Gifted students may demonstrate the following characteristics:

1. Advanced Vocabulary: Uses complex language and has a large vocabulary for their age.
2. Quick Learner: Grasp concepts and ideas quickly, often needing less repetition to master new skills.
3. High Curiosity: Asks a lot of questions and shows intense curiosity about a wide range of topics.
4. Excellent Memory: Remembers information easily and accurately, even after a long period of time.
5. Strong Problem-Solving Skills: Demonstrates an ability to think critically and solve complex problems.
6. High Level of Creativity: Shows originality in thought and is highly imaginative.
7. Intense Focus: Can concentrate deeply on subjects of interest, sometimes to the exclusion of other activities.
8. Advanced Reading Ability: Reads at a higher level than peers and often enjoys challenging material.
9. Sensitive to Emotions: Displays a strong awareness of their own feelings and the feelings of others, often showing empathy.
10. Keen Observation Skills: Notices details and patterns that others may overlook.
11. Perfectionism: May set high standards for themselves and be highly self-critical if those standards aren't met.
12. Strong Sense of Justice: Has a well-developed sense of fairness and may express concern for social issues.
13. Enjoys Challenges: Thrives on new experiences and may become easily bored with routine or repetitive tasks.
14. Leadership Qualities: Often takes on leadership roles in group settings and can motivate others.

These traits can vary widely, and not all gifted children will exhibit every characteristic.

The Alabama State Department of Education requires that all second graders be screened for gifted traits and behaviors.

Gifted Children:
- Perform at exceptionally high levels in academic or creative fields compared to their peers in age, experience, or environment.
- Require specialized services beyond those typically provided by the regular school program.
- Are found across all demographics and economic backgrounds.
- May have dual exceptionalities (e.g., gifted with a learning disability).
- Typically do not exhibit giftedness in every content area.

Identification Process:
Gifted students are identified through an evaluation of:
- Gifted behavior rating scales
- A collection of six products or activities that encourage gifted behaviors
- Scores on tests of aptitude or creative thinking
- Work samples or achievement test scores

Program Details:
Once identified, gifted students participate in a pullout gifted class at their current school for three hours each week, starting in third grade. Gifted classwork is not factored into report card grades.

If a child is identified as gifted through the 2nd-grade screening (Child Find process), parents are invited to an “Advanced Education Plan” meeting. Information about gifted education classes is provided by the Gifted Education teacher before third grade begins.

In building the body of evidence for gifted identification, information is collected in four key areas: aptitude, achievement, performance, and behavior. This evidence includes both quantitative and qualitative data to demonstrate intensive academic need and/or exceptional ability.

• Aptitude: Assessed through individual or group tests of intelligence or creativity to evaluate the student’s cognitive abilities.
• Characteristics: A behavior rating scale completed by a teacher to assess traits and behaviors commonly associated with giftedness.
• Performance: Collected evidence of gifted-level performance, which may include achievement test scores, grades, work samples, products, portfolios, leadership abilities, or signs of motivation.

This comprehensive approach ensures that all aspects of a student's abilities and needs are considered in the identification process. Scores from these assessments and items are compiled on a matrix, with points assigned based on established criteria. The total number of points determines whether a student qualifies for gifted services. 

Gifted referrals take place within designated windows each school year. For specific deadlines, please consult your school’s gifted teacher:

- Referral Window for Third, Fourth, and Fifth Grade: Opens in early August and closes at the end of September.
- Second Grade Gifted Referrals: All second-grade students are automatically screened for giftedness, so there is no need for parent or guardian referrals.
- Acceleration Referral Window: From August 1 through early April.

Referrals for screening and identification may be initiated by teachers, parents, the student, or peers. The Talent Development Program supports the identification process for gifted students, with the Gifted and Talented Education (GATE) teacher in each building overseeing this process.

Formal identification is determined after a thorough review of the "Body of Evidence" collected for each student. The outcomes of this review may include:

1. Sufficient Data for Identification: An Advanced Education Plan (AEP) will be developed and shared with the parents and classroom teacher.
2. Insufficient Evidence for Identification: The student will not be identified as gifted.
3. Need for Additional Information: More data will be collected to make an informed decision.

Families will receive written communication about the referral outcome. If a child is identified as gifted, an AEP will be created based on comprehensive student data, teacher observations and recommendations, student performance, strengths and needs, GATE teacher insights, and parent requests. This plan will be reviewed during spring parent-teacher conferences.

Tarrant City Schools views the Advanced Education Plan (AEP) as a crucial connection between the student case study profile created during the identification process and the programming tailored to the student’s strengths and interests. Guided by achievement and affective goals, AEPs serve as planning tools for making instructional decisions regarding materials, programming options, and assessments for gifted students. They consider each student’s strengths, interests, and social-emotional needs, and also act as valuable resources to ensure smooth transitions between grade levels and schools. Beyond informing annual educational decisions, the AEP can also serve as a comprehensive, long-term planning tool.