Frequently Asked Questions

How Do I Know If My Child Is Gifted?

Gifted children often demonstrate accelerated learning compared to their peers of the same age. They exhibit an extensive vocabulary, inquisitive nature, and a strong desire for intellectually stimulating activities. These children thrive when presented with complex and challenging tasks. Additionally, they may possess heightened sensitivity, exceptional creativity, and a profound intensity in their thoughts and emotions. It's important to note that these are just a few of the characteristics commonly observed in gifted children. For more information go to: https://cagifted.org/ 


What Is A Gifted And Talented Education?

Gifted and talented education (GATE), also known as Gifted Education, refers to specialized education designed to meet the unique learning needs of students who have been identified as gifted or talented. These students possess exceptional abilities, talents, or potential in one or more areas, such as intellectual, creative, artistic, leadership, or specific academic domains.

Gifted and talented education aims to provide these students with challenging and enriching learning experiences that go beyond the regular curriculum. The goals of GATE programs include maximizing the students' intellectual growth, fostering their talents and strengths, and supporting their social and emotional development.

GATE often involves various strategies to meet the specific needs of gifted students. These may include differentiated curriculum, specialized instruction, extending academic content, independent projects, enrichment activities, and opportunities for collaboration and creativity.

What is the difference between GATE and high achieving students?

Here's a chart that helps explain the differences between high achievers, gifted learners, and creative thinkers (another type of student that may over index on academic tasks). Please note, this is not an exhaustive list. For more information go to: https://dev.nagc.org 


A High Achiever

A Gifted Learner

A Creative Thinker

Remembers the answers

Poses unforeseen questions

Sees exceptions

Is interested

Is curious

Wonders

Is attentive

Is selectively mentally engaged

Daydreams; may seem off task

Generates advanced ideas

Generates complex, abstract ideas

Overflows with ideas, many of which will never be developed

Performs at the top of the group

Is beyond the group

Is in own group

Learns with ease

Already knows

Questions: What if...

Needs 6 to 8 repetitions to master

Needs 1 to 3 repetitions to master

Questions the need for mastery

Enjoys the company of age peers

Prefers the company of intellectual peers

Prefers the company of creative peers but often works alone

Completes assignments on time

Initiates projects and extensions of assignments

Initiates more projects than will ever be completed

Enjoys school often

Enjoys self-directed learning

Enjoys creating

Is highly alert and observant

Anticipates and relates observations

Is intuitive

Is pleased with own learning

Is self-critical

Is never finished with possibilities

Gets As

May not be motivated by grades

May not be motivated by grades

Can a gifted child have learning disabilities too?

Students who are considered Twice Exceptional are gifted children who possess a learning disability, such as dyslexia, attention deficit disorder, or challenges with visual or auditory processing. Identifying the unique needs of these children can be challenging since their exceptional abilities often enable them to mask or adapt for their learning disabilities. As a result, services to support these children address both their strengths and challenges to ensure that all students can reach their full potential. By recognizing both their abilities and disabilities, appropriate services can be implemented to empower these students on their educational journey.

What are the different ways gifted students are served in the classroom?

Each child is unique, and as a result, there is no one way to educate gifted students. This highlights the concept of a "continuum of services" that offers a range of educational options. This continuum takes into consideration the diverse needs of students, as well as the available resources within the classroom and school community. Local administrators, teachers, parents, and students are typically responsible for making decisions regarding the array of services provided.

These services can encompass various approaches, advanced Universal Access activities, different grouping strategies, and differentiated curriculum and instruction. The goal is to offer a menu of educational choices that respect the individual differences among students and cater to their specific needs, while taking into account the resources and opportunities within the local educational environment.

What kind of training does a teacher need to work with gifted students?

There are no specific requirements for teacher training in working with gifted students as teachers in the Etiwanda School District are all highly qualified educators recognized by obtaining a teaching credential with the California Commission on Teacher Credentialing (CTC). Although gifted and talented students can be found in every school and classroom, Etiwanda offers additional professional learning opportunities for classroom teachers to receive training to effectively address the educational needs of advanced learners.

Extensive research confirms that teachers who have received training in gifted education are better equipped to promote higher-level thinking, foster increased student expression, acknowledge individual student strengths and weaknesses, and offer a wide variety of learning experiences to challenge their students. It is important to recognize that acquiring this valuable expertise goes beyond short, one-hour training sessions. Developing and refining teacher skills requires a comprehensive approach that includes high-quality professional development, dedicated time for learning, access to appropriate materials, and ongoing support.

In Etiwanda, the professional development of our educators is a priority. A professional development plan is developed annually and is created based upon the most recent student achievement data available. This plan is designed to provide teachers with the necessary resources, time, and support to continuously enhance their skills and knowledge in gifted education. By incorporating high-quality professional development opportunities, allocating dedicated time for learning, and ensuring access to relevant materials, teachers continually refine instructional practices that address the needs of all students including those designated as being gifted. This commitment to ongoing professional learning is integral to our mission of providing exceptional education for all students.