Gifted Education in Connecticut

Laws and Guidelines

Special educational services for students identified as gifted and/or talented are not mandatory in Connecticut. However, differentiation is expected as for any student.

Every district is required to have a process for identifying students as gifted and/or talented and to inform parents if their child is identified.

The State of Connecticut issued a guidance document in March of 2019 which details these requirements and provides suggestions for districts regarding gifted and talented students. It can be accessed here:

The State Department of Education Educational Consultant for Gifted and Talented Education is Dori Papa-Santini, EdD. Contact Information

Summary of CT Guidance Document

March, 2019 - excerpted from above linked document

  • It is mandatory for districts to have processes for identifying gifted and talented students.

  • Districts may use group testing or individual testing as part of their process for identification. Identification using group testing can occur without parent consent. Parent consent, however, is required prior to any individual evaluations.

  • All districts must use a PPT to identify students as gifted and talented. This PPT is different from a PPT to identify students with disabilities.

  • The results of a PPT for gifted and talented evaluation must be communicated to parents in writing.

  • The frequency for re-evaluation is not defined. The PPT for gifted and talented education is encouraged to consider new evidence.

  • Group tests have the advantage of objectivity and the potential for identifying gifted students from among members of historically under-represented groups of students.

  • Personal referrals can indicate for gifted and talented students in non-tested areas.

  • Service is provided at the discretion of the district, but differentiated instruction is an expectation in the Common Core of Teaching.

  • The PPT process can supply parents and educators with an inventory of specific educational needs that can be used to effectively differentiate instruction regardless of classification as gifted and talented.

  • Educators should be aware that gifted and talented students have unique social and emotional needs.

  • Educators and administrators tasked with the responsibility of identifying and serving gifted and talented students should seek professional development to improve procedures and services.