Parent FAQ

Once a child is identified as gifted and talented, parents are notified of the placement decision and asked to provide permission before services begin. After that, the next steps depend on the service model used in the child’s district. Each district designs its own approach to serving gifted learners, so services may look different from one community to another.  

Some districts provide support through a pull-out model, where students receive enrichment outside the regular classroom for part of the week with a trained GT specialist. Others use a push-in model, where a GT teacher works alongside the classroom teacher to provide enrichment and extensions. Some districts use cluster grouping, placing identified students together within a mixed-ability classroom, while others offer full-time gifted classes or specialized campuses where students learn with intellectual peers throughout the day. In any model, instruction should be differentiated to provide appropriate depth, complexity, and pacing for advanced learners.  

For specific information about how gifted services are provided in your district, please contact your district’s GT coordinator or advanced academics office.

Yes. Families are encouraged to refer their child for Gifted and Talented testing. Parents spend the most time with their children and may notice advanced abilities, unique thinking, or gifted behaviors that first appear or become more evident outside the school setting. Your insights are an important part of the identification process, and districts welcome your referral if you believe your child may need GT services. 

“Twice exceptional,” often written as 2e, refers to students who are both gifted and have a diagnosed disability such as a learning disability, ADHD, autism spectrum disorder, or another exceptionality. These students have advanced potential or strengths in one or more areas, while also experiencing challenges that may affect learning, behavior, or school performance.  

Supporting twice exceptional students means addressing both sides of their profile. They benefit from gifted services that challenge and develop their strengths, as well as targeted supports, accommodations, or interventions that help them navigate their areas of difficulty. When both needs are recognized and served, twice-exceptional students are better able to thrive, build confidence, and fully develop their abilities. 

Perfectionism is a pattern of setting extremely high expectations for oneself and feeling pressured to meet them. Many gifted students experience perfectionism because they are used to learning quickly, performing well, or receiving praise for their abilities. When tasks become more challenging, they may fear making mistakes, avoid risks, or become frustrated when work does not meet their own high standards.  

Supporting gifted students with perfectionistic tendencies involves helping them develop healthy approaches to challenge and success. They benefit from reassurance that mistakes are part of learning, opportunities to take academic risks in a safe environment, and guidance in focusing on growth and effort rather than perfection. When gifted learners learn to manage perfectionism, they gain resilience, confidence, and a stronger willingness to engage deeply in new and challenging learning experiences. 

Impostor syndrome is a pattern in which capable individuals doubt their abilities and fear being “exposed” as less competent than others believe they are. Even when they have strong skills or a record of success, they may attribute their accomplishments to luck, timing, or others’ help rather than their own efforts.  

For gifted students, impostor syndrome can be especially common. Many are used to early success, hold themselves to extremely high standards, or assume that struggle means they are not truly gifted. As a result, they may hide questions, avoid challenges, or feel constant pressure to prove themselves.  

Supporting gifted learners with impostor tendencies involves helping them recognize their strengths, understand that challenge is normal, and acknowledge their accomplishments. Teaching them that growth comes from effort rather than perfection can build confidence and help them feel more secure in their abilities. 

Asynchronous development refers to the uneven growth that many gifted students experience. Their intellectual abilities may be far ahead of their peers, while their social, emotional, or physical development follows a more typical or even slower pace. This out-of-sync growth can create unique strengths as well as challenges.  

In practice, asynchronous development might look like a child who reads books well above their grade level or demonstrates advanced math skills yet struggles with social interactions or frustration tolerance. A student may think deeply about complex issues but react emotionally in ways that seem young for their age. They may also experience heightened sensitivities or perfectionistic tendencies because their advanced thinking does not always match their ability to cope with big feelings.  

Understanding asynchronous development helps families and educators support gifted students more effectively, nurturing their advanced abilities while also providing guidance, patience, and structure in the areas where they are still growing. 

Gifted students often exhibit social and emotional characteristics that differ from those of their peers. Asynchronous development can create situations where their advanced thinking or abilities are out of sync with their social or emotional maturity. Perfectionism may cause stress or fear of making mistakes, and boredom in school can occur when the curriculum does not sufficiently challenge them. This boredom can sometimes lead to underachievement if students disengage from tasks that feel too easy or repetitive.  

Some gifted learners also experience heightened sensitivities or intensities, which Kazimierz Dabrowski described as overexcitabilities. These can appear as intense emotional reactions, deep curiosity, strong imagination, or increased sensitivity to stimuli such as sounds, textures, or lights. Understanding these social aspects can help families and educators support gifted students’ social and emotional growth while also nurturing their academic and creative strengths. 

The state of Texas defines a gifted and talented student as a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment. These students may exhibit high performance capability in an intellectual, creative, or artistic area, possess an unusual capacity for leadership, or excel in a specific academic field (Texas Education Code §29.121).  

Many districts also develop their own definitions of gifted students to reflect local priorities and practices. Please consult your district’s G/T or advanced academics website or handbook for the specific definition used in your school. 

Gifted and talented services can look different from district to district. Some districts provide support through a pull-out model, where students receive enrichment outside the regular classroom for part of the week with a trained GT specialist. Others use a push-in model, where a GT teacher works alongside the classroom teacher to provide enrichment and extensions. Some districts use cluster grouping, placing identified students together within a mixed-ability classroom, while others offer full-time gifted classes or specialized campuses where students learn with intellectual peers throughout the day.  

At the secondary level, many districts also serve gifted students through advanced-level coursework in core content areas, including honors and Advanced Placement classes. In any model, instruction should be differentiated to provide appropriate depth, complexity, and pacing for advanced learners.  

For specific information about how gifted services are provided in your district, please contact your district’s GT coordinator or advanced academics office. 

A furlough is a temporary pause in gifted/talented services. The Texas State Plan requires each district to have a plan for when a student might take a furlough. Examples could include taking time off for medical reasons, family circumstances, or needing a break from the program to focus on other academic or personal priorities.  

Exiting a student from gifted/talented services is different. This happens when a committee determines, based on multiple factors including the student’s performance and educational needs, that the program is no longer the best fit. Exiting is a permanent decision and involves consultation with the parents and student before finalization. 

Depth and Complexity is a framework that helps students approach grade-level content in more sophisticated ways. It uses visual prompts called Depth and Complexity Icons that represent 11 types of thinking, including Language of the Discipline, Details, Patterns, Rules, Trends, Unanswered Questions, Ethics, Big Idea, Over Time, Multiple Perspectives, and Across Disciplines. These icons serve as visual tools to guide students in analyzing, evaluating, and making connections across concepts.  

In gifted education, this framework allows advanced learners to explore topics with greater depth and rigor while staying connected to grade-level standards. It ensures students are appropriately challenged and provides tools for differentiating and extending thinking in any subject area.  

For more information on this learning framework, visit https://depthcomplexity.com. 

No. Even if a student qualifies for gifted services, parental permission is required before they can receive these services.  

Participating in gifted services offers several benefits. Students have the opportunity to stay challenged in school, explore more advanced or complex topics related to potential career interests, engage in independent research, and collaborate with peers with similar abilities and interests. These experiences help students fully develop their strengths and extend their learning beyond the regular classroom. 

Yes. According to the Texas State Plan for the Education of Gifted/Talented Students, districts must have policies regarding exiting students from gifted services. Exiting a student is based on multiple criteria, including the student’s performance in response to services. The decision is made by the district’s gifted/talented committee after consulting with the parents and the student about their educational needs.  

A parent, student, or gifted/talented educator can request that a student be exited. Please note that if a student is exited and later wishes to return to gifted services, they must go through the identification process again to qualify. 

It depends on the district and the service model they use. Some districts provide support through a pull-out model, where students leave the regular classroom for part of the week to work with a trained GT teacher on enrichment and advanced activities with other gifted students. Other districts use a push-in model, in which a GT-trained teacher works in the regular classroom to provide differentiated learning experiences for gifted students. Another approach is for the regular classroom teacher to be GT-trained and provide differentiation within the classroom for gifted learners. Some districts also use cluster grouping, full-time gifted classes, or specialized campuses.  

Instruction should always be differentiated to ensure students are challenged with appropriate depth, complexity, and pacing. For specific details about how services are provided in your district, contact your GT coordinator or the advanced academics office. 

No, participation in the G/T program does not prevent a student from joining clubs, sports, band, or other extracurricular activities. Gifted students are, first and foremost, students, and they should be able to enjoy all aspects of school life. One caveat is that some districts offer specific G/T electives, such as independent study courses, which may be scheduled only at certain times during the day. If a student chooses to enroll in one of these courses, it could potentially affect other course selections due to scheduling constraints. 

Teachers who provide instruction or services in G/T programs are required to complete 30 hours of G/T professional learning prior to their assignment. This training covers the nature and needs of gifted students, assessing student needs, and curriculum and instruction for gifted learners. Teachers who have not completed this requirement must do so within one semester. In addition, teachers receive at least six hours of G/T professional learning annually.  

The training includes understanding the cognitive and affective needs of gifted students, recognizing gifted behaviors, understanding the identification process, differentiating instruction for advanced learners, integrating creativity and critical thinking into the classroom, and using frameworks such as Depth and Complexity to challenge students. It also provides guidance on supporting student research and presentations, including resources like the Texas Performance Standards Project.  

Administrators and counselors responsible for program decisions complete at least six hours of professional learning focused on the nature and needs of gifted students and available program options. 

The local school board has the primary responsibility for ensuring the district complies with state requirements for gifted and talented education. Boards are also required to review the effectiveness of their G/T program annually.  

If parents have concerns about G/T services, they should first contact their campus G/T coordinator or district advanced academics office.  

For questions or guidance beyond the district level, parents may also contact: Monica Brewer Statewide Coordinator, Gifted/Talented Education monica.brewer@tea.texas.gov 

Parents play a critical role in supporting their gifted child’s education. A great way to start is by connecting with other parents of gifted students. These communities are a wealth of information and can provide guidance on navigating academic and social challenges.  

Consider joining local advocacy groups, or if none exist, explore starting one in your area. There are also statewide and national organizations that provide resources, learning opportunities, and collaboration for parents advocating for gifted education:  

TAGT – Texas Association for the Gifted and Talented: https://txgifted.org/  

Gifted Education Family Network of Texas: https://giftededucationfamilynetwork.org/  

NAGC – National Association for Gifted Children: https://www.nagc.org/  

These organizations offer tools, networking opportunities, and advocacy support to help families ensure their gifted children receive appropriate educational services. 

Gifted children often show advanced abilities in some areas while performing at or below grade level in others. Understanding this asynchronous development can help you provide balanced support. Be aware of common traits such as overexcitabilities, perfectionism, and imposter syndrome, which can impact how they experience school and social situations.  

Encourage your child to build a network of supportive friends and seek out mentors who can guide their interests and talents. Staying engaged with the school and maintaining open communication with teachers and counselors can help ensure your child is on an appropriate academic pathway while also receiving social and emotional support as they progress through school. 

Parents play an important role in supporting their gifted child’s learning and growth. This includes understanding the services available and how the program is delivered, staying informed about your child’s progress, and communicating regularly with teachers and counselors.  

Parents can advocate for appropriate academic challenges and social-emotional support, encourage curiosity and independent learning at home, and help their child explore interests and passions. Supporting your child in building a network of peers and mentors, and in staying engaged with the school, can help ensure they have access to the most suitable courses and opportunities as they progress through school. 

All Texas school districts are required to have a gifted/talented (G/T) program that follows state guidelines. This means having clear policies for identifying, assessing, and placing students in G/T services. Identification uses multiple types of data, and decisions are made by a trained committee. The process must be fair and accessible to all students.  

G/T services must provide opportunities for advanced learning, including enrichment, independent research, acceleration, and projects that challenge students to think critically and creatively. Curriculum and instruction should be adjusted to meet the needs of advanced learners, with depth, complexity, and pacing tailored accordingly.  

Teachers who provide G/T services must complete at least 30 hours of G/T professional learning, with ongoing updates each year, and administrators and counselors overseeing the program must receive training as well.  

Districts are also required to use state funds responsibly and involve families in the program. Parents should have access to information about the program and be able to participate in referral, evaluation, and planning for their child.  

For details about how your district implements these requirements, contact your G/T coordinator or the advanced academics office.