Gifted and Talented

  • Gifted and Talented Support During Remote Learning

    We hope you are doing well during this unique and challenging time. There has been a great deal of information changing and evolving as plans have started to take shape. Below you will find links to resources and information for the duration of the remote learning process. 

  • Overview


    Gifted and Talented services will continue in compliance with state law.  Specific school leader guidance around gifted and talented education can be found by accessing the Gifted and Talented School Leader Guidance.  Additional information and guidance for the 2020-2021 school year is listed below. 

  • Advanced Learning Plans (ALPS) & Programming

    Advanced Learning Plans (ALPS) & Programming 

    GT teachers/Itinerants will collaborate with teachers and families around expectations and work load as well as with ALPs. This may require time spent remotely meeting with students and families.

    GT students may be clustered into groups or classrooms, strength area, grade level, school, multiple schools, etc. Pull out groups may continue to happen in ways that comply with the cohort guidance listed in this document. 

    • The GT teachers caseload may require a 2-3 weeks rotation to meet with all the identified and talent pool students.
      • If meeting with students in person, they may be able to meet in an approved space and groupings may only be able to be created based on specific classroom assignments.
      • GT teachers may be able to push into the classroom depending on the adults already pushing into the classroom.
    • The most efficient way to connect with students may be to group students by grade level and/or vertical teams within strength areas in the same school or across multiple schools and connecting in a remote environment.
      • Possibility for itinerant or GT Teacher to work with the school schedule to set up regular GT Meetings with groups of students via remote/ or virtual sesion.
      • Itinerant could work with school to schedule grade level sessions to possibly match other schools on their caseload.
      • Teachers may use district approved Learning Management Systems (Schoology for 6-12 and Seesaw for K-5) to house resources and record weekly GT meetings for access at other times. Teachers may rotate days according to schedules to balance in session remote GT support with students having some solo work time to then bring back to the group or share with the larger group at later sessions.
    • Consistently collaborate with classroom teachers to embed differentiation and high level GT instructional practices within the classroom setting to meet the needs of all the learners and help the GT learners develop deeper understanding in order to meet their learning needs.
    • GT Teacher may provide staff support with curriculum planning including instructional strategies such as: compacted curriculum, vertical standards alignment with above grade level standards, compacted curriculum, Depth and Complexity, etc.
    • Many of the students we have identified are considered 2E and receive both GT and SPED services. This will impact the time they are in the classroom and if the services are all provided the same day may provide a challenge for the students and the teacher to provide continuity of instruction.

  • Highly Gifted (HGT) and Magnet Eligible (ME) Learners Enrolled in a Magnet Site

    Highly Gifted (HGT) and Magnet Eligible (ME) Learners Enrolled in a Magnet Site 

    For reference: HGT/ME students are your highest needs advanced learners (tier 3) on the continuum of gifted learners.

    • Students who participate in an HGT magnet classroom, must have teachers who are endorsed or internally certified in Gifted Education.
    • These students are either in a self-contained cohort or an integrated/cluster group cohort at one of our magnet sites (Archuleta, Carson, Cory, Edison, Gust, Polaris, Southmoor, Morey Middle) and receive day-long specialized instruction to meet their academically advanced and unique social emotional needs. 
      • Students must remain in a cluster/group with their HGT/ME peers.
      • Curricula for the student enrolled in one of the 8 magnet sites for the HGT program, must be advanced and high level to meet the advanced learning needs of the students.
        • This may include acceleration strategies, compacting, tiering of lessons, pacing, above grade level or advanced materials
      • Affective material must meet their social emotional needs including curricula, activities, and additional strategies.

  • Universal Screening/Identification

    Universal Screening/Identification 

    Universal identification screening for K, 2 & 6 will take place with an altered schedule to provide maximum ability for those three grade levels to reach students either remotely or in person. 

    • The classroom teachers at K, 2, 6 may need to administer the assessment for the 30 minute time frame
        • Students with accommodations will need to be pulled out and worked with individually or grouped by accommodation.
        • Additional details and guidance for universal screening will be sent to SALs and GT teachers.
    • Students in 1, 3, 4, 5, 7, 8 grade levels may take the CogAT assessment - these students will need to be pulled out in groups and or tested individually depending on ability to mix students. Guidance and protocol details will be similar to the universal screening protocols

  • ________________________________________________________________________________________________________________________________________________________

    Welcome to the Gifted and Talented team for Denver Public Schools! We are looking forward to supporting your educators and students in reaching our vision: to lead the nation in providing equitable, high impact gifted programming.

    School Leader Guidance for Gifted and Talented Education

    School-based Interview Questions GuideA useful tool for school administrator use when hiring a GT teacher (.3 or higher)

    Resources for Educators

    Schoology Course (19-20 GT Training: Section 1)
    Access Code: XQ9FX-M732T

    About Gifted and Talented Identification
    In the fall, the DPS Gifted and Talented Department will be conducting universal assessment screenings for all students in kindergarten, 2nd grade, and 6th grade. Students will be tested using the online Naglieri Nonverbal Abilities Test (NNAT-3), which takes, on average, less than 30 minutes to complete for most students. The testing will occur during the following windows:

    • Grade 6 Universal Assessment:  2020 Dates TBD
    • Grade 2 Universal Assessment: 2020 Dates TBD
    • Kindergarten Universal Assessment: 2020 Dates TBD
    • Magnet testing (application only for grades 1, 3, 4, 5 and 7): Spring testing cycle starts on April 6th (for K-2nd grade) or April 27th (for remaining grades) through May 8th. 

    The Naglieri Nonverbal Abilities Test (NNAT3) is a 30-minute online assessment used for the universal assessment. Your site assessment leader will receive training in administration of the NNAT3. Classroom teachers who know and have a relationship with their students should administer. Your gifted and talented teachers will be responsible for completing all Magnet testing. During the testing window, they may need to adjust their schedules to complete testing.

    Exceptional Children's Education Act rules require administrative units to identify gifted learners. The use of a universal assessment is one way DPS ensures all students are considered for gifted services.




  • Gifted and Talented Team
    1860 Lincoln Street, 8th Floor NE


    Robin Greene, Ed.D

    Ellen Honeck, Ph.D.