Program Services

According to the Texas State Plan for the Education of Gifted/Talented Students, programs for Gifted/Talented students must include an array of options, flexibility in grouping, and flexibility in acceleration or pacing (State Plan 3.1, 3.5, 3.8). In addition, the following are suggested program components that assist in serving culturally, linguistically, and economically diverse (CLED) Gifted/Talented students. G/T program services should:

• Include intensive intervention early on in the gifted program to realize the students’ full development of their potential in order to prepare students for advanced academics and programs before they have the opportunity to enroll.
• Consider that gifted students from economically disadvantaged backgrounds may not have experienced the same learning opportunities and exposure to a myriad of learning strategies; therefore, encourage appropriate scaffolding of the curriculum.
• Support personalized learning for CLED Gifted/Talented students.
• Encourage mentorships between CLED Gifted/Talented students and adults with similar interests and backgrounds from the community.
• Focus on gifted student strengths and interests.
• Provide opportunities for CLED gifted students to engage in culturally relevant experiences that reflect the values of their respective cultures.

Gifted students may be served in any one or more of the service models identified in the campus-level PEIMS codes.

Gifted/Talented Education District level Coding

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

The Texas State Plan for the Education of Gifted/Talented Students indicates districts must (3.11) “Develop and implement services to address the social and emotions needs of gifted/talented students and their impact on student learning.” All gifted students have social and emotional needs, but culturally, linguistically, and economically diverse (CLED) gifted students have additional social and emotional considerations. Awareness of and attending to these various social and emotional needs is essential to the success of gifted CLED students in gifted programs. Support for these students can be attained through small-group meetings with students from like backgrounds or concerns, mentorship programs, and individual relationships with teachers.

When academically successful or being serviced through a gifted program, CLED gifted students are faced with the possibility of being rejected or isolated from peers and may resort to underachievement (failing to work up to potential). Taking advanced/challenging classes, studying, and academic achievement may be perceived as “acting white” and can threaten a student’s sense of belonging. In addition, many CLED gifted students have rich communal backgrounds with very strong family ties. Participation in services that remove them from this communal environment may raise identity issues. Any of these identity pressures can impact experiences, feelings, and possibly even behaviors in gifted programs. Social and identity issues often increase with the level of giftedness which may enhance sensitivity, perfectionism, self-criticism, and self-destructive behaviors.

Once identified for Gifted/Talented services, the program may not be responsive to CLED students’ needs. They become confused and overwhelmed with newfound struggles and may be at risk of exiting the program. Therefore, gifted teachers must develop a knowledge base of the various ethnic/racial groups in their classrooms to create enriching activities suited to their students’ specific needs. Gifted CLED students must have both affective (social/emotional) and cognitive needs met in the gifted classroom. For instance, assisting students in building identities to include multiple areas, such as high academic achievement, home-life, peer relationships, and society integration will help to meet these cognitive needs. Provide assistance with grit (perseverance) for challenging work, coping skills for addressing peer issues, and a dual-identity for gifted and cultural belonging. Educational opportunities for these students must include developing cultural identity and high academic achievement (with scaffolding, when necessary).

Scott, Michelle. Socio-Emotional and Psychological Issues and Needs of Gifted African-American Students: Culture Matters. Interdisciplinary Journal of Teaching and Learning, Volume 2, Number 1 (23-33). Spring 2012.