that my students should receive services and differentiated instruction in the classroom but with limited resources it’s nearly impossible to make sure my gifted students are pushed past the ceiling the general classroom teacher is expected to have her students meet.

So how can a general classroom education teacher help? What can they do with limited support? Here are some of the top things teachers can easily do with a little bit of planning and coaching from their GT Specialist:

  1. Allow the student differentiate the project or assignment
    1. Getting the student’s input is huge because they probably have an idea of how they could take a step further to be more challenging (not more work)
  2. Create tiered assignments
    1. Have several levels of difficulty for your whole class and allow them to choose the assignment they feel like would push their higher level thinking skills.
  3. Work with a GT Specialist to differentiate group projects to help break the ceiling effect
    1. Specialists in GT are willing and more than happy to help you figure out what would challenge your students thinking. All you have to do is ask! (Plus it’s kind of their job.)
  4. Don’t be afraid to challenge your whole class.
    1. I was a Language Arts teacher before becoming a GT Specialist, and I used to create assignments that challenged all of my students. I made three levels of assignments or projects, but the catch was the “lowest” assignment would be considered your average assignment. My lower level student would often choose this level, but remained challenging.
  5. Offer to help students find the resources for projects or encourage them to think outside the box for assignments.
    1. GT students don’t fit a box. They like to break that box and create a triangle. Let them. When you let them break that box show encouragement and trust in them that they can complete the project.

What’s the state doing for your student?

Colorado Department of Education (CDE) has done an amazing job setting up the rules and regs for school districts across the state in order to help gifted and talented students become identified, have programming options, and encourage parent involvement in their child’s programming. They have one of the best set ups when it comes to identification of gifted and talented students and provide gifted and talented specialists with in-depth training on how to properly find gifted students. But what about programming for gifted students?

CDE requires all students who are identified as gifted and talented in any area (Specific Academic, General Intellectual Ability, and Specific Talent Aptitudes) are placed on an Advanced Learning Plan (ALP). The ALP is “a written record of a gifted student’s strengths, academic and affective learning goals and the resulting programming utilized with each gifted child and considered in educational planning and decision making. 12.01(2)” (CDE, 2018) This is a legal document in which programming is described and tied to standards for the students ability level and grade level. So what does this mean for you as a parent? What does this mean for you as an educator? A student?

Well the answer is simple, but the implementation is difficult. Here is why.

The Code of Colorado Regulations requires each school district has gifted and talented programming in place including having all gifted students on an ALP. Once the ALP is in place, it is to be used by schools (teachers, administration, and specialists) to help make decisions in educational programming and decision making in order to meet the unique needs of a gifted student. Another major piece of the ALP is the Affective Development (12.01(3)) and is a required piece of programming for gifted students. This means finding ways to help gifted students understand themselves as gifted learners, the implications of their abilities, talents, and potential for accomplishment. The Affective Development programming also requires programming centered around interpersonal (empathy, leadership, teamwork, active listening, etc.) and intrapersonal (self- esteem, ability to learn, self-confidence, etc) development. These plans are all tied to standards so teachers and parents know how the programming will happen.

Now as far as implementation, the state requires that an ALP is created and updated yearly. Every school district in state will have different requirements on how often the plan is updated throughout the year. (Personally I do one mid year update with students, unless their plan is different and requires more check ins.) At a minimum, parents and teachers should have access  to the ALP as well as have the ability to help create programming plans for the ALP. When the goals are being written, they should be aligned with tired classroom instructions and expanded learning opportunities for supplemental programming (12.02(2)(g)(ii). This is supposed to be a combined effort from the specialist, parent, and teacher with the support of administration.

(CDE, 2018)

Yes, I said, “supposed to.”

While the state has these guidelines in place, ALPs are often filed away and not looked by the classroom teacher who should be helping provide supports for your gifted student. The GT specialist should be following up with teachers on how they can help support the classroom teacher with their GT students. The reality of it is across the state of Colorado there aren’t the same opportunities or support staff available to help implement and support ALPs for gifted students. Some districts have one GT specialist for their entire student body, and some don’t have anyone to help with GT services. There are districts that are overcrowded and have multiple specialists who split time buildings and end up with caseloads of 135 gifted students to keep track of… (Something that would be unheard of in Special Education.)

The state of Colorado does not require a GT specialist in every district, they simply require someone to take on the responsibility of creating ALPs for students. The state also only requires teachers who are in charge of classroom instruction in core academics meet the requirements under federal law for highly qualified teachers. So if a gifted student is in a classroom with a highly qualified teacher and they have access to their ALP (with the possibility the teacher didn’t read the ALP), that school is technically meeting the requirements on serving gifted students.

So what can you do? Ask if you have a GT Specialist in charge of ALPs. Request access to your students ALPs so you know how to help make sure appropriate programming is in place for your student. If you are a parent, follow up with teachers to make sure they have seen your student’s ALP and ask how they are implementing it in the classroom. Remember it is a legal document, meaning it has to be followed for the best interest of the student. It is not something to be filed away and forgotten about until the end of the school year.

Check on your school’s programming options, and ask for updates on your students progress. It most likely won’t happen unless you ask.

Resources: Colorado Department of Education: https://www.cde.state.co.us/gt

ALP Resources from CDE: https://www.cde.state.co.us/gt/alp-0

Laws and Regulations for GT (page 98): https://www.sos.state.co.us/CCR/GenerateRulePdf.do?ruleVersionId=6251&fileName=1%20CCR%20301-8

So your child is gifted, now what?

So your child is gifted? Now what?

Once all the testing is said and done, as a parent you receive a permission slip to identify your child to receive gifted education services. You sign it and send it back to the gifted specialist at your school. So, now what?

Let’s start with a definition of Gifted. The Colorado Department of Education’s definition of gifted:

  • The Exceptional Children’s Educational Act (ECEA) defines “gifted” children as:

Those persons between the ages of four and twenty-one whose aptitude or competence in abilities, talents and potential for accomplishment in one of more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs. Gifted children are hereafter referred to as gifted students. Children under five who are gifted may also be provided with early childhood special educational services. Gifted Students include gifted students with disabilities (i.e. twice exceptional) and student with exceptional abilities or potential from all socio-economic, ethnic and cultural populations. Gifted students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of these areas of giftedness:

  • General or specific intellectual ability
  • Specific academic aptitude
  • Creative or productive thinking
  • Leadership abilities
  • Visual arts, performing arts, musical or psychomotor abilities

Basically, this means your student is looking at and solving problems at a higher level than their peers and some adults. Our job as the gifted and talented specialist for your student is to make sure they are being challenged intellectually, supported in their social emotional needs, and reaching their goals throughout their academic career.

Ok, what’s next?

Every school and school district is different, but a general rule of thumb is the gifted specialist will start working with your child to set up their Advanced Learning Plan (ALP) and setting goals for them to work on for the semester, year, month, etc. The ALP is a working and changing document. Once a goal is met, a new goal is set. As a parent, you have a right to access and provide input into this plan and document. Then it is the job of the gifted specialist to make sure teachers are made aware of the ALP for the student.

ALP Breakdown:

  • Annual document to be done at the start of the year
  • Progress monitoring throughout the year
  • GT Specialist should provide updates on the progress of the goals
  • Classroom teachers are made aware of, have access to and utilize the ALP in class.
  • Goals are written and aligned with tiered classroom instruction and supplemental or intensive programming if needed.
  • Students are active in the ALP process
  • Parents need to be informed and included in the ALP process.

Seems easy enough and pretty hands off, right? For the most part, yes this is true depending on grade level and how involved you want to be as a parent. My biggest piece of advice is to look at your schools gifted and talented resources and programming options in order to determine the type of program your student is going into.

How can you support your child at home?

  • Collect resources on your child’s interests- books, videos, and websites.
  • Make time to talk to your child about those interests everyday and encourage active questioning.
  • Find peer groups that have similar interests
  • Allow your child freedoms or responsibilities appropriate for their individual social and emotional development.
  • Model the behavior and respect of others you expect of your child. Find and encourage them to participate in acts of service that can make a difference.
  • Provide challenges outside of school. Enrichment is very beneficial whether it is to supplement academics or explore their passions make sure to encourage outside learning and challenges.
  • Encourage your child to take risks. Make sure to celebrate mistakes as learning opportunities. Even when you make mistakes, model positive ways to problem solve and grow.

Resources:

  • CDE’s Parents Corner
    • https://www.cde.state.co.us/gt/parents
  • District Gifted and Talented page
  • National Association for Gifted and Talented
    • https://www.nagc.org/
      • Click on the parents tab for resources
  • Davidson Institute
    • https://www.davidsongifted.org/
  • Facebook Groups
    • Parents of Gifted and High Ability Learners
    • Colorado Association of Gifted and Talented
    • Parents of Gifted Children

Services

Consultation is available by appointment only. Please fill out the contact page and I will be in contact within 24-48 hours. I ask that you be as specific as you can in your initial email, this will allow me to prepare for our consultation appointment better.

Services: 

For Parents:

  • 1 hour consultation- $50
  • 30 minute follow up- $25

For Educators (Classroom Teachers or GT Specialists):

  • 1 hour consultation- $75
  • 30 minute follow up- $20

For School Districts or Administration:

  • 1 hour consultation- $100
  • 30 minute follow up- $50
  • Professional Development Workshops- $175
  • Teacher Coaching- $75

Consultation: This would be our initial meeting where we discuss what your concerns, needs, and desires are in regards to your initial email contact with me. In this initial meeting, we would also discuss what your hopes and goals by working with me. I will then talk about a plan we can set in motion with follow-ups and check-ins as we work towards the end goal.

Follow-Ups: This is pretty self-explanatory but based on the consultation and plan we set in motion we will meet for 30 minutes to follow up on the progress being made, changes to the plan, or concerns as we move forward. The follow-ups can occur as often as you would like, I am here to support you in the endeavor of working and advocating for your gifted child. If something should come up prior to our follow up meetings, I am always available to talk to ahead of time.  

Professional Development: Are you looking for a way to educate your staff on what a gifted student is and what their needs are? Are you looking for ways to encourage your staff or team to differentiate instruction for your higher learners? Maybe you want to be trained on how to identify a gifted student? (Colorado only, please) Really, what it comes down to is what do you feel like your district, teachers, advanced academic department, the administration is needing? I can help.

Teacher Coaching: Do you have a classroom full of gifted students and you want help in making sure you are meeting their various needs and gifts? Let me come in and watch you work and provide feedback. Maybe you want help creating Advanced Learning Plans that have more meaning.