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Gifted Identification


The Exceptional Children's Educational Act (ECEA) defines "identification" as:

The assessment process used by the AU for identifying students who meet the definition specified in section 12.01(16) and for identifying the educational needs of gifted students. 12.02(2)(c)

ECEA Areas of Gifted Identification:  (12.01(16)(a-e)

Click the above links to access information on the multiple pathways to identification.


The Exceptional Children’s Educational Act (ECEA) requires all administrative units (AUs) in Colorado to identify and serve students between the ages of five and twenty-one, and age four in administrative units with Early Access, whose aptitude or competence in abilities, talents, and potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs.  Administrative units include:  school districts, Charter School Institute (CSI), multi-district administrative units and Boards of Cooperative Educational Services (BOCES).  ECEA Rules state a student's "state-approved" identification in one or more categories of giftedness transfers to any district in the state. 

Key Indicators for Implementation

  • Implementation of statewide identification procedures to ensure portability
  • Assessment process for identifying students who meet definition in all domains of giftedness and in underrepresented populations
  • Method(s) to ensure equal and equitable access for students of all populations
  • Referrals from a variety of sources and screening procedures
  • Timeline of no more than 30 days after a referral to make a determination of next steps
  • A body of evidence that includes qualitative and quantitative data from multiple sources and multiple types
  • For each category of giftedness, 95th percentile or above and/or an exceptional/distinguished rating are used as criteria for determining exceptionality
  • Criteria for screening assessments is a score range less than 95th percentile, used to determine further data collection or talent pool designation
  • Not meeting criteria on a single assessment does not prevent further consideration for identification
  • A review team procedure with at least one member trained in gifted identification
  • A determination letter for parents and school files describing decision of review team
  • A communication procedure with parents to make them aware of and understand identification results, and development and review of ALP
  • Transfer of the body of evidence for identification and ALP to the new district
  • If body of evidence is incomplete, consultation with former district, parents and student for reevaluation
  • Review of new student’s ALP within 45 days of enrollment into the district, and communication with parent within 60 days

Resources for Identification

Identification Guidance Document

Identification Professional Development Webinars

Additional Identification Resources

Note: If you are not able to access the resources or need additional support, please contact the Office of Gifted Education Gifted Program Administrator.