Definition

 “Gifted children” means those school-age children and youth whose abilities, talents, and potential for accomplishments are so outstanding that they require special provisions to meet their educational needs. Gifted and talented students are capable of high performance, exceptional production, or exceptional learning behavior by virtue of any or a combination of the following:
      • general or specific intellectual ability
      • specific academic aptitude
      • creative or productive thinking
      • leadership and human relations abilities
      • visual arts, performing arts, spatial or musical abilities

Gifted children represent all cultural, ethnic, linguistic, and socioeconomic backgrounds and may demonstrate both gifts and disabilities.

Identification of Gifted and Talented Students

Purpose: To find gifted students whose abilities, talents and potential for accomplishment are so outstanding that they require special provisions in the form of appropriately challenging programming to meet their educational needs.

Greeley-Evans School District follows established procedures for the identification of gifted/talented students that align with state guidelines (CDE, 2003). Identification is an ongoing process that is facilitated by the GT Specialist in each building. It uses both formal and informal data and requires the collection of a body of evidence over time to substantiate a student’s talent in specific areas. Ultimately, the process guides programming for each identified student.



Start the identification process for your child by completing a GT Nomination form. 
Click HERE to download a Gifted and Talented Nomination form.

Step One: Student Search

• GT Teachers collect information on students from a variety of sources which may include
  • Parents
  • Self/Peers
  • Educational Staff
  • Community Members
  • Student Work
  • Standardized Testing
  • Classroom Assessment

Step Two: Collect Body of Evidence

• Data will be collected on students that make them unique from others in these areas:
  • Intellectual Ability
  • Achievement
  • Behaviors/Characteristics
  • Demonstrated Performance

Step Three: Review Body of Evidence

• Body of evidence reflects that the student's needs are being met in the classroom. More data is needed to make appropriate decisions. Continue collecting evidence over time. 

Step Four: Identification

• Student's body of evidence reflects need for GT programming.

Step Five: Programming Match (Advanced Learning Plan (ALP))

• Programming decisions made based on Advanced Learning Plan (ALP) recommendations to match exceptional academic, social, and emotional needs. 

Step Six: Periodic Review