Gifted Education

The Steamboat Springs School District is committed to identifying and serving gifted learners of all backgrounds, including twice exceptional, multilingual, and those gifted in talent areas. Gifted learners are students whose abilities, talents, or potential are so exceptional or developmentally advanced that they require specialized programming to meet their educational needs.

This page provides parents and guardians with information about gifted education in the Steamboat Springs School District, including what giftedness means, how students are identified, available services, social and emotional supports, and helpful resources.

• Mission, Vision, and Beliefs
• What Is Gifted?
• Identification and Referrals
• Advanced Learning Plans
• Services and Programming
• Social and Emotional Needs
• Gifted Education Staff
• New to Gifted Education? 
• Who to Contact

 

Mission: 

Our district strives to provide gifted learners of all backgrounds, including twice exceptional, multilingual, and those gifted in talent areas, with equitable learning environments that empower them to thrive.  Gifted learners will reach their fullest potential through diverse, robust programming that nurtures cognitive and affective engagement, thus driving their pursuit of lifelong growth.

Vision:

To champion the development of gifted learners by cultivating tailored educational experiences and programming that honor diverse talents and backgrounds. By fostering dynamic, supportive learning environments in collaboration with the learning community, students receive opportunities and support to grow throughout their personal and academic journeys.

Beliefs:

• Gifted abilities exist and should be identified and served in students of all ages from all cultures, races, ethnic backgrounds and socioeconomic groups.
• Gifted learners have unique strengths and needs that must be addressed.
• Cognitive development is enhanced within social and emotional wellness.
• Learners should be active participants and share the responsibility for maximizing the learning opportunities provided.
• District and school administration, teachers, families, and the community share the responsibility to provide relevant and challenging opportunities to develop the individual potential of gifted learners.

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What Is Gifted?

Colorado’s Exceptional Children’s Education Act defines gifted students as individuals ages 4 through 21 whose aptitude or competence in abilities, talents, or potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs.

Gifted students may demonstrate exceptional ability or potential in one or more of the following areas:

• General or specific intellectual ability
• Specific academic aptitude such as reading, writing, math, science, social studies, or world languages
• Creative or productive thinking
• Leadership abilities
• Visual arts, performing arts, musical, or psychomotor abilities

Gifted students include students with disabilities, also known as twice exceptional, and students from all socio-economic, ethnic, and cultural backgrounds.

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Identification, Referrals, and Body of Evidence

Gifted identification is a process used to determine whether a student meets criteria for gifted services based on exceptional ability or potential. Identification uses a Body of Evidence, which is a collection of data and tools reviewed by a team that includes someone trained in gifted education. The Body of Evidence helps determine eligibility and guides programming through an Advanced Learning Plan.

Universal Screening and Equity

Universal screening is used to help identify students with exceptional potential, particularly those from traditionally underrepresented populations. This supports equitable access to gifted identification and services.

Talent Pool

Some students may not meet formal criteria for gifted identification but still demonstrate exceptional abilities or potential. These students may be included in a talent pool and provided enrichment or interventions to foster growth over time.

Multilingual Learners and ACCESS

For multilingual learners, ACCESS assessments measure English language development and may be used as part of the Body of Evidence for gifted identification. Students who demonstrate accelerated growth, rapid language acquisition, or high achievement may be considered for gifted services.

Portability and Military-Connected Students

Gifted identification is transferable between Colorado school districts when it meets state criteria. Identification from another state is not automatically portable and may require additional review. Military-connected students are supported through the Interstate Compact on Educational Opportunity for Military Children to help ensure continuity of services when possible.

Referrals

Referrals for gifted identification may be made by educators, school staff, family members, community members, peers, and students. A referral does not automatically result in additional testing. The identification team reviews existing data and determines appropriate next steps.

Review and Determination Process

The identification team reviews multiple types of data, which may include achievement, cognitive ability, performance, family and teacher input, motivation, and observations of gifted characteristics. No single data point is used in isolation to determine eligibility.

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Advanced Learning Plans (ALPs)

An Advanced Learning Plan is a legal document outlining programming for identified gifted students. The ALP guides educational planning and decision-making and includes both academic and affective goals.

ALPs are meaningful when:

• Instruction is implemented with fidelity to meet student needs
• Goals guide instructional planning and student growth
• Families understand the instructional plan and can track progress

ALPs are developed in collaboration with families, teachers, and gifted education staff.

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Gifted Education Services and Programming

Elementary School

Elementary gifted programming is designed to nurture strengths and talents, foster intellectual curiosity, and build foundational skills while encouraging creativity, problem-solving, and critical thinking. Students may participate in enrichment activities, pull-out programming, and differentiated instruction within the classroom. Programming is tailored to student interests and strengths through collaboration among teachers, specialists, and families.

Middle School

Middle school programming becomes more specialized and rigorous to meet the evolving needs of students. Opportunities may include advanced coursework, independent study projects, and acceleration in areas of proficiency. Social-emotional learning is a key component, along with extracurricular opportunities such as academic clubs, competitions, and leadership activities.

High School

High school programming prepares students for post-secondary success through options such as Advanced Placement courses, dual enrollment, and specialized opportunities in areas such as STEM, the arts, and humanities. Programs emphasize depth of knowledge, critical analysis, independent research, leadership development, and collaboration with counselors for college and career planning.

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Social and Emotional Needs of Gifted Learners

Gifted learners often experience asynchronous development, meaning there may be mismatches between cognitive, emotional, and physical development. A student may be advanced in one area and still developing in another. This uneven development is common in gifted learners and can impact social interactions, emotional regulation, and academic experiences.

Gifted learners may also demonstrate overexcitabilities, which are heightened responses in areas such as intellectual, emotional, sensory, psychomotor, and imaginative functioning. These intensities can show up as deep curiosity, strong emotions, high energy, or sensitivity.

Gifted characteristics can sometimes be misunderstood. For example:

• Learning quickly may look like boredom with repetition
• High verbal ability may look like dominating conversations
• Perfectionism may look like intolerance of mistakes

Understanding these traits helps families and educators better support gifted learners in developing resilience, self-awareness, and healthy coping strategies.

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New to Gifted Education?

For many families, gifted identification simply puts a name to characteristics you may already be noticing in your child. There is no one-size-fits-all approach to supporting gifted learners. The most impactful step families can take is to learn more about giftedness and partner with educators to support the whole child, academically and emotionally.

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Questions or Concerns About Identification or Programming

 

If you have questions or concerns about gifted identification or services, we encourage you to contact the Director of Exceptional Student Services, Kristen Atwood (katwood@ssk12.org. The district follows a formal process to review concerns and work collaboratively with families.

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