ABSTRACT
School administrators should examine how well they identify gifted ELLs for consideration for participation in gifted education programs. In pull-out models, differentiated learning experiences are provided by having gifted education teachers work with gifted students outside of the regular classroom on an intermittent basis. Connecting with the parents and families of gifted ELLs begins by establishing effective lines of school communication. Schools and districts committed to connecting with families of gifted ELL students can build and capitalize on communication networks that increase parents' abilities to navigate the educational system for their gifted children. Increasing the level of family involvement of gifted ELLs is critical; it should begin as soon as the gifted students are identified and continue for as long as they remain in the program. Establishing partnerships, affiliations, or networks with the parents and families of gifted ELLs strengthens expectations and benefits overall development of the students served. Families of gifted ELLs need to maintain high standards and expectations.
