District gifted staff outline ALP, parents urge renaming and more supports for high-achievers

District gifted-education staff presented an overview of the Advanced Learning Plan (ALP) and local services at a Gilpin County School District No. Re-1 board meeting, and parents pressed officials to consider changing the label “gifted and talented” and to expand supports for high-achieving students.

"The advanced learning plan is our legal document that we follow," said Solomia Asker, who identified herself as Director of Gifted Education. She described the district’s five-step referral process—referral, screening (within 30 days), evaluation, giftedness determination and, if eligible, an eligibility meeting with family, teacher and usually the principal—and the ALP components that include demographic information, an interest inventory and two student goals (academic and affective).

The presentation included program details: the district reported about 36 students identified as gifted this year (roughly 11% of the district’s student population), three students were newly identified this year, and five students are currently on "watch" status while staff monitor additional qualifying data. Asker explained the ALP timeline: goals written by the end of October, progress monitoring in December/January and before spring break, and an end-of-year review by May 22.

During public questions, a parent said labeling children "gifted and talented" had created social-emotional problems for her child and suggested rebranding the program to reduce elitism. "I think it creates a culture of elitism," the parent said, adding that the label had made her daughter upset about being placed on "watch." Staff responded that "gifted and talented" is the state-level terminology used in Colorado and that district staff would raise the naming question with directors across the state and report back.

The exchange also covered delivery models. Staff described a mix of push-in supports and pull-out sessions, occasional "stealth" pull-out to avoid singling students out, mentorship activities that pair middle- and elementary-school students, and use of online platforms and project-based work to meet academic and affective goals. Parents and staff discussed whether an elective or after-school club (parent- or teacher-sponsored) could provide concentrated advanced-math preparation such as MathCounts; Fuller, the district’s gifted coordinator, said she would welcome a parent volunteer or club sponsor to run such offerings if staffing does not permit adding a scheduled elective.

No formal policy change or vote occurred; district staff said they would follow up with state directors about terminology and next steps and would share any developments with families. The presentation materials and referral application links are available through the district’s BOCES webpage and staff offered to email forms to interested families.

The district did not adopt any changes at the meeting; the matter was left for staff follow-up and future discussion.