Gifted Education Family Page

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Welcome to the Colorado Gifted Education Family Page

This page contains information for families who are interested in learning more about gifted education as well as for families whose students have been identified as needing gifted services within the state of Colorado.

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Gifted education for public schools and public charter schools in Colorado is mandated through state statute and state rule within the Exceptional Children's Education Act (ECEA). Statute and rule require all Administrative Units (AUs) within the state of Colorado to identify and serve gifted students. Like special education, gifted education is administered through administrative units according to the language of Colorado's Exceptional Children's Education Act (ECEA) statute. "Administrative Unit" or "AU" means a school district, board of cooperative services (BOCES), or the state Charter School Institute (CSI). Each AU develops a 5 year Comprehensive Program Plan (CPP) which explains how they identify and serve gifted students. Each AU's CPP is found on our main Gifted Education landing page. They also develop annual plans to focus on continuous improvement of gifted education.

The Colorado Department of Education (CDE) conducts Gifted Education Monitoring (GEM) of all AUs to ensure they are meeting the requirements of Colorado statute and rule. Gifted Education Monitoring (GEM) is a collaborative process that is the shared responsibility of administrative units (AUs), Colorado Department of Education (CDE), and the Gifted Education Regional Consultant (GERC). Families are an integral part of this process, and you may provide input through surveys, focus groups, and/or in-person or virtual meetings.

Colorado is a local control state, meaning that local AUs have the authority to determine their own processes for identifying and serving gifted students as long as they meet the requirements set forth in rule. The best source of information about identification or services will be your local gifted education staff. Your local gifted education contact(s) are found on our main Gifted Education landing page.

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The Exceptional Children's Education 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 or 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 students 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
• Specific Talent Aptitude
  • Creative or productive thinking
  • Leadership abilities
  • Visual arts, performing arts, musical or psychomotor abilities 12.01(16)

Additionally, ECEA defines a twice exceptional (2e) student as a learner who is identified as gifted and with a disability supported by an Individual Education Program (IEP) or a learner who is identified as gifted and has a Section 504 Plan.

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All administrative units (AUs) must identify students who need gifted services according to the Exceptional Children’s Education Act (ECEA). As a local control state,  each AU can create its own identification system, which may include different methods for data collection and assessment. CDE offers guidance that AUs can use when setting up these systems. Contact your AU for the most accurate information regarding their identification practices.

In Colorado, a student may be identified as needing gifted services in one or more areas using the following pathways.  

• General Intellectual Ability
  • General Intellectual Ability (GIA) is exceptional capability or potential recognized through cognitive processes which may include memory, reasoning, learning speed, spatial reasoning, problem-solving, and handling abstract ideas.
• Specific Academic Aptitude
  • Specific academic aptitude refers to exceptional skill or potential in a particular subject area. This includes a strong knowledge base or the ability to ask thoughtful questions in key academic areas such as reading, writing, math, science, social studies, and world languages.
• Specific Talent Aptitude 
  • Specific talent aptitude is the exceptional capability or potential in:
    • Creative or productive thinking - the unique abilities used for tasks like problem-solving and original thinking.
    • Leadership - the ability to inspire and empower others through skills like communication, social awareness, and responsibility.
    • Talent areas - dance, music, performing arts, visual arts, psychomotor.

Identification

In Colorado, identifying gifted students begins with a referral based on observed or documented information. A referral is a request to evaluate a student for potential gifted services. Most districts use Universal Screening for a possible referral for the identification process. However, referrals can also be made by educators, school staff, family members, community members, peers, and/or the student. Local AUs establish a process for how gifted education referrals can be made and develop a protocol for communicating this process.

The identification team will carefully consider the referral, examine current student assessment data, and determine appropriate next steps. This may or may not include administering additional assessments or collecting further data. No single data point can determine if a student is or is not gifted.

If initial data indicates a possible gifted identification, the identification team will begin collecting a body of evidence (BOE). This collection process involves gathering various data from different sources over time, focusing on the individual student's strengths. Each student's BOE will be used to determine the need for services. This evidence can help to identify both strengths and challenges for any support needed for gifted students, including those with disabilities (i.e., twice exceptional) and gifted students from diverse socio-economic, ethnic, and cultural backgrounds.

Family Involvement

Families should be included during the identification and determination process to the greatest extent possible. Families provide valuable insight into their student's strengths, abilities, and interests. Primary points for family involvement in the process are:

• Submitting a referral
• Adding important information to the body of evidence
• Participating in the determination meeting, when possible

Methods of engagement and communication regarding gifted identification may vary based on individual district procedures. The best source of information about identification or services will be your local gifted education staff. Your local gifted education contact(s) are found on our main Gifted Education landing page.

Moving to a New School or District

• When a student's gifted identification (from in state or out of state) adheres to Colorado state rules, it transfers to a Colorado school/district.
• Each district is responsible for transferring gifted records; however, it often helps for a family to bring their student's records with them when they register.
• If you move out of state, the new state may have different laws and a Colorado gifted identification might not transfer.

For military families, the identification follows the rules set by the Interstate Compact on Educational Opportunity for Military Children.

Talent Pool

The body of evidence for some students may not lead to a formal gifted identification, but data may demonstrate the student should be included in a "talent pool." Students selected for talent pool participation may receive appropriate programming options and/or interventions to address strength areas. Districts have the autonomy to determine if a talent pool is developed and how long a student may participate in a talent pool. The best source of information about identification or services will be your local gifted education staff. Your local gifted education contact(s) are found on our main Gifted Education landing page.

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Early Access gives highly advanced 4-year-old gifted students the opportunity to start kindergarten earlier than usual or highly advanced 5-year-old gifted students the opportunity to start first grade earlier than usual. Early Access is optional, and each administrative unit makes the decision about whether to offer it.

The process often begins in December or January prior to the year in which the child would begin school. As part of the process, families play an important role by helping to start the referral and providing necessary information, following the steps for Early Access outlined by the district.

The best source of information about the availability and procedures for Early Access will be your local gifted education staff. Your local gifted education contact(s) are found on our main Gifted Education landing page.

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The "Procedures for Disagreements" outlines what to do if you disagree with a decision about gifted education, such as identification, advanced learning plans, or programming. Check your district's gifted education website or contact your district's gifted education staff to learn about their procedures for disagreement and how to start the process.

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An Advanced Learning Plan (ALP) is an important state mandated document that helps guide the education of gifted students in Colorado. It outlines a student's academic and affective strengths, needs, and goals based on their area(s) of giftedness and helps shape their educational programming. The ALP supports the student's learning and is tailored to their abilities, interests, and specific needs. For high school students, an Individual Career and Academic Plan (ICAP) can serve as the ALP.

Family Involvement

Families play a key role in the ALP process, including:

• Sharing information about your student's strengths, interests, and needs.
• Communicating with teachers about your student's progress.
• Participating in annual goal setting for the ALP or ICAP.
• Accessing and reviewing the ALP.
• Supporting your student's goals outside of school.

Questions and Resources:

• If you have questions about your student's ALP, contact the gifted education lead at your student's school or district.

Important Notes:

• Private Schools: Private schools are not required to provide ALPs for gifted students.
• Public Charter Schools: These schools are publicly funded and must follow the same ALP requirements as other public schools.
• State vs Federal Mandate: ALPs are state mandated learning plans and required for all identified gifted students. IEPs (Individualized Education Program) and 504 Plans are federally mandated for qualified students with disabilities.
• Twice-Exceptional Students: If your student has both a disability and is gifted, an IEP (Individualized Education Program) or 504 Plan and an ALP can work together, but they focus on different needs: the IEP/504 supports disabilities, and the ALP supports giftedness.
• Goals: An ALP must have goals based on a student's academic and affective strengths, needs, and goals based on their area(s) of giftedness.
• Disagreement with Goals: If you disagree with the goals in the ALP, it's important to communicate with the gifted education lead at your student's school.

Moving to a New School or District:

• If you move to a new district, the new school may adjust the ALP goals based on their available resources.
• If you move out of state, the new state may have different laws about gifted education, and the ALP might not transfer.
• The district you are leaving is responsible for transferring your student's ALP, but it's a good idea to keep a copy of the ALP for your records in case there are delays.

For military families, refer to the Interstate Compact on Educational Opportunity for Military Children.

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The services and support for gifted education is often called gifted programming. It supports the identified strengths (academic and talent) and the emotional needs of students, helping them reach their full potential. Schools should offer challenging programming that includes input from students and builds strong relationships with families. This programming is designed around each student's strengths and interests and helps with planning for life after high school, including college and career.

Programming should:

• Involve collaboration between students, families, and educators.
• Include opportunities for families and students to engage in the school community.
• Be documented in the Advanced Learning Plan (ALP).
• Be meaningful and culturally relevant.

Programming strategies may include but are not limited to:

• Differentiation (adjusting lessons for individual or groups of students, giving choice/flexibility in student learning, etc.)
• Acceleration (content, subject, or grade level)
• Independent, small group, and large group projects
• Grouping students with similar abilities and/or interests
• Honors, AP (Advanced Placement), IB (International Baccalaureate), CTE (Career & Technical Education), and college courses at little to no cost
• Mentoring and internships
• Enrichment
• School-based and/or community events

Settings for Gifted Services
Gifted services can be delivered in different settings, which affects how much support gifted students receive and how often they interact with peers who have similar abilities.

• These services can take place both inside and outside of school.
• The specific options chosen depend on the needs of the students and the resources available in the district or school.
• The types of services may change throughout the school year and as students move through elementary, middle, or high school.
• Districts have the flexibility to decide what qualifications and certifications are required for educators working with gifted students.

The best source of information about identification or services will be your local gifted education staff. Your local gifted education contact(s) are found on our main Gifted Education landing page.

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When moving out of state, be aware that each state has different laws regarding gifted education. Your child's Colorado gifted identification may not automatically transfer, and you may need to have the identification reassessed according to the new state's rules.  Keep in mind that Advanced Learning Plans (ALPs) are specific to Colorado, and your new state may or may not have similar plans in place for gifted learners.

• Action Steps: It is helpful to bring a copy of your child’s gifted records when registering at the new school to assist in the transition. Contact the new school or district to discuss how gifted services will be addressed.

Military Families: The gifted identification will follow the rules outlined by the Interstate Compact on Educational Opportunity for Military Children, ensuring consistency and protection for students from military families.

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• Colorado Association for Gifted and Talented (CAGT)
  • Affiliate Contact Info - Colorado Association for Gifted and Talented
    Affiliates are associated with CAGT and are made up of individuals who volunteer to serve and support gifted students and their families in communities throughout Colorado.
• National Association for Gifted Children (NAGC)
• Supporting Emotional Needs of the Gifted (SENG)
• World Council for Gifted and Talented Children (WCGTC)
• 2e Newsletter
• Council for Exceptional Children: The Association for the Gifted (CEC TAG)

* All resources are for informational and archival purposes only. They should not be considered professional advice or recommendations, and it should not be assumed that they are endorsed by or affiliated with the Colorado Department of Education (CDE). CDE does not guarantee their accuracy, accessibility, or completeness and assumes no responsibility for content.

The best source of information about identification or services will be your local gifted education staff. Your local gifted education contact(s) are found on our main Gifted Education landing page.

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