Expanding Student Learning
We can
personalize
learning and
ignite the
potential of every
student.
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We see talent in every child.
We see strengths
in every face.
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These are the “hidden” treasures.
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Clues to Talent
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Shining the Gems
Educators mine
talent every
day.
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Helping Students Develop Grit
1. Start early
2. Teach students how to
achieve goals
3. Explicitly teach growth
mindset
4. Use out-of-school activities
to help students learn to
persevere and succeed
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Gems Speak Out
 Outside of the Box Gifted Learners - YouTube
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Colorado 2X Definition
Twice Exceptional students are:
1. Students who are identified as gifted and talented
in one or more areas of exceptionality
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specific academics
general intellectual ability
creativity
leadership
visual, musical, and performing arts
2X Definition – Continued
and the student is also identified with
2. A disability defined by Federal/State eligibility
criteria:
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Specific Learning Disability (SLD),
Serious Emotional Disability (SED),
Physical disabilities, Sensory disabilities,
Autism Spectrum Disorder (ASD), or
Other Health Impairment, including ADD/ADHD.
 The disability qualifies the student for an Individual
Education Plan (IEP) or a 504 Plan.
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A Research-Based Definition
 “High cognitive abilities or strong distinctive
abilities/talents, existing alongside processing
or other disabilities, which moderates/limits
expression of the high abilities” (Kalbfleisch,
2013).
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Identified as Gifted Yet Exhibiting
Difficulties
 Teachers often consider a
highly verbal gifted student
who is underachieving to be
“unmotivated” or “lazy”
 Gifted student often tries to
compensate for disability,
often developing poor
behaviors and coping skills
 Learning or attention
disability may not be
recognized until student is
older
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Identified As Having a Disability
 Inadequate assessments often
lead to underestimation of
these students’ intellectual
abilities
 Frequently are not identified
for gifted programs
 Focus is on student’s disability
so potential is rarely
recognized and nurtured
 Student’s frustration with own
academic performance leads to
poor self-image or behavior
problems
The “Hidden” Gifted Student with
a Disability
 Student functions at grade
level but well below
potential – seen as
“average” student
 High intelligence allows
student to compensate for
disability
 May suspect a disability
much later in school
 Usually does not receive
interventions
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Paradoxical Characteristics
 Knowledgeable
about many things
 Creative
 Excellent sense of
humor
 Task committed
 In-depth interest
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 Can’t remember
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simple facts
Generates many
excuses
Class clown
Short attention
span
Appears bored
and aloof
Paradoxical Characteristics
I’m a nerd. Nerds don’t
have to write. 
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What’s wrong with
me? I can’t even write
a decent sentence!
How will I manage in
college? I can’t let
anyone know how
dumb I am.
Other Critical Factors
Twice-exceptional students may be impacted by other
issues such as:
 Social-emotional needs or intensities
 Low self-esteem
 Non-compliant/withdrawal behaviors
 Perfectionism
 Procrastination
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Difficult Behaviors
Mom: “He doesn’t want to stop reading to
start math class. Then he doesn’t want to
stop math so the class can go to recess. I
can’t find any way to make transitions
easier for him at home, either.”
Teacher: “He spends so much time
resisting what we are doing that he
doesn’t get a chance to enjoy the
learning activities.”
Classmate: “He falls on the ground and
kicks, and one time he kicked my backpack
across the room. I don’t like him.”
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A Promising Approach:
Tiered Supports
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MTSS/RtI
 Climate for success
 Multi-tiered system
 Student needs:
remedial and
advanced
 Universal screening
 Classroom clues
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 Early intervention
 High-quality
instruction
 Progress monitoring
 Dual differentiation
 Affective support
and development
Strength-Based Goals
Write a goal to
develop the
student’s strength
area – NOT as a way
to get to the
challenge area – but
for its own sake.
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Strength-Based Goals
Strength-based: Steven will spend his literacy block
reading about his interest area (currently China) and
share with his classmates in his choice of presentation
style.
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Strength-Based Goals
Strength-based: Steven will spend his literacy block
reading about his interest area (currently China) and
share with his classmates in his choice of presentation
style.
Challenge-based: Steven will work with the school social
worker twice a week to talk about transitioning between
activities. He will set his own goals each week and
develop a 3-step plan for smooth transitions that he can
monitor himself with a checklist.
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Strength-Based Goals
Strength-based: Steven will spend his literacy block
reading about his interest area (currently China) and
share with his classmates in his choice of presentation
style.
Not strength-based: Steven will be able to spend his
literacy block reading about his interest area when he
earns a star for using his 3-step plan for a smooth
transition.
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Student Plans
ALP
 Strength-based goals
 Programming designed
to build up the
strength area
 Programming based on
interests
 Social-emotional
support
 Time with intellectual
peers
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IEP/504
 Goals for challenge
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areas
Remediation and
compensatory skills
Accommodations for
access and expression
Social-emotional
support
LRE includes gifted
programming
Multiple Options for Programming
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Recent Research
Screening
Identification
Characteristics
Intervention
Support
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Research: Screening
Accepted evidence-based practice is universal screening.
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Research: Identification
Comprehensive assessment is critical.
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Research: Characteristics
Creativity as a way to find twice-exceptional learners
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Research: Interventions
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Enhance giftedness
Thinking strategies
Build on interests
Different pathways
Open-ended choices
Students set goals
Adjust pacing
Differentiate
assessment
Compensate for challenge
 Extra time
 Multiple modalities for
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instruction and access
Clear expectations
Modify/reduce amount
Concrete examples of
abstractions
Use technology for
expression
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Dual Differentiation
Enhance giftedness
 Thinking strategies
 Build on interests
 Different pathways
Compensate for challenge
 Multiple modalities for
instruction and access
 Use technology for
expression
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Research: Support
Parents of
academically
successful twiceexceptional students
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You make the difference!
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A Gem No Longer Hidden
Billy Bob Thornton Talks About Dyslexia
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Resources from CDE
Level 1 Resource Handbook – downloadable
 Characteristics, strategies, planning
Level 2 Resource Handbook – downloadable
 Case studies, using the problem-solving process and planning
http://www.cde.state.co.us/gt/resources
Scroll down to “Publications”
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EXTRA SLIDES
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Tier I
Discovers those at academic “risk” of being successful in
a content area
Tier I
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Tier II
More intensive need in
strength area and/or
challenge area
Tier II
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