Shut out of your local gifted and talented education program? Is your child showing signs of exceptional intelligence, creativity, or talent? As a parent, nurturing these gifts can often feel like navigating uncharted territory. Around here, we don’t believe in doom and despair. Read on for news you can use on:<\/p>\n\n\n\n
In the United States, the scope and delivery of Gifted and Talented education programs vary significantly from state to state, and even from district to district. Some programs offer pull-out services, in which students are removed from general education classrooms several times a week to receive enriched learning experiences.<\/p>\n\n\n\n
Other districts prefer full-time self-contained classrooms, where gifted students spend the entire school day in a singular, advanced learning environment. Alternatively, some schools provide cluster grouping, where a small group of gifted students are placed in a standard classroom with a teacher trained in gifted education.<\/p>\n\n\n\n
Each of these approaches comes with its own unique set of advantages and challenges, and the choice largely depends on the resources available as well as the individual needs of the student. Here’s the sitch and options in plain English:<\/p>\n\n\n\n
Acceleration<\/strong><\/p>\n\n\n\n Pupils are advanced to a higher-level class covering material more suited to their abilities and preparedness. The gold standard is to do single subject acceleration since it is highly unlikely that kids are exceptional in all subjects.<\/p>\n\n\n\n Cluster grouping<\/strong><\/p>\n\n\n\n Cluster grouping is the gathering of four to six gifted and talented and\/or high achieving students in a single classroom for the entire school day. Teaching may include enrichment and extensions, higher-order thinking skills, pretesting and differentiation, compacting, and more complexity in content.<\/p>\n\n\n\n It’s really rare to see this given limited funding\/resources.<\/p>\n\n\n\n Colloquium<\/strong><\/p>\n\n\n\n Colloquium provides advanced material for high school students. You won’t see this for the younger kids, but I don’t do things by half so I wanted to touch upon this briefly here.<\/p>\n\n\n\n Colloquium students often delve into topics with greater depth and a unique perspective compared to their peers in AP classes. In schools where colloquium is limited to English and History, students typically complement their studies with AP courses in math and science, and vice versa. This approach allows students to cultivate a well-rounded education while embracing different academic disciplines.<\/p>\n\n\n\n Compacting<\/strong><\/p>\n\n\n\n Here, the regular school material is compacted by first pretesting the student to determine which skills and content have already been mastered.<\/p>\n\n\n\n Enrichment<\/strong><\/p>\n\n\n\n Ah, that undefined word that the NYC public schools offering G&T programs throw around.<\/p>\n\n\n\n In elementary school, students spend the day with their peers, but receive extra material to challenge them.<\/p>\n\n\n\n WARNING: This can mean anything (and DOES mean anything in the state of New York).<\/p>\n\n\n\n It could be nothing more than a modified assignment, going on field trips, having a project on a specific topic. In higher grades, students can engage in formal programs like Odyssey of the Mind, Destination Imagination, or academic competitions such as Brain Bowl, Future Problem Solving, Science Olympiad, National History Day, science fairs, or spelling bees. These activities provide opportunities for intellectual growth, creativity, and friendly competition, fostering a well-rounded educational experience.\u2022 Some perceive there to be a necessary choice between enrichment and acceleration, as if the two were mutually exclusive alternatives.<\/p>\n\n\n\n Pull-out<\/strong><\/p>\n\n\n\n Students are pulled out from their regular classrooms to participate in gifted classes, where they can explore a wide range of critical thinking exercises, creative activities, and subjects beyond the standard curriculum. These pull-out programs provide an opportunity for students to develop empirical reasoning skills that can be applied to all aspects of their education, both inside and outside the classroom.<\/p>\n\n\n\n Self-pacing<\/strong><\/p>\n\n\n\n Self-pacing methods, such as the Montessori Method, use flexible grouping practices to allow children to advance at their own pace. This is not a true gifted and talented education program, but acts like one given that students are grouped in three-year age ranges (3-6, 6-9, 9-12, etc.). <\/p>\n\n\n\n I’m a huge fan of the Montessori approach because of the way it helps students become self directed learners and arrive at new skills\/knowledge by themselves. The focus on independence and the results you see AFTER your child has worked with the quintessential manipulatives is amazing. And no, you don’t need to get a Montessori certification<\/a> to be able to supplement school at home by offering a Montessori education. <\/p>\n\n\n\n The selection process for a gifted and talented program varies by district. In NYC, both of the predominant gifted identification methods<\/a> – teacher or parent referrals or IQ tests – have been tried. Identifying gifted children is often difficult but is very important because typical school teachers are not qualified to educate a gifted student.<\/p>\n\n\n\n This process might also include behavioral observations. In many cases, a student’s cognitive abilities are tested using instruments such as the Wechsler Intelligence Scale for Children (WISC) or the Stanford-Binet Intelligence Scale. While the WIAT-III does not encompass all aspects of acquired knowledge, it provides valuable insight into a child’s capacity to acquire skills and knowledge through formal education. Some districts also consider a student’s creativity, leadership skills, and motivation. <\/p>\n\n\n\n Best practices support using more than one factor to identify gifted students. IQ, ability, and other test scores; motivation; parent\/guardian, student, and teacher recommendations; classroom observations; and portfolio assessment are some of the possible factors a school district might use to identify gifted students.<\/p>\n\n\n\n Identification can be an ongoing process that continues as students get older, and I’m actually one of those who didn’t do well on the IQ tests in elementary school but qualified via grades in middle school (yep, first gen immigrant – my mom didn’t know there was such a thing as preparing for the IQ tests \ud83e\udd37\u200d\u2640\ufe0f). <\/p>\n\n\n\n Research strongly advocates for ongoing and periodic assessment of students to determine their eligibility for gifted education services. It is crucial to encourage all children, regardless of their gifted and talented identification, who have the potential to excel in advanced courses to pursue them. This inclusive approach ensures that deserving students can access the opportunities they deserve and reach their full potential.<\/p>\n\n\n\n Whatever the identification method, unless a state specifically has laws protecting the right for a gifted child to have access to gifted and talented education, there will likely be more students who qualify to attend than seats available. For this reason, supplementing school at home <\/a>is critical for high ability kids who end up shut out of a G&T program. <\/p>\n\n\n\n Unsurprisingly, there is no formal definition of giftedness, but rather, a set of traits to look for. Giftedness in children is often characterized by an innate ability to understand, grasp, and apply concepts faster and more effectively than their age peers. It’s like they are on a different wavelength, exhibiting an intense curiosity, an unusual capacity for learning, and an insatiable appetite for knowledge. <\/p>\n\n\n\n These children might demonstrate advanced language skills, problem-solving abilities, and a strong sense of creativity. They might also show interest in complex ideas and concepts typically beyond their age range. It should be noted that giftedness is not solely about academic achievement. It can also include areas such as arts, leadership, and athletics. Some traits to look for include:<\/p>\n\n\n\n \u2022 a high level of measured intelligence;<\/p>\n\n\n\n \u2022 specific academic aptitude in a subject area;<\/p>\n\n\n\n \u2022 creative thinking;<\/p>\n\n\n\n \u2022 superior talent in visual and performing arts;<\/p>\n\n\n\n \u2022 natural leadership of peers; and<\/p>\n\n\n\n \u2022 psychomotor ability \u2013 outstanding performance or ingenuity in athletics, mechanical skills or other areas requiring gross or fine motor coordination;<\/p>\n\n\n\n Irrespective of these characteristics, I would be remiss if I didn’t talk about Howard Gardner and his multiple intelligences theory. Today, an increasing number of researchers hold the belief that the opposite is true. They argue that there are multiple intelligences<\/a>, each existing independently of the others. These intelligences possess unique strengths and limitations, and the mind is not a blank slate at birth. Moreover, teaching concepts that contradict early “naive” theories or challenge the natural inclinations of an intelligence within its corresponding domains proves to be unexpectedly challenging.<\/p>\n\n\n\n California<\/strong><\/p>\n\n\n\n Since the passage of the 2013\u201314 Budget Act, Gifted and Talented Education (GATE) is no longer considered a categorical program in California. Although the EC sections pertaining to GATE have been repealed, the Gifted and Talented Education Program Resources Guide<\/a> can still offer valuable insights for local decision-making regarding identification, differentiated curriculum, parental and community involvement, and more. It serves as a valuable resource for educators seeking to enhance the educational experience for gifted and talented students.<\/p>\n\n\n\n Many California school districts do still have a GATE Program Coordinator (GATE was a program that was available in my school district when I attended in the 90s) who can serve as a resource for parents with questions about local school, and community, programs. <\/p>\n\n\n\n New York<\/strong><\/p>\n\n\n\n In New York State, the Gifted and Talented (G&T) programs aim to cater to the academic needs of students who demonstrate exceptional aptitude and intellectual capacity. However, these programs face criticism and scrutiny due to their perceived lack of equity and inclusivity. Given the large number of students within the state’s education system, particularly in large districts like New York City, there are significant challenges in offering a program that is both truly for gifted students and equitable. More information on NYC’s G&T program <\/a>here and for parents who are receiving off-cycle offers, here’s how to think of the decision process for gifted education<\/a> programs. <\/p>\n\n\n\n Florida<\/strong><\/p>\n\n\n\n In Florida, the identification process for Gifted and Talented Education programs (GATE) involves screenings and evaluations designed to uncover a student’s intellectual potential. The process usually begins with a teacher or parent nomination, followed by an IQ test, and a review of academic performance and teacher observations. Once identified, gifted students have the opportunity to engage in enriched learning experiences that stretch beyond the standard curriculum.<\/p>\n\n\n\n Florida’s GATE programs are often limited by seat availability. Due to high demand and limited resources, not all identified students may immediately secure a spot in the program. It is crucial for parents to understand that early application and active engagement with the school administration can increase their child’s chances of gaining a seat. For further information, parents should reach out to their local school district\u2019s Gifted Program Coordinator.<\/p>\n\n\n\n Texas<\/strong><\/p>\n\n\n\n In Texas, the Gifted and Talented Education programs (GATE) focus on identifying and nurturing students’ unique talents and intellectual capabilities. The identification process typically involves teacher or parent nominations, an intelligence quotient (IQ) test, academic performance reviews, and teacher observations. Similar to Florida, Texas’ GATE programs often face seat limitations due to high demand and resource constraints. Therefore, parents are encouraged to apply early and maintain proactive communication with school administrators to enhance their child’s chances of securing a spot in the program. For additional details, parents should connect with the Gifted Program Coordinator in their local school district.<\/p>\n\n\n\n Iowa<\/strong><\/p>\n\n\n\n In Iowa, the Gifted and Talented Education programs (GATE) are devoted to identifying students with exceptional talents and intellectual abilities. Identification is typically initiated by teacher or parent nominations, followed by an intelligence quotient (IQ) test, review of academic performance, and teacher observations. As with Florida and Texas, Iowa’s GATE programs also face seat limitations due to high demand and resource constraints. Parents are strongly advised to apply as early as possible and maintain open communication with school administrators to increase their child\u2019s chances of securing a spot in the program. More details can be obtained by contacting the Gifted Program Coordinator in their respective school district.<\/p>\n\n\n\n The Gifted and Talented Education programs in California, New York, Florida, Texas, and Iowa share a common goal: identifying and nurturing the unique intellectual talents of students. While their processes are similar\u2014typically involving teacher or parent nominations, IQ tests, and review of academic performance\u2014their execution may vary based on state-specific guidelines and resource availability. <\/p>\n\n\n\n One shared challenge these programs face is the limitation of seats, underscoring the need for parents to apply early and maintain active communication with school administrators. Yet, despite these similarities, each state program has its unique nuances and administrative mechanisms, making it crucial for parents to engage with their local Gifted Program Coordinators to understand the specifics of their respective programs.<\/p>\n\n\n\n In the United States, there is no federal law that specifically governs the education of gifted and talented students, leaving much of the decision-making and administration to individual states and districts. However, the Jacob K. Javits Gifted and Talented Students Education Act, part of the Every Student Succeeds Act (ESSA), provides federal funding for research and development that aids in identification methods and program models for gifted students. <\/p>\n\n\n\n On a state level, laws and regulations vary widely, with some states mandating identification of gifted students and funding programs, while others leave decisions entirely to local districts. For instance, Alabama, Colorado, and Georgia have robust policies requiring student assessment for giftedness. In Florida, state law requires all public schools to implement a plan for the identification of gifted learners. <\/p>\n\n\n\n Similarly, Ohio mandates the identification of such students and provides guidelines on a variety of formal and informal identification methods. In these states, the identification process often involves multifaceted approaches, incorporating cognitive assessments, teacher and parent observations, and consideration of a student’s creativity and task commitment. It’s important to note that while these states have identification requirements, the specific procedures and criteria can vary widely. It’s also important to know that even if you’re in a state that values identification of gifted learners, you still might not get a seat – especially not on the first try. <\/p>\n\n\n\n There aren’t many avenues for gifted learners before 3rd grade. From this perspective, parents of high ability children are doing the right thing by nurturing their child’s interests and supplementing school at home. Our family for example followed this personalized learning plan <\/a>last year, and we do at least one lesson a day throughout the year. <\/p>\n\n\n\n \u2022 Future Problem-Solving Program International<\/a> is a nonprofit organization with a global reach. It provides innovative programs tailored for students in grades four to twelve, fostering the development of their research skills, critical thinking abilities, creativity, and teamwork.<\/p>\n\n\n\n Hoagies’ Gifted Education Page serves as a comprehensive resource hub dedicated to supporting the educational needs of gifted learners. This online platform offers a wealth of information about gifted education, including articles, research findings, and teaching strategies. It also provides links to other beneficial resources and platforms, making it a valuable tool for educators, parents, and students alike.<\/p>\n\n\n\n There are also summer programs for middle school and high school students.<\/p>\n\n\n\n \u2022 Center for Talented Youth<\/a><\/strong> – (CTY; this was super popular with my peers; entrance is determined by PSAT scores and your parents’ willingness + ability to let you go for the prescribed weeks in the summer). CTY is offered by Johns Hopkins University and provides challenging academic programs to highly talented students from around the globe, encouraging their intellectual curiosity and love of learning.<\/p>\n\n\n\n \u2022 GERI: Gifted Education Resource Institute, Purdue University<\/a> – <\/strong>The Gifted Education Resource Institute (GERI) at Purdue University is a distinctive program that offers specialized resources and opportunities for gifted students. Its mission is to holistically develop the talents of gifted, creative, and talented students through services, research, and advocacy. The institute provides a nurturing environment where students can explore and deepen their intellectual capabilities, fostering an enduring passion for learning.<\/p>\n\n\n\n \u2022 Center for Talent Development, Northwestern University<\/a> – <\/strong>CTD provides challenging and accelerated programs tailored to meet the distinct needs of high-ability students. <\/p>\n\n\n\n \u2022 Duke University’s Talent Identification Program (TIP)<\/a> –<\/strong> Duke TIP is a renowned program hosting residential and day-long courses for qualified students during the summer. The program covers a wide range of subjects including mathematics, science, writing, philosophy, and more.<\/p>\n\n\n\n These programs not only provide advanced academic opportunities, but also allow gifted students to connect and collaborate with similar peers, further enriching their educational experience. <\/p>\n\n\n\n Note though that first, your child has to make it to middle school. Keeping them engaged and challenged till then requires supplementing school at home. Just to be even clearer, this definitely means I strongly urge parents to supplement public school at home. <\/p>\n\n\n\n For parents of preschoolers and Kindergarteners, this means leaning into play based learning, the Montessori method <\/a>even if you have a small space, and developing pre-reading skills. I’ve got you covered with this series that steps you through the scope and sequence of critical reading skills: phonics<\/a>, fluency,<\/a> and reading comprehension<\/a>. <\/p>\n\n\n\n Funding for gifted and talented education in the United States usually comes from federal, state, and local government sources. The Javits Gifted and Talented Students Education Act provides the only federal funding specifically for gifted and talented education. However, this funding is typically used for research and to develop talent in underrepresented populations. It doesn’t directly finance local Gifted and Talented programs. At the state level, funding varies widely as each state sets its own policy. Some states allocate specific funds for gifted programs, while others leave it up to local districts. Local school districts may choose to use a portion of their general funding to support gifted and talented education, but this can also vary widely. The lack of consistent funding at all levels often results in a significant disparity in the quality of gifted education programs.<\/p>\n\n\n\n In light of concerns about racial disparities, certain districts have put forth proposals to eliminate gifted and talented programs entirely. Instead, they suggest implementing enrichment programs that cater to the needs of all students.<\/p>\n\n\n\n However supporters argue that G&T programs offer tangible advantages, and school districts have the potential to create a more inclusive system without completely eliminating these programs.<\/p>\n\n\n\n In reality though, I’m not sure how you implement such a thing in a large school district like NYC. It’s possible in smaller districts I think, but in a city with about a million kids throughout the school system, I don’t see how a program can be both truly for gifted kids AND equitable. Even under the old system where test score cutoffs determined seats, there were never enough seats for all students who qualified. <\/p>\n\n\n\n In the quest for educational equity, it’s crucial to strike a balance between nurturing gifted students and ensuring no one is left behind. The conversation around Gifted and Talented programs is complex and continues to evolve, with no one-size-fits-all solution. It’s encouraging to see different stakeholders actively debating and proposing ideas. To ensure the best outcome, these discussions should be inclusive, involving educators, policy makers, parents, and students themselves. While implementing change on a large scale like in NYC presents logistical challenges, it’s an endeavor worth pursuing for the future of our education system.<\/p>\n\n\n\n Are you a parent of a potentially gifted 3-6 year old who would benefit from a more comprehensive early childhood learning program? My signature early childhood education course, the Inquisitive Learner Accelerator,<\/a> transforms everyday parents into expert literacy, numeracy, and handwriting guides for their children.<\/p>\n\n\n\n This comprehensive course provides insider strategies and step-by-step guidance, all designed to fit into the precious hours between daycare\/afterschool pickup and bedtime<\/strong>. It\u2019s about efficiency and effectiveness, and we\u2019ve got your back. Supplemental learning at home<\/a> gives you a way to advance your child\u2019s academic progress with minimal time and maximum benefits.<\/p>\n\n\n\nHow Students Are Identified as Gifted<\/h3>\n\n\n\n
Definition of giftedness<\/h3>\n\n\n\n
Select Gifted & Talented Education Highlights Across the US<\/h2>\n\n\n\n
Laws and Regulations for Gifted Education<\/h2>\n\n\n\n
Out of School Programs for Gifted Learners<\/h3>\n\n\n\n
Funding FAQs<\/h3>\n\n\n\n
The Future of G&T Education<\/h3>\n\n\n\n
Calling parents of potentially gifted 3-6 year olds!<\/h2>\n\n\n\n