GT Resources and Sites

• Unusual alertness, even in infancy

• Rapid learner; puts thoughts together quickly

• Excellent memory

• Unusually large vocabulary and complex sentence structure for age

• Advanced comprehension of word nuances, metaphors and abstract ideas

• Enjoys solving problems, especially with numbers and puzzles

• Often self-taught reading and writing skills as preschooler

• Deep, intense feelings and reactions

• Highly sensitive

• Thinking is abstract, complex, logical, and insightful

• Idealism and sense of justice at early age

• Concern with social and political issues and injustices

• Longer attention span and intense concentration

• Preoccupied with own thoughts—daydreamer

• Learn basic skills quickly and with little practice

• Asks probing questions

• Wide range of interests (or extreme focus in one area)

• Highly developed curiosity

• Interest in experimenting and doing things differently

• Puts idea or things together that are not typical

• Keen and/or unusual sense of humor

• Desire to organize people/things through games or complex schemas

• Vivid imaginations (and imaginary playmates when in preschool)

Teachers Challenge All The Students, So Gifted Kids Will Be Fine In The Regular Classroom

Although teachers try to challenge all students they are frequently unfamiliar with the needs of gifted children and do not know how to best serve them in the classroom. A national study conducted by the Fordham Institute found that 58% of teachers have received no professional development focused on teaching academically advanced students in the past few years and 73% of teachers agreed that “Too often, the brightest students are bored and under-challenged in school – we’re not giving them a sufficient chance to thrive. This report confirms what many families have known: not all teachers are able to recognize and support gifted learners.

That Student Can't Be Gifted, He Is Receiving Poor Grades

Underachievement describes a discrepancy between a student’s performance and his actual ability. The roots of this problem differ, based on each child’s experiences. Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment. Other students may mask their abilities to try to fit in socially with their same-age peers and still others may have a learning disability that masks their giftedness. No matter the cause, it is imperative that a caring and perceptive adult help gifted learners break the cycle of underachievement in order to achieve their full potential.

All Children Are Gifted

All children have strengths and positive attributes, but not all children are gifted in the educational sense of the word. The label “gifted” in a school setting means that when compared to others his or her age or grade, a child has an advanced capacity to learn and apply what is learned in one or more subject areas, or in the performing or fine arts. This advanced capacity requires modifications to the regular curriculum to ensure these children are challenged and learn new material. Gifted does not connote good or better; it is a term that allows students to be identified for services that meet their unique learning needs.

Frequently asked questions regarding GT identification and GT services within DCSD.

How do I know if my child is "gifted"?

There are many characteristics of gifted learners that can help teachers and GT coordinators evaluate students. Approximately 2-5% of the population are "truly" gifted. Another 15% of the population falls into the category of high achievers and bright learners. Gifted children often have several unique characteristics that set them apart from other learns in the classroom and need specialized learning plans to meet their needs.

In Douglas County, we collect a body of evidence for each child to determine if he/she qualifies for Gifted and Talented services. This body of evidence includes cognitive testing (such as CogAT or WISC IV), achievement testing (TCAP, DRA, etc.), classroom performance, teacher observations, parent observations, and student interests. If you would like to begin the gifted program screening process for your child, please contact me.

If my child qualifies for GT, what services are provided at my neighborhood school?

Identified GT students in neighborhood schools receive a variety of services in and out of the classroom. An Advanced Learning Plan (ALP) is written for all identified gifted and talented students and is a legal document available to all teachers and staff working with the student. This document outlines the student's strengths and interest areas and identifies goals for the student yearly.

Students are monitored by the GT facilitator to ensure differentiated instruction and/or modified work is ongoing to meet their unique needs. In addition, students are given opportunities for advancement, enrichment and extension in literacy and math. Curriculum compacting is closely monitored so that students are working on challenging work in their strength areas and are not working through topics they have already mastered.

The programming options available vary from school to school and sometimes from grade level to grade level. Some common options are differentiated instruction within the classroom environment, pull out groups for extension and enrichment activities, opportunities for curriculum compacting or advanced placement, single subject acceleration, and academic competitions, and passion projects.

My child took the CogAT this fall, when will I get the results and how can I interpret them?

CogAT scores should be back after fall break. Thank you for your patience. Once the results have arrived, there will be two CogAT Interpretation Meetings scheduled. These meetings are designed for parents to help interpret and understand the implications of their child's scores.

My child is in enrichment groups but does not have an ALP, does he/she need one?

Not necessarily. An ALP is for identified GT learners, but enrichment groups also include bright, high achieving students who are not necessarily "gifted". Only about 2-5% of the population is considered truly "gifted", but we work with many very bright students, about 15% of the population, who need extra challenges above and beyond the regular classroom. We often include very bright students in our enrichment groups because they need those additional challenges. Sometimes, we use these enrichment groups to observe students and analyze their performance on challenging tasks to determine if an ALP is necessary.

How do I apply for the Discovery program? What is the deadline for applications?

The application and information can be found here: DSCD Discovery Program Website

The application for the 2020-2021 school year will be available on the district website beginning in October 2019. All applications must be received by the District office in Castle Rock by November 2019. This deadline ensures that students who are selected for the Discovery Program are guaranteed a spot in Discovery classroom. Students whose files are submitted after the deadline may be placed on a waiting list if there aren't any available spots. If you are new to the district, please contact the District office if you have questions about late admission into the Discovery Program.

How do I get more information about the Elementary Discovery program for identified gifted learners?

There will be parent information nights at the Discovery Program schools in October. Stay tuned for more information.