Gifted/Talented Resources,Tools, and Research

View and familiarize yourself with common gifted education terms and acronyms.

Learn more about the nature and needs of gifted/talented students.

Potential student overexcitabilities that may be demonstrated by some gifted/talented students.

Common myths about gifted/talented students and gifted/talented programs.

Different profiles of gifted individuals that may help families better understand the nature and needs of gifted/talented individuals.

View Section 2 of the G/T State Plan for more information about identification of G/T students.

The Texas State Plan for the Education of Gifted/Talented Students provides accountability standards and guidance to districts.

Understand more about identifying and serving culturally and linguistically diverse students.

This site helps children and families become better global citizens.

TELPAS Resources from the Texas Education Agency.

The largest organization representing gifted learners.

Guidebook including information about the characteristics and needs of twice-exceptional learners.

Position paper on twice-exceptionality from the National Association for Gifted Children (NAGC).

Database of commonly used acronyms in special population meetings from Texas Project First.

Learn about the special education process and of your rights and responsibilities to support your child's service decisions.

Information and accessible resources for parents and families of English learners.

Learn more about Bilingual Education programs, the process for identifying English learners (ELs) and approved service models.

Your rights as a parent/guardian of an English learner regarding your child’s educational access and programming.

Rights that you have a as parent/guardian of an English learner regarding your child’s educational access and programming

Parent resources from the Texas Association for Gifted/Talented Students

How do I refer a child for G/T services? If my student participates in G/T services, what should I expect? The following resources exist to better inform you as you navigate Gifted/Talented services in your child’s district. If you ever have any district-specific questions, consult your child’s publicly available school district’s board-approved policy.

NAGC works to provide parents and guardians with the tools you need to help your child succeed.

Enrichment opportunities for your gifted and talented student both in and outside the classroom.

Support in conversations with your child addressing their needs.

From Achieving Equity in Gifted Programming, this document helps educators understand diverse learners’ identification and needs to increase equity in gifted education.

Data for the state of Texas is available by scrolling to the bottom of the page. Click on “National Report Cards”, then select “Texas.”

Equity and Inclusion guide for municipalities.

Blog article regarding gender-based discrimination considerations from Brookings, a nonprofit public policy organization.

Research from Carnegie Mellon University that examined the brain development of young boys and girls.

Texas Education Agency (TEA) list of various assessment providers. TEA does not endorse any assessment provider; this list is for convenience only.

Systematized enrichment and diagnostic thinking skills program

Texas Education Agency policies and acceptable accommodations that may be used during G/T testing.

Research article focusing on the use of local norms as one approach to equitable gifted identification.

A downloadable spreadsheet including a step-by-step guide on the use of local norms.

Video explaining how to use of Local Norms Spreadsheet

Paper discussing the use of local norms to increase the diversity of students identified for gifted services.

Article regarding cluster grouping to help G/T students achieve annual yearly progress (AYP).

Book that presents a roadmap for implementing, sustaining, and evaluating schoolwide cluster grouping.

NAGC supports the growth and development of G/T children. Read about some of the various types of grouping strategies used with gifted learners.

National Center for Research on Gifted Education (NCRGE) developed research-based tips for successfully identifying EL students for gifted programs.

Insight into the commitment from NAGC for increasing equity in gifted education programs and services.

Resource for understanding the impact of unconscious bias in schools and their effect on students.

Self assessment one on G/T identification procedures

PEIMS G/T District level program codes with program descriptions.

Book designed to help gifted children explore their giftedness, develop resiliency, manage intensities, and cultivate talents and passions.

Book offering practical suggestions for addressing the social and emotional needs of gifted students.

Book containing a bibliography of books recommended for gifted students to learn social and emotional skills, while also fostering intellectual and creative development.

Website containing links to books for gifted children on the various aspects of being gifted.

Dr. Donna Ford has created a gifted cultural education model based on Bloom’s Taxonomy and James Banks’ levels of integrating multicultural content; contributions, additive; transformation, and social action. Dr. Ford’s matrix contains multiple pathways in which educators can develop curriculum that will affect students culturally and cognitively. The rows contain components of James Banks' Levels of Integration whereas the columns contain Bloom’s Taxonomy.

SENG resource library containing articles about the many facets of gifted learners.

Sample student assessment documents including a G/T furlough policy and referral form, G/T exist request form, and G/T exit committee report.

A tool created by the Texas Association for the Gifted and Talented (TAGT) to assist in program evaluation at the district level.

An example review of current G/T program policies and practices provided by the National Research Center on the Gifted and Talented.

James Banks' article on the levels of integrating multicultural content; contributions, additive; transformation, and social action.

A framework to locating gifted English learners by Edutopia author Louise Yaafouri.

A synthesis of research, challenges, and best practices in the education of secondary English Learners (ELs) from UC Davis.

Through guided visualization, students learn how to create mental pictures as they read.

Guiding students to visualize as they read is an engaging and enjoyable way to boost comprehension and retention.

Resources, ideas, and suggestions to help students get started with drawing to learn.

Authors Ford and Milner provide an overview of multicultural gifted education, effective teaching strategies, and best practices to support a diverse population of students.

50 Multicultural Books Every Child Should Know

TEA resource designed to help teach research skills in addition to tips for differentiating instruction for Gifted/Talented (G/T) learners.

TEA resource designed to help educators evaluate curriculum and determine where to differentiate and add depth and complexity for gifted students.

Ideas to engage high-level thinkers in the classroom.

Book introducing educators to the complexities and challenges of providing appropriate educational experiences for gifted English Learners. 

Prufrock Press offers free webinars that brings experts in the field of gifted education to educators.

Explore stories featuring strong Black characters that exude bravery, confidence, and curiosity.

TEA web portal providing educators with resources that will positively impact efforts to ensure equity and the academic success of English Learners.

TEA designed the TELPAS to assess the progress that English learners make in learning the English language.

TPSP is comprised of performance standards, curricula, and assessments for enhancing G/T programs from kindergarten through high school.

Job-embedded professional development in which teachers work collaboratively to develop, teach, and revise research-based lessons.

Conferences and professional learning opportunities to provide educators tools to inspire gifted students and help fulfill their unique potential.

Ideas for equity books studies where groups of G/T teachers read and have structured, yet meaningful conversations as they read the book.

G/T assessments that may be provided by your district. Your district may provide other measures that are not on this list.

Download this True or False document to reflect on the equity of district G/T services.

Advanced Placement has been seen as an effective intervention for Latino students.

Common characteristics of 2E students.

Students who are twice-exceptional may exhibit behaviors that may mask their needs for G/T services.

Document that details what Twice Exceptional students may need based on behaviors that the student demonstrates.

Instructions to assist in navigating the OCR data website in order to gather school or district G/T demographic data.

A template to help calculate the Representation Index by demographic.

Learn more about the perceptions from CLED families regarding gifted educational involvement, the referral process, and advocacy.

Table illustrating cultural tendencies and beliefs that may influence a student’s learning.

Table consisting of Ford’s Characteristics of Black (African American) Students, Hurston’s Characteristics of Negros, and Boykin’s Afrocentric Cultural Styles.

Fort Bend ISD developed the Vistas Program to identify and nurture advanced academic potential in students from historically underrepresented populations.

Self assessment two on G/T identification procedures

TEA guidance on how to interpret the State Plan for the Education of  G/T students.

Learn more about Bilingual Education programs, the process for identifying English learners (ELs) and approved service models.

Learn more about Bilingual Education programs, the process for identifying English learners (ELs) and approved service models.