Gifted Education

TIP: When planning, design each lesson for the most advanced learners in your class(es) rst, and then plan how to provide scaffolding and supports for all other learner needs. This sets the bar high for all learners. Plus, it is much easier to differentiate in one direction, than to plan for the universal learners at/near grade level standards and also having to simultaneously differentiate in two directions (supports for struggling learners and advanced learners). Planning for the most advanced learners rst is a great habit and approach to develop as an educator in BVSD. (Based on How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition  by C.A. Tomlinson and Universal Design for Learning  by A. Meyer, D. Rose, et al.)

All kids have gifts... but not all kids are "gifted." This is a special identification for students who have exceptional learning and social-emotional needs. In BVSD, we identify students as gifted based on a body of evidence that includes a variety of norm-referenced ability and achievement assessments and observation tools. A student identi ed as gifted has demonstrated measurable advanced cognitive ability and/or talent. These students' brains are wired differently, which allows them to learn and perform differently than same-age peers. This also means that they might have different social-emotional needs, such as challenges with perfectionism, asynchrony, intensities, and sometimes executive function. Gifted and talented students are exceptional and require differentiated learning experiences. Historically, the needs of gifted students have been misunderstood and overlooked in the classroom; however, in BVSD we are making positive changes toward providing better services for gifted students. When we make connections with them and get to understand their unique needs and challenges, gifted students can thrive in school and truly develop their talents.

The Exceptional Children's Education Act (ECEA) requires that educators provide services for gifted students. Visit CDE's Gifted Education website for more.

In BVSD, students with Advanced Learning Plans (ALPs) make up the largest subpopulation at 18% (as of spring 2024). That's more than double the state average! Students with ALPs are in every part of education - in all grade levels, all content, and all service needs. There are gifted English learners, gifted students with disabilities, gifted students from every socioeconomic and demographic background, and gifted students in every school. Teachers, you will have students with ALPs in your class, so it's important that you understand how to meet their needs.

There are six profiles of gifted learners (profiles of gifted learners theory by Betts & Kercher, 1998/2010):

 

The “successful” gifted learner… 

• does well in school

• rarely gets in trouble

• might be a perfectionist

• might be “eager for approval from teachers, parents and other adults” 

• often perceived as not needing anything special

• if not appropriately challenged, might learn to put forth minimal effort 

• might not learn the skills and attitudes needed for future creativity and autonomy

Recommendations for successful-type gifted learners include opportunities for challenge, risk-taking, mentorships, and independent learning, as well as time with intellectual peers.

 

The “creative” gifted learner… 

• is creative, stands up for their convictions, and might question rules 

• if not appropriately challenged and engaged, can exhibit inconsistent work habits, boredom, and impatience

• can have low self-esteem

• if their abilities are not understood and supported, “may be ‘at risk’ for dropping out of school, ‘drug addiction or delinquent behavior if appropriate interventions are not made'”

• might frustrate teachers and/or try to ‘press buttons’

Creative gifted learners need accepting adults, support for creativity and strengths, placement with appropriate teachers, in-depth studies, and opportunities to build self-esteem. In 2010, Betts and Neihart renamed the “challenging” profile to “creative,” reflecting these gifted learners’ potential.

 

The “underground” gifted learner…

• might start as “successful,” but later conceals or denies their abilities

• seeks social acceptance 

• might drop out of the advanced programming (such as accelerated or AP courses)

• might resist challenges 

• might struggle with insecurity

• might allow grades to decline 

Recommendations for this type require balancing. Underground gifted learners “should not be permitted to abandon all projects or advanced classes,” but might benefit from permission to take a break from advanced courses. These gifted learners need to be “accepted as they are.” Adults can provide alternate ways to meet academic needs, the freedom to make choices, and help with college/career planning.

 

The “at risk” gifted learner…

• might feel angry, resentful, depressed, and/or explosive 

• might have a poor self-concept, act out, and have poor attendance, yet they might have interests and strengths outside of school 

• might feel “angry with adults and with themselves because the system has not met their needs for many years” 

• might feel that school is irrelevant and/or hostile to them

• might have feelings of rejection

Recommendations include individual counseling, family counseling, out-of-classroom learning experiences, mentorships, and a “close working relationship with an adult they can trust.”

 

The Twice-Exceptional (“2e”) gifted learner…

• is gifted, but also has a learning disability, such as autism, ADHD, dyslexia, depression, etc.

• might feel powerless and frustrated 

• might have inconsistent, average, or below-average school work 

• often feel confused or upset about their struggles 

• others might see only their disabilities, not their strengths

To avoid low self-esteem and achieve their potential, these gifted learners need emphasis on and challenge in their areas of strength.  They also need advocacy from parents and teachers, risk-taking opportunities, and support for their disabilities. To meet gifted needs, they might further benefit from gifted-focused support groups, opportunities for exploration and investigation, and alternate learning experiences.

 

An ”autonomous” gifted learner…

• exhibits some “successful” characteristics, but instead of performing only the work required, they create their own learning opportunities 

• is self-directed, independent, and generally confident 

• is able to take appropriate academic risks 

• might assume leadership roles 

• might also suffer from isolation

Autonomous learner recommendations include opportunities related to the child’s passions, development of a long-term plan of study, and having friends of all ages.

 

Anyone at any time may refer a student for gifted identification evaluation consideration in Kindergarten through 12th grade. Teachers, counselors, administrators, parents/families, other students... a student may even refer themself. While BVSD has universal data screening in 2nd and 6th grades, any student at any time may be referred. Contact your school's Gifted & Talented (GT) Advisor or GT Teacher or the district gifted education office to refer.

Students with ALPs have the right to learn something new everyday. If a gifted student has reached grade level standards, that's great! Be sure to keep their learning going through advanced differentiation. Every student - whether gifted-identified or not - is on a continuum of learning. A student is never done learning. Gifted and advanced learning needs are part of the BVSD Multi-Tiered Systems of Support (MTSS) process and should be considered along with other students' learning needs. Gifted and advanced differentiation includes, but is not limited to...

flexible grouping (using data to group and regroup students based on learning needs, abilities, social-emotional support, etc.) TIP: Research-backed best practices encourage grouping gifted learners together when possible so they have similar-minded/ability peers from which to learn.

alternate assignments and/or products (allowing gifted students to demonstrate their learning in different ways, if the standard assignment/product is not appropriately challenging)

project-based learning (designing an actively engaging, personally-meaningful, complex project throughout the learning unit - not just at the end)

higher stages of Bloom's Revised Taxonomy (moving them beyond the application stage into the analyze, evaluate, and create stages)

Depth & Complexity Framework (using a combination of modes of thinking icons to make any lesson/unit/learning experience appropriately challenging) TIP: Teach the students how to use the icons and they can self-differentiate their own learning experiences!

compacting (condensing/modifying/streamlining the curriculum to reduce repetition and keep the learning going at a faster pace)

subject acceleration (placing a student in an above-grade level course, such as accelerated math)

grade-level acceleration (grade skipping, contact your principal and the district gifted education department)

For more information, visit the National Association for Gifted Children and this resource.

The BVSD Gifted Education department provides ongoing professional development opportunities throughout the year. Examples of what we have been able to offer include: monthly virtual sessions during district-led Late Start Wednesdays, online asynchronous multi-week courses for credit in the fall and winter, presentations from local and national gifted education experts, and more! We are also available to come into your school to share information during staff meetings, teacher-team meetings, and/or individual teacher coaching. We update our website frequently with opportunities and resources. And you are encouraged to join our email listserv so you can receive our newsletters and announcements. Email Doug.Alexander@bvsd.org to request to join the listserv.