GT Parent and Community Handbook

In many ways, gifted children have the same social and emotional needs other children have, but their needs are often intensified by the characteristics that make them gifted. If we fail to understand their needs and/or if their needs are not met, gifted children can be at risk for academic underachievement, social isolation, and depression.    

All children need to be loved, nurtured, kept safe, given attention and affection, and taught how to interact with other people. Gifted and talented children are no exception.  As parents, it is our privilege and responsibility to do our best to provide these things for our children. It is particularly important to remember to always see your child as a child first and gifted and talented second.  

Some suggestions and guidelines for parenting your gifted and talented child can be found at:  www.hoagiesgifted.org/parenting.htm

Yes, parent input is very important. In the initial stages of identification, parents may be asked to fill out an inventory of gifted behaviors they  observe at home. Parents are also asked to give permission for specific tests to be given. After testing is completed, parents review the results with the gifted and talented teacher. 

Teachers and staff are trained to recognize gifted behaviors and student strengths and to refer students of all grade levels, K-12. This referral is one way to begin the process, although parents may also initiate a referral by contacting their child’s school. In addition, all students are given an intellectual screening test (the Naglieri Nonverbal Ability Test) at the beginning of 2nd grade. Those who score above a threshold are referred for further cognitive testing. 

Yes, there is no “window” for identifying gifted behaviors. Identification for gifted and talented services is an ongoing process using multiple criteria. No single factor can eliminate a student from consideration. Teachers review assessment results and other data throughout the year to get a complete picture of students’ strengths, needs, and abilities. There are several types of evidence that may be used to identify a student. 

Yes, all learners are considered regardless of academic achievement. Parents are invited to provide evidence of student strengths and talents in areas like art, music, creativity, and leadership. Teachers also may recognize these strengths and talents and may refer students based on their observations. 

ALP is an acronym for Advanced Learning Plan, which is required in Colorado for every identified gifted child. The ALP is a planning guide for making instructional decisions, an accountability record, and a tool for monitoring students with outstanding potential. The ALP is part of your child’s cumulative folder and will follow him/her from grade to grade, school to school. 

According to state guidelines, CDE Gifted Guidelines, Vol. I, ALPs must include information on the student’s strengths, how he/she was identified, goals related to the strengths, recommended differentiation strategies teachers may use to help the student meet his/her goals, and a place for parent, teacher, and, when appropriate, student signatures.

No. Only students formally identified as gifted have ALPs. 

An ALP is usually put in place by the end of the school year in which the child was identified. Contact the GT Specialist at your school  for more information.

The Gifted and Talented Specialist at your child’s school is responsible for communicating with you about ALPs. A copy of your child’s ALP is kept in the student’s school files. 

Yes. Your child’s Gifted and Talented Specialist  will confer with both you and your child and take your thoughts into consideration in the creation of the ALP. There is also a parent involvement section in the ALP for you to complete and return.  A copy of your child’s ALP is in your child’s cumulative folder. 

It may. Because it is based on student strengths as observed and documented, academic and talent goals usually remain essentially the same – academic goals are directed toward growth in the area of strength or talent area each year. An annual affective goal is created based on a student’s individual need.  At the elementary and middle levels, you, your child, and your child’s Gifted and Talented Specialist review it annually and make changes as needed. In high school, your student reviews his/her own ALP annually with the GT Specialist.  Your student may set new goals as his/her interests and strengths change and mature. You will usually be invited to see and sign your student’s ALP at conference time. Contact your child’s GT Specialist if you have questions.

Yes. Although the wording may seem similar, the change from program to programming represents a major shift in how schools deal with student differences. Students identified as gifted have demonstrated that they need “something different” than what most other students need. A “gifted program” is often something that is static and pre-planned, while gifted programming is something that is built around the students and can respond to their individual needs and interests. 

  •  Nurture your child's strengths and interests. 
  •  Share the adventure of learning something new with your child. 
  •  Recognize and model making mistakes as an opportunity to learn, not as a mark of failure. 
  •  Encourage safe risk-taking. 
  •  Help set priorities. 
  •  Seek positive peer connections. 
  •  Avoid over-scheduling. 
  •  Allow time for reflection. 
  •  Pursue unfamiliar learning opportunities. 
  •  Keep your child challenged and engaged in learning.
  •  Keep your sense of humor!

  •  Nomination process
  •  School Improvement Team
  •  District Advisory Council
  •  Volunteering
  •  Attend virtual table talks

  •  Gifted/Talented Specialist
  •  Classroom teacher
  •  Principal
  •  Gifted/Talented Facilitator

Parents can be the most effective advocates for their children’s education. Participate in your local, state, and national gifted advocacy groups. Such groups can influence local, state, and federal legislation that directly impacts your child. They also provide valuable information about gifted education, scholarships for students, and networking opportunities for children and adults. Visit their websites, and join them to strengthen the voices speaking on behalf of gifted children. Although the National Association for Gifted Children (NAGC) and your own state organization (Colorado Association for the Gifted and Talented) provide information to both members and legislators, you should become a part of the process. 

Advocacy can be as simple as using the legislative alerts issued by the state or national group as the basis of a personal appeal to your 
representative. Good legislators appreciate the opinions and the supporting stories of their constituents. Stay connected through your parent groups because legislation can change quickly as compromises lead to revisions. Become known as a reliable source of information to your representative. 

Effective advocacy is more than being passionate about gifted education. The effective advocate knows how to convey the message that needs to be heard – how to frame information in a manner that drives the point without alienating those who influence the decision-making process. 

• Attend all parent-teacher conferences.
• Attend any presentations given by your child's Gifted and Talented Specialist. This is an opportunity to learn about gifted issues and to connect with other parents with similar interests. 
• Communicate with your child’s teacher about:
  • Your child’s needs
  • Available programming services 
  • Academic growth
  • Optimal performance
  • Learning goals

• Request a convenient time to speak with your child’s teacher.
• Provide your questions and concerns to the teacher in writing before meeting the teacher. 
• Be willing to compromise and collaborate on behalf of the student’s needs. 
• Keep a file of communications, learning plans, and testing data on your child throughout his/her K-12 years. 
• Provide both positive and negative feedback for changes in your child’s learning plan, school assignments, and learning activities. 
• Determine reasonable timelines and methods for communicating with your child’s teacher. 
• Do not expect your child to provide complete or accurate descriptions of school-day experiences. Communicate directly with your child’s teachers if you have questions about what is happening in the classroom. 
• Celebrate excellence both for your child and for those who teach your child. 
• Keep up-to-date with your school’s website and calendar.