Gifted Education Educator Page

Welcome to the Colorado Gifted Education Educator Page

This page provides information for educators interested in learning more about their roles and responsibilities in gifted education within the state of Colorado. It is intended for a wide range of education professionals, including school leaders, district/BOCES leaders, classroom teachers, support staff, counselors, special education teachers, electives teachers, ELD teachers, career and technical educators, and early childhood educators.

Advanced Learning Plans
Definition of Gifted Children
Early Access (Kindergarten & 1st)
ECEA Rules

Family and Student Engagement
Gifted Education in Colorado
Gifted Education Services and Support
Gifted Identification & Talent Pool

Procedures for Disagreements
Professional Development in Gifted Education
Qualification & Endorsements in Gifted Education
Support

Gifted Education in Colorado

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), the Colorado Department of Education (CDE), and the Gifted Education Regional Consultant (GERC). Educators 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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Definition of Gifted Children

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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Professional Development in Gifted Education

Gifted students will most often spend the majority of their school day in the regular education classroom. As such, it is important that you understand the unique academic and social-emotional needs of your gifted learners to better serve them. Your local Administrative Unit and region may provide professional development opportunities in addition to what CDE provides below. For more information on local offerings, reach out to your local gifted education contact(s).

Online Courses

The Office of Gifted Education offers online, asynchronous professional development courses designed to introduce educators, administrators and families to the unique needs of gifted and twice exceptional learners. Some of the topics covered include:

An Introduction to Gifted Education
Social Emotional Needs of Gifted Learners
The Basics of Differentiation
Writing Advanced Learning Plans
The Gifted Identification Process
An Introduction to Twice Exceptional Learners

Completion of our asynchronous gifted education courses will provide certificates that may be used for continuing education clock hours towards educator licensure renewal.

You can see our complete course catalog and enroll by visiting our LearnWorlds webpage.

CDE Facilitated Professional Development

The Office of Gifted Education offers facilitated Twice Exceptional (2e) professional development at various times throughout the year. These sessions provide the benefit of having knowledgeable facilitators and colleagues with whom you can interact.

Twice Exceptional Summer Institute coming June 11 and 12, 2025, in Colorado Springs.

Complete this form to be notified when the Introduction to the Twice Exceptional (2e) Learner Series opens.

For more information, contact Connolly Sherwood, Twice Exceptional Consultant, at sherwood_c@cde.state.co.us or complete the 2E Professional Development Support Request Form.

In-Person Trainings

The Office of Gifted Education provides in-person training designed to meet the needs of your educators, facilitators, and administrators. Since audiences can vary in their needs, we recommend a tiered approach when identifying potential attendees:

Tier 1: Little to no experience working with gifted and twice exceptional students.

Tier 2: A working knowledge or experience of gifted and twice exceptional students.

Tier 3: Advanced understanding of gifted and twice exceptional students and the systems involved.

We currently have the following training sessions already developed:

Full Day (6 hours):

Identification Guidance (all audiences)

Half Day (3 hours):

The Basics of Identification (all audiences)
Understanding Depth and Complexity (Tiers 1 & 2)
Best Practices in ALP Writing (Tiers 2 & 3)

Bite-sized (1 hour):

The Basics of Depth and Complexity (Tiers 1 & 2)
Myths and Misconceptions of Gifted Learners (Tier 1)

Other gifted-specific training can be created based on the needs of your AU. However, this takes time to develop, so we require your requests to be submitted no later than ten weeks prior to your desired training date.

If you would like to schedule a training, or have any questions, contact Michael Scott, Monitoring and Professional Learning Consultant, at scott_m@cde.state.co.us.

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Qualification & Endorsements in Gifted Education

In Colorado, "qualified personnel" in gifted education refers to a licensed educator with a Colorado teaching certificate who has or is pursuing one of the following endorsements:

Core Gifted Endorsement
Gifted Specialist
Gifted Director

Colorado Approved Educator Preparation Programs for Gifted Endorsements

Licensing requirements and application information are on the CDE Educator Licensing webpage.

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Gifted Identification & Talent Pool

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, your 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 Gifted Education Director of Record for the most accurate information regarding your identification practices.

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

General or Specific 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.

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. Your AU has established a process for how gifted education referrals can be made and developed a protocol for communicating this process.

An identification review team in your AU will carefully consider the referral, examine current student assessment data, and determine appropriate next steps. The review team must include at least one person trained or endorsed in gifted. Next steps may or may not include administering additional assessments or collecting further data. A single data point is not enough to determine the next steps from a referral.

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. No single data point can determine if a student is or is not gifted.

Educator Involvement

Educators should be included during the identification and determination process. Educators provide valuable insight into their student's strengths, abilities, and interests. Primary points for educator involvement in the process are:

Submitting a referral
Collaborating with gifted education staff when a gifted students moves into or out of your school
Guiding family/student/community in making a referral
Adding anecdotal information to the body of evidence
Completing an observation inventory
Gathering student assessment data for the identification team when needed
Collaborating with families to gather student information to be used as part of the body of evidence
Participating in the determination meeting

The steps and process for gifted identification outlined above are part of the Colorado MTSS framework for gifted students.

Methods of engagement and communication regarding gifted identification may vary based on individual district procedures. Check with your district's gifted education staff regarding their identification procedures.

Students Moving to or Away from Your 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.
If a student moves 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. The steps and process for talent pool are part of the Colorado MTSS framework. Your district has the autonomy to determine if a talent pool is developed and how long a student may participate in a talent pool. Check with your district's gifted education staff regarding their talent pool procedures and your role/responsibilities in identifying and serving talent pool students.

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Early Access (Kindergarten & 1st)

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 your 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 student would begin school. As part of the process, early childhood educators play an important role by helping to provide necessary information, following the steps for Early Access outlined by the district.

Check with your district's gifted education staff regarding their Early Access procedures.

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Procedures for Disagreements

The "Procedures for Disagreements" outlines what to do if a parent, guardian, or student disagrees 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 procedures for disagreement.

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Family and Student Engagement

Under ECEA rules, families and students must be actively involved in the gifted education process. It is the responsibility of the Administrative Units (AUs) to create strategies for engaging and communicating with families, though these methods may differ depending on your specific AU or BOCES procedures. As educators, it's important to be aware of these guidelines and actively support effective family involvement in the gifted education process.

An educator's responsibilities in the gifted education process are key to supporting student growth and ensuring effective communication between families, students, and the school. Here are some potential educator responsibilities:

Communicating with Families: Regularly update families on their child's progress, strengths, and areas for growth. Share information about gifted programs, strategies for home support, and ways to stay engaged in the child's education.
Educating Families: Share information about resources like enrichment materials, advanced learning opportunities, and online courses or workshops to help families understand the needs of gifted students and support their child's learning at home.
Supporting Student Engagement: Share information with families and gifted students about extracurricular activities, leadership opportunities, and other enrichment experiences that align with their strengths and interests.
Advocating for Students: Ensure that gifted students have access to appropriate programs and services provided within your district.
Communicating Student Progress: Continuously assess and communicate gifted students' academic and social-emotional growth.

Be sure to check with your gifted education director for any recommended resources or updates.

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Advanced Learning Plans

The Advanced Learning Plan (ALP) is a state-mandated document that guides the education of identified gifted students in Colorado. It outlines the gifted students' strengths, needs, and goals based on their areas of giftedness and individual interests. The ALP helps shape the student's educational programming and decision-making, ensuring that it aligns with their unique abilities. According to the Exceptional Children's Educational Act (ECEA), every gifted student must have an ALP with standards-based goals.

For high school students, the ALP can be combined with an Individual Career and Academic Plan (ICAP) if the ICAP includes all the components of the ALP, including academic and affective goals.

Note: While Colorado academic standards are often used to develop goals, educators can also use other relevant standards, such as Career and Technical Education (CTE), CASEL, National Core Arts Standards, and more. Additional details on these standards can be found in the ALP Guidance document.

Educator Involvement

At a minimum, the student's family and classroom teachers should be aware of and support the ALP goals and/or help write measurable goals following local procedures. Gifted education staff can assist in writing the goals but should not be solely responsible for the ALP.

Educators within the school system should be involved in the following actions and systems to support ALPs:

Collaborating with other staff to develop, monitor, and communicate student progress on the ALP.
Understanding, communicating, and following the ALP development timeline set by the district.
Encouraging student involvement in setting and tracking ALP goals.
Promoting active family involvement and feedback during the ALP development and progress reviews.
Following the district's record-keeping procedures for ALPs.
Collaborating with gifted education staff when a gifted student moves into or out of your school
Creating an environment that offers engaging and challenging programming to support gifted students' strengths, needs, and goals based on their areas of giftedness and individual interests.

Make sure to check with your gifted education director for the systems, guidelines, and processes related to your responsibilities in your AU.

Important Notes:

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 Plan supports disabilities, and the ALP supports giftedness.

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Gifted Education Services and Support

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. Services and support can be provided by a variety of educators and support personnel. This programming is designed around each student's strengths and interests and helps with planning for life after high school, including college and career. Districts must provide gifted education services and support for the same number of student contact days as their school year.

Gifted students require support throughout the entire school day, with classroom teachers serving as their primary source of guidance. All educators share the responsibility of supporting programming for gifted students and fostering their growth. Their educational experience should:

Involve collaboration between students, families, and educators.
Provide opportunities for families and students to actively engage in the school community.
Be documented and monitored in the Advanced Learning Plan (ALP).
Use data to measure and monitor student growth and achievement and drive instructional programming decisions.
Remain meaningful, engaging and culturally relevant.
Be embedded in the school and district-wide systems of support.
Include a system of support for identified gifted students who may not be achieving their potential or meeting their goals.

Specific programming options for gifted students are based on district availability. 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)
Project-based learning (individual, small group or whole group)
Grouping students with similar abilities and/or interests
Honors, AP (Advanced Placement), IB (International Baccalaureate), CTE (Career & Technical Education), and concurrent enrollment
Mentoring and internships
Enrichment
School-based and/or community events

CDE has a list of college and career ready demonstrations of learning that are set by local school boards that can be used to guide high school programming decisions.

Settings for Gifted Services

Gifted services are best when embedded in the school and district-wide systems of support. Services can be provided in various settings based on each student's needs, influencing the level of support gifted students receive and the frequency with which they interact with peers who share similar abilities. The types of services offered may vary throughout the school year and change as students progress through elementary, middle, or high school.

Contact your district's gifted education staff for questions and your specific responsibilities for gifted services and support.

Services and Support in Non-Academic Strength Areas

Gifted identified non-academic strength areas, also referred to as talent areas, include performing and visual arts, music, dance, psychomotor skills, leadership, and creative and productive thinking.

Talent identification programming may involve school-sponsored events, mentorships, independent study, and extended time for schoolwork due to excused absences for out-of-school talent activities. However, AUs are not obligated to fund or provide out-of-school coaching, training, or competitions for students identified in talent areas.

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ECEA Rules

The Colorado Department of Education (CDE) Office of Gifted Education offers guidance, and your AU has the local authority to decide how to comply with Colorado Exceptional Children's Education Act Rules (ECEA).

AUs document their systems and structures for each section of ECEA rule within the following required plans: Comprehensive Program Plan (CPP), Early Access Plan, and Annual Plan. Each AU's CPP is found on our main Gifted Education landing page. AUs participate in Gifted Education Monitoring (GEM) to ensure they are meeting the requirements of Colorado statute and rule.

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