Gifted Education

The APS ESOL Team works collaboratively with the Gifted Office to ensure that ELs are included during the consideration process for identifying potential Gifted students. This includes ongoing dialogue surrounding analyzing universal screener data (MAP) along with new EL Student Growth data to identify those who exhibit high growth. As a result of this targeted work, Atlanta Public Schools has seen an increase in the percentage of students who are now identified as EL-Y and Gifted (currently 4.2% of total population). In addition, the Gifted Office now includes parent communication explaining the identification process in Spanish. Identifying Gifted Students

When considering English Learners (ELs) who are also gifted, it's essential to recognize and address their unique needs and potential challenges. Here are some key considerations: 

          1. Language Proficiency and Giftedness: ELs who are gifted may demonstrate exceptional abilities in their native language, even if they are still developing

proficiency in English. It's important to recognize and nurture their talents across languages and provide opportunities for them to excel in both their native language and English.

2. Cultural Background: ELs come from diverse cultural backgrounds, each with its own values, norms, and expectations regarding education and giftedness. Educators should be sensitive to the cultural context of giftedness and consider how cultural factors may influence the expression of gifted behaviors and talents .

3. Identification and Assessment: Standardized assessment measures may not accurately capture the abilities and potential of ELs who are gifted, especially if they are still acquiring English language skills. Multi-dimensional assessment approaches, including nonverbal measures and performance-based assessments, should be used to identify giftedness among ELs.

4. Access to Gifted Programs: ELs who are gifted may face barriers to accessing gifted education programs, including limited awareness of program opportunities and challenges in navigating the referral and identification process. Schools should provide equitable access to gifted programs for ELs and ensure that appropriate supports are in place to facilitate their participation.

5. Differentiated Instruction: Gifted ELs may require differentiated instruction to meet their academic and intellectual needs while also supporting their English language development. Teachers should provide challenging and enriching learning opportunities that are accessible to ELs at varying language proficiency levels.

6. Cultural and Linguistic Validation: Gifted ELs may benefit from educational experiences that validate and affirm their cultural and linguistic identities. Teachers should incorporate diverse perspectives and cultural references into the curriculum and create inclusive learning environments where all students feel valued and respected.

7. Family Engagement: Engaging families of gifted ELs is essential for supporting their academic and socio-emotional development. Schools should communicate effectively with families, provide resources and information about gifted

education opportunities, and involve parents in decision-making processes related to their child's education.

By considering these factors and implementing culturally responsive and inclusive practices, educators can better support the academic and personal growth of ELs who are also Gifted, ensuring that they have access to opportunities that nurture their exceptional talents and potential.