-Consider the characteristics described in NAGC’s Common Characteristics of Gifted Individuals (www.nagc.org). It's important to remember that few children demonstrate every characteristic on a list. Rather, they tend to have more of the characteristics than not.

-Children may be gifted in one or more domains. They may demonstrate advanced abilities in mathematics, for example, while performing like their same-age peers in other subjects.

-The characteristics that parents often notice first include advanced vocabulary, heightened sensitivity, remarkable memory, and rapid learning. Gifted and talented children are constantly learning from their environment, seeming to know things without the effort required to learn it.

-Schools and districts vary greatly in their identification processes. Some identify children for gifted and talented services in kindergarten. Others use informal processes for primary age children and begin formal identification in third or fourth grade. The data utilized in the identification processes are just as varied. Most schools and districts use standardized assessments as one component.

-Your child‘s identification as gifted is less important than his educational needs being served in school. The focus should be on figuring out your child’s needs and providing for them, rather than attaining a label.

-Schools should offer a variety of services available that are specific to your child’s strengths, readiness, interests, and abilities.

-Acceleration services allow your child to move ahead in the school’s curriculum at a pace faster than his same-age peers. This might be through the early entrance to kindergarten, doing fifth-grade math while in third grade, or skipping a grade. The research is clear: Acceleration can be very good for children’s cognitive, social, and emotional growth.

-Enrichment services supplement learning within a grade level. This includes everything from completing more complex assignments to participating in competitions or clubs.

-Teachers should differentiate learning by pre-assessing what your child already knows, understands, or is able to do, then matching learning experiences to her needs. This might be different homework or assignments for different groups of students.

-Flexible grouping allows your child to work with appropriate peers. These may be peers by readiness, ability, ideas, or interests, not just age-mates.

Collect resources on your child's topics of interests, such as books, videos, and websites. Make time to talk to your child every day and encourage her active questioning. Find peers or groups who share similar interests.

-It can be easy to forget your child is just a child because he may be able to have adult conversations about advanced topics. Allow your child the freedoms or responsibilities appropriate for his individual emotional or social development.

-Gifted children are often highly observant and sensitive to social issues and fairness. Model the behavior and respect of others you expect of your child. Find opportunities for him to participate in acts of service that can make a difference.

-Provide challenges outside of school. Enrichment is incredibly beneficial whether it supplements school content or explores interests or passions. This could be in any area, whether that be through music, sports, or academic camps.

-Encourage your child to take risks. Celebrate mistakes as learning opportunities. When you make mistakes, model positive ways to problem-solve and grow.