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GT Programming Guidance from CDE [1]
In response to the Exceptional Children’s Education Act (ECEA), CDE’s Office of Gifted Education has developed programming guidance to support districts and their identified gifted students. The current version states that gifted programming should be:

  • A collaborative process among students, families, and educators;
  • Individualized for each student and documented in the ALP;
  • Meaningful to each gifted student;
  • Culturally relevant; and
  • Based on what each district can offer to best meet the needs of their learners (local control / local options).

Meeting Academic and Affective Needs
Gifted programming includes the components and strategies that are implemented to appropriately address both the academic and affective (social emotional) needs of gifted students. Districts and schools provide varied programming options based on student need, personnel, and available resources aligned to best practices in gifted education.

Programming for the individual student matches the strengths and interests of the student. Data are used to measure and monitor student growth and achievement and drive instructional programming decisions.

Talent Areas
Districts are not required to provide or financially support out-of-school coaching, training, or competitions for students identified in the talent areas (performing and visual arts, music, dance, psychomotor, leadership, or creativity). Talent identification programming may include school-sponsored  events, mentorships, independent study, and/or extended time to complete school work due to excused absences from participation in out-of-school talent activities.

Concurrent Enrollment
If appropriate, the student shall have opportunities for advanced and/or college courses. Concurrent Enrollment provides high school students with the opportunity to enroll in postsecondary courses and earn credit at low or no cost to them for tuition. Districts use per pupil revenue to pay the tuition for the postsecondary courses at the resident community college rate directly to the institution on behalf of the student. Programming includes opportunities and strategies for the student to plan for college, identify scholarship opportunities, and/or provide assistance for selected post-secondary activities. 

Advanced Learning Plan (ALP)
An Advanced Learning Plan (ALP) is developed in collaboration with the student, parent(s), and classroom teacher(s) to describe the programming options the student will receive to support annual academic and affective goal attainment. 

Differentiation Strategies
Differentiated instruction is the core instructional strategy, including both cross-age and flexible grouping opportunities, independent learning centers, content acceleration, choice menus, tiered assignments, project learning, and presentations of learning.

The various types of differentiation fall into four (4) categories as shown in the chart below (with examples provided in each category):

common types of differentiation in each of the four categories.
For additional information about Mapleton’s programming offerings, please email: