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Which of the following best describes a twice-exceptional learner?

A student who shows remarkable capacity but also has inconsistent academic performance.

A high-achieving student who is easily bored in class.

A learner with an IEP or 504 plan and no specific strengths.

A student whose strengths and challenges often mask one another.

1 out of 10

When I think a learner is 2e, I...

Discuss observations with colleagues and caregivers.

Adjust my approach to both challenge and support them in real time.

Focus on remediation before addressing their advanced abilities.

Avoid labeling them until I see consistent patterns across all subjects.

2 out of 10

You notice a student who dominates class discussions but struggles to complete written assignments. You:

Encourage them to speak less so others can participate.

Provide alternative formats for expressing ideas, like audio or visual options.

Assume laziness is the issue and assign consequences.

Reframe your understanding to see this as a possible sign of 2e wiring.

3 out of 10

How do you typically plan for a class with mixed ability levels, including students who might be 2e?

Provide tiered assignments that offer both support and enrichment options.

Rely on standardized content to maintain equity.

Focus primarily on bringing struggling learners up to grade level.

Allow independent exploration with occasional check-ins.

4 out of 10

A student becomes overwhelmed during group work and leaves the room. What’s your response?

Document it as a behavioral concern and proceed with discipline protocols.

Talk with them privately to understand potential sensory, social, or executive function issues.

Require full participation to build resilience.

Assign a peer buddy to help monitor and regulate their behavior.

5 out of 10

After a long school break, your 2e students seem dysregulated. What do you do?

Give a review of routines and provide visual supports or flexible check-ins.

Push forward with new material to stay on schedule.

Assume all students will bounce back equally and resume typical expectations.

Offer independent catch-up time and reflective journaling to help re-engage.

6 out of 10

Which best reflects your attitude toward improving your support for 2e students?

I actively seek out trainings, podcasts, or conferences like “Let’s Talk 2e.”

I rely on years of experience — training isn’t necessary if you’re a good teacher.

I’m curious but unsure where to start.

I incorporate new strategies only when I see clear benefits.

7 out of 10

Which accurately describes how your administrators support you in teaching 2e learners?

They are aware of 2e students but prioritize compliance over innovation.

They expect us to meet all needs but rarely offer specific tools or PD on 2e learners.

They proactively provide training, resources, and collaborative time to support differentiated instruction.

I’m not sure they understand what 2e means.

8 out of 10

When my 2e student struggles to access curriculum, I...

Consult with special educators and enrichment specialists to adjust instruction.

Try a few things on my own, but rarely involve others.

Feel stuck and wish there was more team-based support.

Modify expectations and move on.

9 out of 10

How do you approach parent communication and collaboration about their 2e student?

I view parents as essential partners and initiate regular, two-way communication.

I primarily contact parents when there’s a concern.

I rely on other staff (e.g., counselors or administrators) to communicate with parents.

I avoid frequent contact because it often leads to tension or unrealistic expectations.

10 out of 10

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