Blog Archives

Instructional Strategies to Support Gifted ELLs

This week, we welcomed the TAGT Equity Resource Committee to #gtchat – Tish Cawley, Matthew Fugate, and Javetta Roberson – to chat about instructional strategies to support gifted English Language Learners (ELLs).

Gifted ELLs have similar characteristics to other gifted students, but may exhibit them differently. Characteristics of gifted ELLs may be observed in the context of acquisition of a new language – the rate at which proficiency occurs, switching between languages, and accuracy of translation. Academic characteristics to look for in gifted ELL students include advanced reading, creativity, and problem solving abilities as well as above grade level math skills. Behavioral characteristics to look for in gifted ELL students include respect for their culture, social maturity, and an ability to display appropriate behaviors in both cultures.

What are some barriers to identifying English Learners & how can we overcome them? An initial barrier to identification of gifted ELLs is the observer’s inability to communicate with the student in their native language. Educator bias – consideration for gifted programs based on conventional markers and academic achievement only – can be countered by using an inclusive framework that goes beyond standardized tests & anti-bias training.

Once you identify English Learners, what does a culturally responsive GT curriculum look like? A culturally responsive GT curriculum addresses the need for a student’s culture to be recognized and valued. Multicultural literature and classroom discussions about a student’s culture are an effective way of responding to the needs of gifted ELL students. Maintaining a culturally responsive classroom after students are identified is an important role of teachers in supporting gifted ELLs.

How will a Talent Development model benefit English Learners? It will take into consideration a student’s interests and build on individual strengths. Talent Development models have used in Europe and have been very successful in meeting the needs of many diverse cultures.

Gifted ELLs should be supported through the use of linguistic accommodations and scaffolding in both English and their native language. They need to be provided opportunities to speak and interact with other students both in structured and informal conversation.

What are some resources for parents to help support English Learners at home? School can provide learning opportunities for parents on how to support their child at home to learn how to advocate for their child and how to form support groups. Parents should regularly be updated about resources, programs, and academic opportunities available to students related to their child’s interests and abilities.

A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.


How Do We Identify Gifted English Learners?

Recognizing the Gift: Identifying Gifted English Learners

FL: Assessing Limited English Proficient (LEP) Students for Eligibility for Gifted Programs (pdf)

Baltimore Students Learning English Say They Still Don’t Have a Fair Shot at the City’s Top Schools

Identifying Gifted and Talented English Language Learners: A Case Study (pdf) (Plucker, Rapp, Martinez)

Identifying and Serving Culturally and Linguistically Diverse Gifted Students

Teaching Culturally Diverse Gifted Students

Working With Gifted English Language Learners

Special Populations in Gifted Education: Understanding Our Most Able Students From Diverse Backgrounds

Effective Curriculum for Underserved Gifted Students

Identifying and Serving Culturally and Linguistically Diverse Gifted Students (pdf)

Identifying Gifted Children from Diverse Populations

Culturally and Linguistically Diverse Gifted Students: Do They Fall through the Cracks (PPT)

Curriculum Approaches that Overcome Learning Gaps and Language Barriers for Diverse Gifted Students

Edutopia: Identifying and Supporting Gifted ELLs

Identifying Gifted and Talented English Language Learners Grades K-12 (pdf)

Gifted, But Still Learning English, Many Bright Students Get Overlooked

Identifying and Assessing Gifted and Talented Bilingual Hispanic Students

Start Seeing and Serving Underserved Gifted Students 50 Strategies for Equity and Excellence

Disclaimer: Some resources contain affiliate links.

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

Every Student Succeeds Act and Gifted Education

gtchat 01192016 ESSA and Gifted Education


Recently, the U.S. Congress reauthorized the Elementary and Secondary Education Act of 1965 (ESEA). Replacing the controversial No Child Left Behind Act, the new legislation is commonly referred to as the Every Student Succeeds Act (ESSA). A $21 billion appropriation of federal funds to states and  school districts, it proclaims to reduce the overuse of standardized testing and one-size-fits-all mandates.

This week, #gtchat reviewed the positive and negative aspects of the new bill for gifted students and their education.  According to NAGC Executive Director M. René Islas, “ESEA Re-authorization marks the first time that Congress makes clear that Title I funds may be used to identify and serve gifted students, which will ensure that high-ability students from low-income families and other under-served populations receive the challenging instruction that they require to achieve their potential. In addition, the law retains the authorization of the high-impact Jacob Javits Gifted Education Grant program, which has yielded numerous strategies to identify and serve academically talented students.”

Many participants at this week’s chat expressed doubts that the new legislation will make any difference at all for most gifted students and were leery of comments coming from the NAGC. However, the importance of having gifted students even acknowledged in the ESSA was considered a victory by most. The ESSA also specifically mentions types of services; such as acceleration, enrichment, and dual enrollment. Only time and a commitment to advocacy will tell if it will be effective.

Much of the law is about ‘allowing’, but there are several important ‘requirements’ that pertain to gifted students. For Title I, the funds are allowed to be used to identify and serve gifted students. When reporting student achievement data on low-SES, race, ELL, gender and students with disabilities; states must now include data on students who achieve at the advanced level. All identified gifted students may participate in programs funded by Title 1; regardless of socio-economic status.

For Title 2 funding, schools are required to provide PD which addresses needs of gifted students. “In applying for Title II professional development funds, states must include information about how they plan to improve the skills of teachers and other school leaders that will enable them to identify gifted and talented students and provide instruction based on the students’ needs.” (See “Q&As about the ESSA” from NAGC below.)

Gifted Education will continue to be at the discretion of the local school district. Although it is important legislation, advocates are being tasked with ‘getting the word out’; the ESSA is over 300 pages. In the end, it will be incumbent upon advocates for gifted education to educate local districts on provisions for gifted students in the ESSA. A transcript of this week’s chat may be found at Storify.

This week also marked the 6th birthday of #gtchat on Twitter! Thank you to all who have and continue to support us!

gtchat 01192016 Happy 6th Birthday

gtchat-logo-new bannner

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at  1 AM (1.00) in the UK,  2 PM (14.00) NZDT/Noon (12.00) AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found atStorify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Head Shot 2014-07-14  About the author: Lisa Conrad is the Moderator of Global #gtchat Powered        by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at:


Every Student Succeeds Act

Don’t Hate Me Because I’m Gifted

PALNYC (Parents of NYC’s High Potential Learners) Every Student Succeeds Act

Q&A’s About the ESSA (pdf)

CEC’s Summary of Selected Provisions in Every Student Succeeds Act (pdf)

S.1177 – Every Student Succeeds Act114th Congress (2015-2016)

Federal Policy Briefing: ESSA Briefing (YouTube 1:01:20)

New Education Law Covers Gifted Students, Too

Missouri Board of Education Weighs in on Every Student Succeeds Act

Letter to @usedgov on #Title I of #ESSA (pdf)

A Fair Shot at Opportunity

Special Education Advocates Gear Up for ESSA Implementation

Cybraryman’s Gifted Advocacy Page


Photo courtesy of Pixabay  CC0 Public Domain

Graphic courtesy of Lisa Conrad

Gifted Identification

Gifted Identification

Why is gifted identification important? Gifted identification not only provides a basis for school services but also helps a child understand his or her self. It can explain behaviors that are not universal to all children. As pointed out during the chat, it may help parents modify how they parent their gifted child and help teachers to teach them appropriately.

Our next question focused on who should be responsible for identification. Designated school personnel should be trained in gifted education and have a solid understanding of giftedness. Clinical Psychologist, Gail Post, of Gifted Challenges recommended that a psychologist or school psychologist preferably be involved in the process. Gifted Coordinator, Angie French, added, “School personnel need an understanding that not all gifted learners look the same.”

During the remainder of the chat, we also discussed what attributes should be considered when seeking to identify a gifted child; assessments to be used beyond IQ testing; how poor identification methods adversely affect low-income, minority and ELL students; and how to identify twice-exceptional learners. A full transcript may be found here.


Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7/6 C & 4 PT in the U.S., midnight in the UK and Saturdays 1 PM NZ/11 AM AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Pageprovides information on the chat and news & information regarding the gifted community.

Head Shot 2014-07-14About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at:


Special thanks to Leslie Graves (President, World Council for Gifted and Talented Children) and Jerry Blumengarten (aka Cybraryman) for providing us with additional links during this chat.


Dumbing Down America (Amazon) Delisle

Ohio Dept of Ed – Gifted Screening and Identification

Identification of Gifted Children @HoagiesGifted

A Response to “All Children Are Gifted” by Michael C. Thompson (pdf) via @RFWPcom

Assessing Gifted Children by Julia Osburn via @HoagiesGifted

Use of the WISC-IV for Gifted Identification (pdf) via @NAGCGIFTED

Identifying & Serving Culturally & Linguistically Diverse Gifted Students (pdf) via @NAGCGIFTED

The Role of Assessments in the Identification of Gifted Students (pdf) via @NAGCGIFTED

The Identification of Students Who Are Gifted by Ruth Mary Coleman At LDOnline

High Achiever, Gifted Learner, Creative Thinker from Bertie Kingore

Identifying Gifted Students: A Practical Guide by Susan Johnsen (Amazon)

The Ongoing Dilemma of Effective Identification Practices in Gifted Education (pdf)

Teacher Bias in Identifying Gifted & Talented Students

Identifying Gifted Children Victoria (AUS) Dept of Ed

Identifying Gifted & Talented Students from London Gifted & Talented

Who is Currently Identified as Gifted in the U.S.? by Scott Barry Kaufman in Psychology Today

5 Issues with Gifted Education That I Have

Best Practices for Identifying Gifted Students (pdf)

Common Questions about Gifted Identification and Services (OR)

Critical Issues in the Identification of Gifted Students with Co-Existing Disabilities

Ethical Considerations for Gifted Assessment & Identification of Diverse Students (pdf)

Identification of Gifted Students Using The Naglieri Nonverbal Ability Tests (pdf)

Legal Issues in Identifying & Serving Twice-Exceptional Gifted Learners (pdf)

Additional Links (from chat participants):

Identification of Gifted and Talented Students Poudre School District

Gifted and Talented Program JeffCo Public Schools

Gifted Children Online Assessment Tool Now Available

Things My Child Likes to Do (pdf)

Use of Brief Intelligence Tests in the Identification of Giftedness (pdf) via Scott Barry Kaufman

Children Who Are Gifted, Talented, and Creative

Identification of Culturally Diverse Gifted Students (Livebinder)

Cybraryman’s 360 Degree Feedback Page

Cybraryman’s Gifted Identification Page

How to Identify the Gifted Student

Let Me Tell You About …Why Gifted Identification Matters by Jen Merrill


Graphic courtesy of Pixabay.

Dr. Joy Lawson Davis and “Diversity in Gifted Education”


Global #gtchat welcomed Dr. Joy Lawson Davis as we discussed “Diversity in Gifted Education”. Dr. Davis is the  author of Bright, Talented and Black: A Guide for Families of African American Gifted Learners; the Director of the Center for Gifted Education at the University of Louisiana, Lafayette; and Chair of the National Association of Gifted Children’s Diversity & Equity Committee. The complete transcript of this chat can be found here.

The opening question was, “What would you like us to know about the lack of diversity in U.S. gifted education programs?” Her reply, “Inequity affects certain groups more than others: Black, Hispanic, Native American, in particular. Gifted classrooms in some areas are the most segregated in America! The huge challenge before us ALL is to ensure that Gifted Education & Equity co-exist peacefully. Radical changes in attitudes about racially diverse students and those who come from low SES (socio-economic status) backgrounds can make a difference. Performance-based assessments, use of ‘talent spotting’, and universal screening are just a few of strategies.”

Next, we asked Dr. Joy ~ “What modifications should be made to assessments/identification process to be more culturally sensitive?” She replied ~ “Using culturally unbiased testing; some verbal tests that were not normed on a diverse population will not give the best results. Assessing students in their native language, training more diverse personnel in gifted education can help. If teachers are culturally insensitive; then they will overlook, misdiagnose, and simply ignore giftedness in diverse children.”

In closing, Dr. Davis reminded us that “We can do this!! Working together we can ERADICATE under-representation of culturally diverse students in gifted education worldwide!” We at #gtchat believe this is a timely and important topic that must be kept on the front burner! Special thanks to Dr. Davis for joining us!


Dr. Joy Lawson Davis website 

Bright, Talented and Black (Amazon) 

Senginar w/ Dr. Joy Davis ‘Addressing Unique Challenges of Culturally Diverse Gifted Learners’ Feb 12th

An Introduction to the Topic of Cultural Diversity and Giftedness 

We Are Gifted2 (Dr. Joy’s Blog)

Identifying and Nurturing the Gifted Poor 

Identifying and Serving Culturally and Linguistically Diverse Gifted Students

Eradicating Under-achievement and Under-representation of Diverse Learners ~ one Community at a Time

Excellence versus Equity: Political Forces in the Education of Gifted Students (Duke TIP) 

Interview of Dr. Davis on Ingeniosus

SENG Conference to Highlight Diversity in Gifted Education

Education of Special Populations of Gifted Students (.pdf  355 pgs)

Diverse Gifted Populations Committee (IAGC) 

Fostering Diversity in Gifted Education 

Understanding Culture 

Joy Lawson Davis @ Great Potential Press 

Joy Lawson Davis Bio on Amazon

Cybraryman’s Multicultural Celebration Page

Cybraryman’s Culture Page 

NZ: Gifted and Talented Online ~ For Parents and Whānau

%d bloggers like this: