Referrals
Common G/T Assessments
G/T assessments that may be provided by your district. Your district may provide other measures that are not on this list.
Referring your child for G/T and what to look for in services
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.
Identification of G/T students
Identification of G/T students may vary from district to district; however, you should expect to see the following take place:
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Awareness session
Awareness session that will provide you with an overview of the assessment procedures and services that can exist for your child. -
Open referral period
An open referral period that will result in a testing window for G/T services. Districts will assess for services at least once a year. It is important to contact your district early in the school year to see when this window will occur. -
Assessments
Assessments will be provided to your child to determine if services are appropriate. -
Subjective and objective measures
Districts must provide a minimum of three measures for students in K-12, and include subjective and objective measures for grades 1-12. -
G/T committee
A G/T trained committee will meet on every child that has been referred to determine if G/T services are the most effective way to meet the needs of your child. An important note here is that some districts may perform grade level screeners. This is separate from a child being referred and is a good practice if a district is trying to improve the equity in their population. If you want to ensure that your child goes through the entire identification process, your child must be referred for G/T assessment. -
Appeal
If you do not agree with the decision, you do have the opportunity to appeal the decision. Contact your child’s school to learn what this process will consist of.
Referrals,
Support
Gifted/Talented Parent Equity Tool
Helps the reader to interpret the G/T State Plan and attempts to make the law more accessible to families
Referrals,
Identification
Identification Process
View Section 2 of the G/T State Plan for more information about identification of G/T students.
Specialized Services
When your child is being assessed to see if services are appropriate, they will take into consideration any learning differences that may exist with your child. This is important if the school is meeting the state definition of identifying students “who perform or have the potential to perform at high levels of accomplishment when compared to others of the same age, experience, or environment”. As an advocate for your child, you need to also be understanding of learning characteristics that may arise when your child is in other specialized programs in the school setting.
Gifted English Language Learners
Texas is a wonderfully diverse state where more than 30 languages are spoken. Approximately 34% of Texas residents speak a language other than English. Of that group, 85% speak Spanish. A linguistically diverse gifted student is a child or youth who has the characteristics of gifted students with the potential for high achievement, whose primary language is one other than English, and whose English language skills are such that the student has difficulty performing ordinary classwork in English.
Twice Exceptional Learners
Students who are gifted may also have a special need or disability. The term “twice-exceptional,” also referred to as “2E,” is used to describe gifted children who have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria. These disabilities may include specific learning disabilities (SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD).
District Service Options
Districts have a variety of models to provide G/T services. It is important to note that Districts may offer one or more of these options. It is important to be familiar with your rights and know the expectations of the modes of delivery. Your child will be provided their services for acceleration and enrichment through these models. Take a look at the following district approved service options and questions that you are able to ask to advocate for your child.
Related Resources
Referrals
Questions to ask during the referral process
Examples of the types of questions you may want to ask when thinking about referring your child for G/T services.
Identification,
Characteristics
Giftedness in Cultural Context: A Tool for Increasing Black Student Referrals and Identification
Table illustrating traditional gifted characteristics and how they may be manifested or misinterpreted from culturally diverse students.
Identification,
Services
Achieving Equity within the District
Why should campuses develop local campus norms to support equity in G/T programming?