Gifted Programming Evaluation Rubric Using NAGC Standards Adapted from An Innovation Component Configuration Map for Gifted Education created by Dr. Mary Evans, Warren County Public Schools, Kentucky, May 2001 Criterion # 1: Student Identification Description: Gifted Learners must be assessed to determine appropriate educational services. Guiding Principle # 1: A comprehensive and cohesive process for student nominations must be coordinated in order to determine eligibility for gifted education services. 1 2 X 3 4 Written information about the district gifted education program is sent to district schools. This is often in the form of a handbook. Little or no follow-up occurs to encourage nominations or answer questions. 1.1.1 No information about nomination and identification of students for gifted education is disseminated to school staff at any time during the year 1.1.2 Only currently high performing students are screened for gifted education cervices. Identification of students with gifts and talents occurs once a year. 1.1.3 No information on the meaning of giftedness is provided for parents. Written information about the district gifted education program, including how to nominate and identify students, is provided to all appropriate staff members (teachers, supervisors, administrators) annually. Specially trained personnel follow-up with presentations at faculty meetings. 1 2 X 3 4 All students comprise the initial screening pool for gifted education services. Identification of students with gifts and talents occur once a year. Identification of students with gifts and talents is ongoing and all students comprise the initial screening pool. Students may qualify for services at several designated times during the year. Students do not need to re-qualify each year. Assessment for diagnostic purposes is used occasionally. 1 2 X2.5 3 4 Parents are provided limited information regarding giftedness, including only that pertaining to consent for assessment and notification of placement. Parents are provided information about student characteristics related to giftedness through an orientation meeting after their child has been identified for services. These programs are provided to help them address the needs of their own children. 1.1 General education teachers do not know much about identification. It is the TEP teacher and principal s responsibility to inform the staff annually. 1.3 We are not aware of on-going identification procedures from the responses. Written information about the district gifted education program, including how to nominate and identify students, is provided to all appropriate staff members (teachers, supervisors, administrators) annually. Information is made available to parents/community members in a variety of languages. Specially trained personnel follow-up with presentations at faculty meetings and one on one contact with teachers and parents. Teachers are encouraged to be talent scouts and actively look for students exhibiting characteristics of giftedness. The nomination process for gifted education services is ongoing and screening of any student can occur at any time. Students may qualify for services at any point in the year. Once a student is identified for services, ongoing assessment continues for diagnostic purposes to insure an appropriate level of services is being delivered. Nomination procedures and forms are available in a variety of languages. Parents are provided special workshops or seminars to get a full meaning of giftedness. Resources are available for parents to borrow. Parents participate in the determination of education objectives, the planning of appropriate learning activities and the development of a personalized learning plan. 1
Guiding Principle # 2: Instruments used for student assessment to determine eligibility for gifted education services must measure diverse abilities, talents, strengths, and needs in order to provide students an opportunity to demonstrate strengths. 1 2 X 3 4 All students are assessed exactly the same way Strategies are specified for finding students regardless of cultural differences, economic with gifts and talents in underrepresented conditions, primary language, environmental populations. Nonbiased assessment measures factors, underachievement, or disability. Students take into consideration ethnicity, culture, from special populations may be allowed a lower economic conditions, environmental cut-off score on standardized achievement or influences, primary language, IQ tests for inclusion in screening pools. underachievement, and disabilities. A Although a few students from special populations significant number of students from special may qualify for gifted education services, they populations qualify for gifted education are still greatly underrepresented. services. 1.2.1 All students are assessed exactly the same way regardless of cultural differences, economic conditions, primary language, environmental factors, underachievement, or disability. All students must meet exactly the same standards. No students from special populations are identified for gifted services. 1 2 X2.5 3 4 The school district supports an inclusive definition of giftedness, but assessment occurs only at some grade levels. 1.2.2 The school district supports a narrow definition of giftedness focusing only on intellectual ability and/or academic achievement. Assessment for giftedness in limited areas occurs only at specified grade levels. 1.2.2 It is more consistent at elementary than at the secondary level. The school district supports an inclusive definition of giftedness (i.e., general intellectual ability, specific academic aptitudes, creativity, leadership, and the visual and performing arts.) Assessment occurs at most grade levels. Assessment is responsive to students ethnicity, culture, economic conditions, environmental influences, developmental differences, gender, underachievement, disabilities, and other factors that affect fair assessment practices. Assessments are provided in a language in which the student is most fluent, if available. The percentages of students from all cultural and economic groups are represented in gifted services in proportion to their representation in the general population. The school district supports an expanded view of giftedness that focuses on abilities and talents in multiple areas (i.e., general intellectual ability, specific academic aptitudes, creativity, leadership, and the visual and performing arts.) Students identified in all designated areas of giftedness within a school district are assessed consistently across grade levels. Guiding Principle # 3: A student assessment profile of individual strengths and needs must be developed to plan appropriate intervention. 1.3.1 Assessment is conducted in order to identify students with gifted behaviors. No profile is developed. Once students are identified, no further assessment is conducted. An assessment profile is developed for each child to evaluate eligibility for gifted education services. The profile contains only standardized test data (i.e., IQ scores, achievement test data). The profile is seldom referred to after services begin. An assessment profile is developed for each child to evaluate eligibility for gifted education services. In addition to formal, standardized test data, informal data such anecdotal records and work samples are used to show unique learning characteristics and advance potential. The assessment profile is not used to measure continuous progress. Individual assessment plans are developed for all gifted learners to help monitor continuous progress. The assessment profile reflects the gifted learner s interests, learning style, and educational needs. Ongoing assessment using both formal and informal data continues for diagnostic purposes to insure an appropriate level of services is being delivered. 2
1.3.1 It is unclear as to whether the assessment profile is used as an ongoing diagnostic tool to assure appropriate services. It appears to be more prevalent at the elementary level. Guiding Principle # 4: All student identification procedures and instruments must be based on current theory and research. 1.4.1 A precise IQ cut-off score is used as the sole determinate of giftedness. No teacher judgment or subjective criteria are used. A combination of a limited number of formal (IQ tests and standardized achievement tests) and informal (teacher checklists, work samples) assessment measures are used to identify students with gifts and talents. Student assessment data to determine eligibility for gifted services comes from multiple sources and includes multiple assessment methods. A combination of formal and informal assessment measures is used. These measures may include parent and teacher nomination, product and performance assessments, portfolios, test scores, and dynamic assessment. No single assessment instrument or its results can deny student eligibility for gifted programming services. Student assessment data to determine eligibility for gifted services comes from multiple sources and includes multiple assessment methods. Combinations of formal and informal assessment measures are applied over a period of time. These measures include parent and teacher nomination, self-nomination, product and performance assessments, portfolios, test scores, and dynamic assessment. Student assessment data represents an appropriate balance of reliable and valid quantitative and qualitative measures. The instruments provide evidence of reliability and validity for the intended purposes and target students. Guiding Principle # 5: Written procedures for student identification must include at the very least provisions for informed consent, student retention, student reassessment, student exiting, and appeals procedures. 1 2 X2.5 3 4 1.5.1 The school district has no written procedures for identifying student for gifted services. School district written procedures for identifying students for gifted services include only the accepted testing practice of informed consent and notification. The school district has written procedures for: Informed consent Student retention Appeals procedures The school district has written procedures in all the following areas: Informed consent Student retention Student assessment Student exiting Appeals procedures District guidelines and procedures are reviewed on a regular basis and revised when necessary. 1.5.1 Administrators were not in agreement in ranking. All 5 areas (in 4) are addressed in early admission in Challenge, but not uniformly. It is unclear if there is an appeals procedure. Criterion # 2: Professional Development Description: Gifted learners are entitled to be served by professional who have specialized preparation in gifted education, expertise in appropriate differentiated content and instructional methods, involvement in ongoing professional development, and who possess exemplary personal and professional traits. Guiding Principle # 1: A comprehensive staff development program must be provided for all school staff involved in the education of gifted learners. 1 2 3X 4 All school staff members were provided All school staff members were provided information about professional development in information about professional development in gifted education during the last school year, gifted education during the last school year, such as conferences, symposia, university such as conferences, symposia, university classes, and videos. No direct encouragement classes, and videos. Limited or one-shot inservice or incentives (stipend, professional training in gifted education was offered development credit) were offered for teachers in the district to all staff during the last school to attend. year. Incentives were provided to encourage participation. 2.1.1 No professional development in gifted education was provided in the district during the last school year. No information was disseminated about professional development in gifted education that was being held outside the district. All school staff members participate in on going staff development in the nature and needs of gifted learners, and appropriate instructional strategies. This may be in the form of study groups, discussions of reading materials, demonstration lessons, peer coaching, videos, and presentation provided in their building or district. Building principals encourage participation and stipends or professional development credits are offered for staff members 3
that attend. 1X 2 3 4 Several (10-40%) regular classroom teachers Many (more than 40%) of regular classroom attended at least one professional development teachers attended at least one professional activity during the last school year designed development activity during the last school specifically for teaching gifted learners. year designed specifically for teaching gifted learners. 2.1.2 Few (less than 10%) regular classroom teachers participated in professional development designed specifically for teaching gifted learners during the last school year. Administrators had an inflated view of actual attendance. Guiding Principle # 2: Only qualified personnel should be involved in the education of gifted learners. 1 2X 3 4 2.2.1 The majority of specialist teachers working with gifted learners have little or no training in gifted education. They have not attended professional development workshops in gifted education and are not working toward certification/endorsement in gifted education. The majority of specialist teachers working with gifted learners have a moderate amount of training in gifted education. They have attended professional development workshops in gifted education, but do not hold and are not working toward certification or endorsement in gifted education. At this time the state does not have a certification or endorsement program. The majority of specialist teachers working with gifted learners are well trained in gifted education. They either hold certification or are actively working toward certification or endorsement in gifted education and are committed to on-going professional development in the field. Guiding Principle # 3: School personnel require support for their specific efforts related to the education of gifted learners. 2.3.1 School personnel are not released from their duties to participate in staff development for gifted education. Limited by funds. School personnel are released from their duties School personnel are released from their duties to participate in staff development in gifted to participate in staff development in gifted education, but funding is not made available to education. Staff development activities in pay for staff development activities in gifted gifted education are partially funded by the education. school district or educational agency. All school staff members working with gifted learners continue to be actively engaged in the study of gifted education through yearly staff development or graduate degree programs. All specialist teachers working with gifted learners are highly trained in gifted education. They possess certification, endorsement, or a degree in gifted education. They are actively involved in the field of gifted education through attending and/or presenting at gifted education conferences. They are participating members of state and national gifted organizations. School personnel are released from their duties to participate in staff development in gifted education. Approved staff development activities in gifted education are fully funded by school districts and/or educational agencies. Guiding Principle # 4: The educational staff must be provided with time and other support for the preparation and development of the differentiated education plans, materials, and curriculum. 1X 2 3 4 2.4.1 Teachers are not provided planning time for preparation and development of materials for gifted students. Teachers are provided a somewhat limited amount of time (ex. in 30 minute blocks) on a weekly basis to plan to meet the needs of gifted students. Teachers are provided a block of time that is at least one hour on a weekly basis to plan for meeting the needs of gifted students. There are resource teachers in the building to help with differentiation for gifted, but there is no structured time for regular classroom teachers to access their expertise. Regularly scheduled, on-going planning time (e.g., release time, summer pay, etc.) is allotted to teachers for the development of differentiated educational programs and related resources for gifted learners. Criterion # 3: Socio-Emotional Guidance and Counseling Description: Gifted education programming must establish a plan to recognize and nurture the unique socio-emotional development of gifted learners. Guiding Principle #1: Gifted learners must be provided differentiated guidance efforts to meet their unique socio-emotional development. 4
3.1.1 Specialized counseling services are not provided for gifted students Score 1.5 1 2 3 4 Counseling services in gifted education are provided for gifted students but counselors have no specific training in the characteristics and socio-emotional needs of gifted students. Counselors receive specific training in the characteristics and socio-emotional needs of gifted learners and provide some specialized services pertaining to gifted education. Counselors familiar with the characteristics and socio-emotional needs (i.e., underachievement, multipotentiality, etc.) of diverse gifted learners provide counseling services. Special efforts are made to include gifted students in the guidance/counseling program. Delivery of services is fragmented between buildings. Some specific GT guidance services are provided in a couple of elementary schools. At upper grade levels, there are questions about what their responsibility is for providing services to gifted. There is a lack of communication about who are gifted at upper levels. Guiding Principle #2: Gifted learners must be provided career guidance services especially designed for their unique needs. College and career guidance services are not provided for gifted students. 1 2 x 3 4 Gifted learners are provided the same college Gifted learners are provided specialized and career guidance information that all other college and career guidance at the secondary students receive (at the same time and in the level only (middle/high school). same way.) High School student comments reflect a desire and need for services related to college and career guidance. Guiding Principle #3: Gifted at-risk students must be provided guidance and counseling to help them reach their potential. Gifted learners are provided college and career guidance that is appropriately different and delivered earlier than typical programs. Gifted learners are provided career guidance consistent with their unique strengths and passions at all levels of their education. 1 x 2 3 4 3.3.1Guidance and counseling services are not provided for gifted at-risk students. Only the guidance and counseling services that are provided to all gifted learners are provided for gifted at-risk students. Limited specialized guidance and counseling services are provided to gifted at-risk students. Specialized services tend to focus on economic issues such as scholarships for gifted programs at colleges/universities or summer camps rather than socio-emotional issues. A full set of specialized guidance and counseling services are provided for gifted at-risk students. These include interventions for underachievement and overcoming barriers of low income and cultural differences. Interventions may include mentorships, shadowing, community service, and college planning, as well as assistance with financial aid. Guiding Principle #4: Gifted at-risk students must be provided with affective curriculum in addition to differentiated guidance and counseling services. 1 x 2 3 4 3.4.1Affective curriculum has not been developed for gifted learners. A limited affective curriculum has been developed for gifted learners. There is no organized curriculum plan, just a variety of activities dealing with personal and social issues. An affective curriculum has been developed for gifted learners. The curriculum follows a well-defined scope and sequence. The affective curriculum is not consistently implemented with all students. High School students suggest that the current advisory program could better reflect their social-emotional needs. Guiding Principle #5: Underachieving gifted learners must be served rather than omitted from differentiated services. 1 X 2 3 4 A well-defined affective curriculum with a complete scope and sequence has been developed for gifted learners. The curriculum includes personal social awareness and adjustment, leadership, academic planning, and vocational and career awareness. The curriculum is provided for all gifted students. 5
3.5.1 Gifted underachievers are not served by gifted education because they are perceived not to benefit from traditional gifted services. Gifted underachievers receive services matched to their identified areas of giftedness. Counseling is not included as a service. Gifted underachievers receive counseling as a gifted education service in addition to receiving services matched to their identified areas of giftedness. Gifted underachievers receive guidance and counseling services that address the issues and problems related to underachievement. A multifaceted approach to meeting their needs is used. A team consisting of the student, school, and family, develops educational and family centered counseling interventions. It appears gifted underachievers are dropped from the program. However, several different groups expressed a desire to get more information to be able to meet the needs of gifted underachievers. Criterion # 4: Program Evaluation Description: Program evaluation is the systematic study of the value and impact of services provided. Guiding Principle #1: An evaluation must be purposeful. 1 2 3 x 4 4.1.1No evaluation of gifted education is conducted Evaluation is done only at the end of the year as a requirement of some regulatory agency. Evaluation provides basic information on the functioning of the gifted program, but is not conducted to answer questions or respond to needs of constituency groups. Evaluation is on going and provides basic information on the functioning of the gifted program and addresses basic questions of constituency and stakeholder groups. It seems to be the intent of the current director to use this evaluation process to move the district to a 4 on this scale. Evaluation is on going and represents a systematic appraisal of goals and objectives. It is responsive to constituency and stakeholder questions, and provides overall assessment of merit and worth of the gifted program. Guiding Principle #2: An evaluation must be efficient and economical. 1 2 3 x 4 4.2.1No resources are allocated for evaluation Limited personnel, time, and financial resources are allocated for program evaluation. Comprehensiveness of evaluation is compromised both with regard to number of components examined and thoroughness of study of those investigated. Increased personnel, time, financial resources are allocated for program evaluation. Comprehensiveness of the evaluation improves as more components are examined more thoroughly. Nearly all components of the gifted program are evaluated to some degree. The school district allocates adequate personnel, time, and financial resources to conduct a systematic, comprehensive program evaluation so that all components of the program are evaluated fully on a regular basis. If done more regularly and comprehensively, it would be a 4. Guiding Principle #3: An evaluation must be conducted competently and ethically. 1 2 3 4 x The person or persons conducting the The person or persons conducting the evaluation have expertise in program evaluation possess limited expertise in both evaluation or gifted education or limited program evaluation and in gifted education expertise in both. and are trustworthy. 4.3.1The person or persons conducting the evaluation do not possess expertise in program evaluation or gifted education. 1 2 3 x 4 4.3.2The evaluation design is not specific to the gifted and talented program The evaluation design reports limited data supporting strengths and weaknesses of the gifted program The evaluation design provides sufficient data regarding strengths and weaknesses found in the gifted education program. This information is used to determine if services have reached intended goals. The person or persons conducting the evaluation possess a high level of expertise and experience in program evaluation in gifted education and are trustworthy. A systematic plan for on-going evaluation of gifted education is a part of program planning and implementation. The evaluation design is directly related to program goals and objectives. The evaluation design reports the strengths and weaknesses found in the program as well as critical issues, which might influence services. 6
1 2 X 3 4 Multiple data collection methods are used for Instruments and procedures used for data program evaluation, but diversity of the target collection are valid and reliable for their population is not taken into consideration intended use. Factors such as age, when selecting instruments and procedures to developmental levels, genders, and diversity in be used. the target population are considered, but not fully addressed 4.3.3A singular data collection method is used for evaluating the gifted program Both formative and summative evaluations occur on a regular basis. Information is used for minor program modifications 4.3.4 Evaluations are not conducted regularly Evaluations are conducted regularly. Evaluation results are used as a summary judgment and not used for program improvement. Individuals are hesitant to be honest in Most individuals involved in the evaluation are evaluating because fears about confidentiality given the opportunity to verify information and accurate interpretation of information and the resulting interpretation. Individual shared. data is held confidential 4.3.51Individuals are not given the opportunity to verify information shared during the evaluation process. Information is not held in confidence. Administrators were unsure on 4.3.2, but the district is moving toward achieving a score of 4. Guiding Principle #4: The evaluation results must be made available through a written report. Care is taken to ensure that instruments with sufficient evidence of reliability and validity are used, and that they are appropriate for varying age, developmental levels, gender, and diversity of the target population. In addition, consideration is given to selecting evaluators who show sensitivity to these issues as they use the instruments. Formative evaluations are conducted regularly with summative evaluations occurring minimally every five years or more often as specified by state or local district policies. Formative and summative evaluations are used for substantive program improvement and development. All individuals who are involved in the evaluation process are given the opportunity to verify information and the resulting interpretation. Individual data is held confidential. The entire process has a feel of integrity. 1 2 3 4X 4.4.1Evaluation results are not shared Evaluation reports contain lots of jargon, and are read and understood by only a few Evaluation reports present the evaluation results in a clear and cohesive format. Evaluation results are used by program decision makers, but not share with all stakeholders. Evaluation reports present the evaluation results in a clear and cohesive format. Evaluation results are communicated in a timely and meaningful way to program decision-makers at the district and building level. Evaluation reports are designed to present results and encourage follow-through by all stakeholders, including students, parents, and the public. Although this has not yet taken place, it is our understanding that this will happen. Criterion # 5: Program Design Description: The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical, and empirical support. Guiding Principle #1: Rather than any single gifted program, a continuum of programming services must exist for gifted learners. One type of service is provided at each grade level. Little effort is made to match services to needs of students. 5.1.1 A single service delivery option exists for limited grade levels. Only one area of giftedness is served, usually intellectually gifted. A continuum of services is offered at some grade levels for some areas of giftedness. An attempt is made to match the needs, interests, and abilities of gifted learners to the level of services. Levels of service exist, however, a full curriculum continuum K-12 may require greater collaboration at and between building levels. Guiding Principle #2: Gifted education must be adequately funded. 1 2X 3 4 The minimal funding allocated for gifted Gifted education funding is equitable education from local sources limits the compared to the funding of other local services provided for gifted students programming 5.2.1 No money is allocated for gifted education from local sources A full continuum of service options is provided at each grade level in all areas of giftedness. Levels of service are matched to the needs, interest, and abilities of gifted learners. Gifted education programming receives funding consistent with the program goals and the funding is sufficient to meet the program goals adequately. 7
Guiding Principle #3: Gifted education programming must evolve from a comprehensive and sound base. The school or district mission or philosophy The school or district mission/philosophy statement addresses the need for gifted statement addresses the need for gifted education, but does not contain specific goals education with goals and objectives. or objectives. 5.3.1 The school and district does not have a mission or philosophy statement that addresses the need for gifted education programming. The district or school gifted plan includes policies and procedures in identification only 5.3.2 The district/school does not have policies and procedures regarding gifted education The district or school gifted plan includes policies and procedures for the requisite aspects of the program, but is not comprehensive It is recommended that the goals and objectives from the 1999 long-range plan be updated. Guiding Principle #4: Gifted education programming services must be an integral part of the general education school day. 1 2 3X 4 Gifted services are separate from the ongoing educational program. Special activities and projects are provided to supplement the ongoing classroom curriculum, but there is little connection with the general education program. 5.4.1 No differentiation is provided within the regular curriculum Gifted services are designed to supplement and build on the basic academic skills and knowledge learned in regular classrooms at all grade levels to ensure continuity as students progress through the program. Gifted education programming is articulated with the general education program. Differentiation is connected to the regular curriculum. 1 2 3X 4 Two to five of the following services are At least six of the following services are offered at most grade levels: counseling offered at most grade levels: counseling services, pull-out classes, cluster grouping services, pull-out classes, cluster grouping with differentiated curriculum; regular with differentiated curriculum; regular classroom enrichment with consultative classroom enrichment with consultative services, acceleration in areas of strength, services, acceleration in areas of strength, seminars, regular class collaboration, seminars, regular class collaboration, independent study in area of interest, academic independent study in area of interest, academic competitions, mentorships, curriculum competitions, mentorships, curriculum compacting, work with art, music, drama compacting, work with art, music, drama specialists specialists 5.4.2 Only one service is offered at each grade level It is recommended that the pyramid be included for grade level services. Not all services are available at all grade levels. Guiding Principle #5: Flexible groupings of students must be developed in order to facilitate differentiated instruction and curriculum. The school or district has a mission or philosophy statement that addresses the need for gifted education. Gifted education programming is guided by the clearly articulated philosophy statement and accompanying goals and objectives. The district or school has a comprehensive pre-k-12 program plan which includes policies and procedures for identification, curriculum and instruction, service delivery, teacher preparation, formative and summative evaluation, support services, and parents involvement. Gifted services are designed to supplement and build on the basic academic skills and knowledge learned in the regular classrooms at all grade levels to ensure continuity as students progress through the program. Differentiation of the curriculum is provided to meet the wide range of learner needs in the classroom, including the needs of gifted students. Differentiation strategies include curriculum compacting, appropriate grouping methods, and pursuing individual areas of interest. Continuous progress is occurring for all students as gifted education is integrated into the regular classroom. The local school district offers multiple service delivery options in a variety of settings. At least eight of the following services are offered at most grade levels: counseling services, pull-out classes, cluster grouping with differentiated curriculum; regular classroom enrichment with consultative services, acceleration in areas of strength, seminars, regular class collaboration, independent study in area of interest, academic competitions, mentorships, curriculum compacting, work with art, music, drama specialists 8
Static grouping practices separate gifted students from non-gifted students with no opportunity for flexible grouping and regrouping for different purposes. Students are occasionally provided opportunities to be with gifted peers. 5.5.1 Students are not grouped for any purpose. All instruction is whole class heterogeneously grouped. Students are rarely provided opportunities to interact with gifted peers. The policy exists, but the practices were not apparent. Limited grouping arrangements are provided for students based on needs, interest, and abilities. Pre-assessment is occasionally used to determine what students already know. Groupings occur only within grade levels. Students are provided opportunities for social and intellectual interaction among gifted peers with similar interests and abilities on a regular basis (once or twice a week) Gifted learners are included in flexible grouping arrangements in all content areas and grade levels. Frequent assessments result in regular opportunities for grouping and regrouping, both within grade level and across grade levels, advancing students to achievement levels that provide optimal challenge. Students are grouped and regrouped based on needs, interests, and abilities. Students are provided opportunities for social an intellectual interaction among gifted peers with similar interest and abilities every day. The importance of providing time for gifted students to be with gifted peers is recognized. Guiding Principle #6: Policies specific to adapting and adding to the nature and operations of the general education program are necessary for gifted education. 5.6.1 There are no district or building level policies relating to gifted education 1 2 3 4 X Some district and building policies are not Gifted education policies exist in one or two of supportive of meeting the needs of students the following areas: early entrance, grade with gifts and talents (policies against skipping, ability grouping, dual enrollment acceleration, policies eliminating all kinds of grouping) Gifted education is an integral part of the district s total education program. Policies are developed and implemented that support meeting the needs of students with gifts and talents. Policies exist for the following areas: early entrance, grade skipping, ability grouping, dual enrollment Criterion # 6: Program Administration and Management Description: Appropriate gifted education programming must include the establishment of a systematic means of developing, implementing, and managing services. Guiding Principle #1: Appropriately qualified personnel must direct services for the education of gifted learners. 1 2 3 4X The designated gifted education programming coordinator has minimal training in gifted education 6.1.1 The designated gifted education programming coordinator has no training in gifted education. The designated gifted education programming coordinator has completed coursework or staff development in gifted education. The designated coordinator lacks experience in gifted education but displays leadership ability to be deemed appropriately qualified. The designated gifted education programming coordinator has completed a certification program or advanced degree program in gifted education. The designated coordinator has worked in the field of gifted education so has experience and displays the leadership ability to be appropriately qualified. The gifted program coordinator has provided leadership at a state level and has achieved the nationally recognized Professional Achievement Certificate from the National Association for Gifted Children. Guiding Principle #2: Gifted education programming must be integrated into the general education program. 1 2 X2.5 3 4 Trained gifted education teachers provide There are linkages between gifted education direct services to identified students usually in and general education. Some collaboration whole group instruction for a small amount of occurs between trained gifted education time each week. Little or no collaboration teachers and general education teachers. occurs with the students other teachers. The Resource materials are shared. The principal 6.2.1 The person responsible for providing services for gifted students is the gifted education teacher alone. The gifted education teacher develops and teaches his/her own gifted education curriculum in isolation and it is not The responsibility for the education of gifted learners is a shared one with strong relationships between the gifted education program and general education school-wide. Teachers trained in gifted education collaborate with regular classroom 9
related to what is happening in the regular classroom. The principal shows little interest or support for gifted education. Questions regarding gifted education are referred to the gifted education coordinator or gifted education teacher. principal offers only verbal support for gifted education, but does not make the needs of gifted students a priority when making scheduling, staffing, and budget decisions. Principals reported varying levels of support. There is a disconnect between the vision and the implementation. makes staffing, scheduling, and budget decisions and building accommodations that support gifted education. teachers to infuse enrichment and advanced learning opportunities into the total curriculum at all levels. The principal is actively involved in planning or implementing gifted education in the building. Guiding Principle #3: Gifted education programming must include positive working relationships with constituency and advocacy groups, as well as compliance agencies. 1 2X 3 4 Although a gifted education policy manual has been sent to the school, teachers and parents do not believe they are well informed about gifted education in their building. Teachers complete needed paperwork to refer students, but are neither familiar with major policies and practices in gifted education nor comfortable talking about gifted education with parents. 6.3.1 Little information is disseminated to teachers, parents, and community members about gifted education. Teachers and parents have many questions about identification, services, and student progress. There is virtually no ownership of the gifted education program beyond that of the teacher providing program services to identified students. 6.3.2 Parents are not given the opportunity to share input or participate in any policymaking or program development roles. Information about gifted education policies and practices is disseminated to teachers and parents by the gifted education teacher who serves students in their building. Most staff members believe they are well informed about gifted education. Parents are given a program orientation at the beginning of the year where information is shared and are encouraged to play an active support role in their children s talent development. Newsletters or other means of written communication are utilized occasionally to facilitate communication. 1 2 X 2.5 3 4 Parents are rarely involved in program development. They are asked to complete yearly surveys to evaluate the program, but the results of the surveys are not shared with decision makers or parents. Periodic surveys of parents provide input for program development and evaluation. The results of the surveys are used for program improvement. Parents are asked to assist with field trips, science fairs, academic team meets, etc. Some parents are involved in advisory committees, but the number of parents is small and nor reflective of the diversity of the school community. 1 2 X 3 4 Minimal communication (1-2 times yearly) Gifted education program staff members meet occurs between the gifted education program occasionally (3-4 times yearly) with other onsite staff and other on-site department members. departments to discuss common issues. Gifted education program staff members keep Grade level team meetings and department current on issues and concerns from other meetings are used to examine common issues education fields by participating in authentic assessment, compacting, etc. professional development in various Gifted education program staff members keep curriculum areas with regular classroom current on issues and concerns from other teachers, but are rarely called on to assist education fields and are perceived as a schoolwide regular classroom teachers with differentiation. resource to both students and staff. 6.3.3 Communication does not occur between gifted education and other on-site departments or with other educational agencies. The gifted education staff facilitates the dissemination of information regarding major policies and practices in gifted education to colleagues, parents, community members, etc. All staff members believe they are well informed about gifted education. Clear and frequent communication occurs among the administration, teachers, parents, and students regarding gifted education. Newsletter, progress reports, large group meetings, and individual contacts through phone calls, email, and conferences are employed regularly to facilitate communication. Parents of gifted learners have regular opportunities to provide input about program operations with the gifted education programming coordinator. Parent input is actively sought for improving gifted education in the building and district. Parents serve on district and building gifted and talented education advisory committees. The advisory committees reflect the cultural and socio-economic diversity of the school or the district s total student population. Parents receive information on the characteristics of gifted students and on ways they can assist the district in planning an implementing the gifted education program. Gifted education program staff members consider current issues and concerns from other education fields and agencies (e.g., other school districts, school board members, state departments of education, intermediate educational agencies) regarding gifted education programming decisionmaking on a regular basis. Good communication and good working relationships are established with other on-site department and other educational agencies vested in the education of gifted learners. 10
A small group of parents serves on the steering committee. Parents assist with events, but are not involved with policy-making and program development. Because of the limited staffing with TAG Resource Teachers covering multiple buildings and classrooms, it is impossible to communicate adequately with regular education staff. Guiding Principle #4: Requisite resources and materials must be provided to support the efforts of gifted education programming. Teachers use technology for record keeping A variety of technology is available for use by and technology is used to teach skills to students with gifts and talents. Gifted students students with gifts and talents. Problem often spend their time learning about the solving software and a variety of games are technology rather than using the technology as played by students utilizing technology. Realworld a tool for more advanced learning and creative application is severely limited, production. Students are given access to the preventing students from making use of Internet for research purposes, and may use current, sophisticated technological tools in tools such as scanner and digital cameras for their research and creative production. projects. 6.4.1 No technology is available for students with gifts and talents to use. 1 2 3 4 Students use appropriate but limited resources within the school environment but have little or no access to resources beyond the school. As a result, student productivity is traditional in nature. 6.4.2 Textbooks are the primary resources used. Neither the gifted education teacher nor the classroom teacher provides differentiated resources for gifted students. Gifted education staff members, as well as classroom teachers, provide student access to appropriate resources both within and beyond the school environment. Technology is used to help students experience the world beyond the classroom. Few community resources are utilized. The scope of student products is broader than traditional but falls short of creative potential. 1 2 3 4 Materials for gifted learners are purchased with funds designated specifically for gifted students, such as state monies for gifted education grants. School funds designated for all students are used to purchase materials at a student s grade level. Advanced level material is scarce and available only from the gifted education teacher. The range of resources appropriate for advanced level students is too narrow. 6.4.3 The needs of gifted learners are not considered when using school funds to purchase materials. Library selections reflect the needs of gifted learners. Biographies of creative producers are available, reflecting a representative sampling of world cultures. Some computer software is purchased to challenge students working at the high end of a curriculum area, but there is not a plan by which purchases are made systematically to respond to students needs. As a result, materials purchases are of a general nature and fail to challenge high-end learners appropriately. Textbooks are purchases according to a student s grade level rather than instructional level. Technology is most frequently used for advanced learning and creative production in the Challenge program and in the International Studies School. 6.4.2 and 6.4.3 not rated as insufficient data was collected. Criterion # 7: Curriculum and Instruction Description: Gifted education services must include curriculum and instructional opportunities directed to the unique needs of the gifted child. Guiding Principle #1: Differentiated curriculum for the gifted learner must span grades pre-k-12. State-of-the-art technology is provided to support gifted education services. It is completely integrated into all services as appropriate, and students use a variety of technological tools as required components of their work. Technology is used for sophisticated research providing wide access to the latest information available on a self-selected topic. Students interact with expert researchers in the field. Technology is used for the development of complex products. For example, students talented in music can use technology for composing. A diversity of resources (e.g., parent, community, vocational) is available to support program operations. Students take the initiative to use a wide range of appropriate resources beyond the classroom, in the community, and via the Internet. Primary sources are extensively employed in students original research and creative production. The acquisition plan for purchasing new materials for the school reflects the needs of gifted learners. Textbook purchases take into consideration that some students need advanced level content and must work at the level of difficulty that matches their ability. Library selections reflect a range of materials, including those appropriate for gifted learners. Biographies of creative producers from a variety of cultures are plentiful. Technical manuals are available in a wide range of topics, and students may access more advanced print and non-print resources. 11
A curriculum scope and sequence has been A curriculum scope and sequence has been developed for some grade levels and in some completed for all grade levels and major subject areas. Differentiated curriculum for subject areas. Differentiated curriculum for gifted learners occurs in a few areas. gifted learners is offered in some areas. 7.1.1 No curriculum scope and sequence has been developed. Differentiated curriculum for gifted learners rarely occurs. Gifted curriculum is defined in grades 4-8 for the Challenge program. A well-defined and implemented curriculum scope and sequence is articulated for all grade levels and all subject areas. Differentiated curriculum (curricular and instructional adaptations that address the unique needs of gifted learners) for all gifted learners is integrated and articulated throughout the district. Guiding Principle #2: Regular classroom curricula and instruction must be adapted, modified, or replaced to meet the unique needs of gifted learners. 1 2X 3 4 Plans to adapt district curriculum plans to the District curriculum plans to differentiate needs of gifted learners have been developed strategies and goals for gifted learners have but are primarily a program apart from the been developed to meet their needs within the regular classroom. regular classroom. 7.2.1 District curriculum plans specifically focused on gifted learners do not exist. 1 X1.5 2 3 4 Teachers develop plans to differentiate the Teachers develop plans to differentiate the curriculum for gifted learners in one or two curriculum for gifted learners in three or more subject areas. subject areas. 7.2.2 The same instruction, objectives, and strategies are provided for all students. No differentiation occurs for gifted learners. District curriculum plans include objective, content, and resources, which challenge gifted learners in the regular classroom. The plans are constantly monitored and revised to insure that high-end learners are making continuous progress. Teachers develop plans to differentiate the curriculum in every discipline for gifted learners. 1 2 3 4 7.2.3 The same instruction, objectives, and strategies are provided for all students. No differentiation occurs for gifted learners at any grade level. 7.2.4 No assessment is conducted to assess gifted learners proficiency in essential regular curriculum. 7.2.5 Gifted learners are not assessed for proficiency in any area. Teachers develop plans which differentiate the curriculum for gifted learners in a few (1-3) grade levels. Teachers develop plans which differentiate the curriculum for gifted learners in several (4-6) grade levels. Teachers develop plans which differentiate the curriculum in every grade level for gifted learners. 1 2 3 4 An assessment is conducted to assess gifted learners proficiency with the regular curriculum but no changes are made in the academic program based on the assessment. As assessment (often a pretest) of gifted learners proficiency with the regular curriculum results in curriculum differentiation for students who show mastery. Academic acceleration may be chosen as an option for some students. 1 2 X 2.5 3 4 The academic achievement of gifted learners is assessed using standardized achievement data. Ceiling effects are not taken into consideration. No instructional modifications occur as a result of the assessment. Teachers survey data reports that differentiation is not taking place systematically. The academic achievement of gifted learners is assessed using multiple measures such as work samples, teacher checklists, and portfolios in additional to standardized tests. Assessment occurs 2-3 times per year. Instructional modifications are made based on the results of the assessments. Ongoing assessment of levels of learning and rates of learning is documented and used to develop instructional plans for gifted learners. The plans are based on the specific needs of individual learners and are continuously monitored to insure that gifted learners are receiving sufficiently challenging curriculum at an appropriate pace. Gifted learners are assessed for proficiency in all standard courses of study and subsequently provided educational opportunities that are more challenging. Appropriate multiple indicators are used on an ongoing basis. Off level assessment is used to measure student achievement. Work sample, teacher checklists, and portfolios are used. Expert raters assess progress in areas such as the visual and performing arts. Instructional modifications based on these assessments are tailored for individual students. 12