How do I know if my child is gifted?

What is giftedness?  There is no universal definition of giftedness.  In the past, scoring above a certain level (often the top 2.5%) on intelligence, or even achievement tests had been the method of identification, but more recently additional information (examples of student work, parent and teacher observations, lists of traits, etc.) is often requested during assessments in order to share a fuller picture of a child, especially in the case of very creative, but perhaps not academic GT kids, or those whose gifts might be masked by a learning disability.  Even this new scope considers only assessment, not the “experience” of giftedness — nor the full measure of concern that parents and educators have for gifted children.
A group of respected GT professionals has suggested that "giftedness is asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in
parenting,  teaching and counseling in order for them to develop optimally."  The Columbus Group, Understanding Our Gifted, January 1992.

What does “Twice Exceptional” (2x or 2e) mean?

"Twice Exceptional” is when a gifted person also has a learning disability (which could vary from ADD to dyslexia to autism spectrum to other difficulties). These disabilities, if unaddressed, can impact learning and keep a gifted child from reaching her or his potential.
2E information from Jeffco GT Department

Colorado Dept. of Education 2e information

Why would I want to have my child identified as gifted?

Identifying gifted students is important so that their unique educational needs can be met.  Gifted students do not “make it on their own” and require as much instructional time and energy as other exceptional children.  Identification is essentially a needs assessment, because gifted children often require instruction at a different level and pace than their age peers.  Gifted students may pick up on some concepts more quickly than others, but this may also lead to problems, including boredom or other frustrations

                                                                                   Video by Pauline Su
Sometimes my child seems gifted but sometimes not — why?  It is usual for a child to have areas of strength (and passions) in giftedness, as well as spurts in intellectual growth.  Asynchronous development is common in gifted children; unlike their age peers, sometimes their intellectual, physical and emotional abilities are “out of sync”.   Additionally, many gifted children have psychomotor, sensual, emotional, intellectual, and/or imaginational intensities or overexcitabilities, so what might be small behavior or experiential differences for most children can be magnified in a gifted child.  Being a GT kid — or a GT parent or teacher — can feel overwhelming sometimes!

Jeffco GT Department, Policies, & Procedures with an emphasis on GT identification

​Colorado Dept. of Education Gifted Education

Characteristics of a "bright" child versus a "gifted" learner

​Davidson Institute Advocating for Gifted Children

NAGC - Talking With Your Child About Giftedness

Working together with your child’s school might present some new terminology and questions:

What is an ALP?

What is an ALP?  An ALP, or Advanced Learning Plan, is “a written record of gifted and talented programming utilized with each gifted child and considered in educational planning and decision making.”*  To be reviewed annually, the ALP i s a direct link to the profile created during the identification process and the implementation of programming services matched to the child’s strengths and interests.* Colorado Revised Statutes 22-20-103

Jeffco GT Dept. presentation: Understanding the ALP

ALPs in Jefferson County

​Colorado Dept. of Education Advanced Learning Plans

What is differentiation?

This is teaching to the needs of each student, rather than “to the middle” or only to the class as single unit.  Depending on the situation, this can mean providing instruction in a variety of ways:
Tiered assignments are designed to meet a number of abilities and learning styles. Flexible cluster grouping puts together students of similar ability. With curriculum compacting students are pre-tested for readiness/mastery, and if it is appropriate an area of study can be streamlined or even skipped. That time can be used instead for enrichment (in which the student or group can study a topic in more depth
or in a special way) or acceleration (in which the student or group moves ahead at a faster pace) so each student’s time is spent expanding his or her understanding. 
                     ©2011, JAGC

What is RTI?

“RtI” stands for “Response to Intervention.”The RtI Model is a three-tiered problem solving process used to develop academic and behavior interventionstrategies. It providesa structure for addressing academic and/or behavioral concerns identified by teachers or parents.  The model emphasizes the importance of partnerships with family and community to support student success and can be used to address needs of ALL students, including the gifted.