PROGRAM DESIGN
Please rate your school’s program on each NAGC standard as follows:
1=standard not in place 2=standard in development 3=minimum standard met 4=exemplary standard met
NAGC Standards Categories / n/a / 1 / 2 / Minimum Standards / 3 / Exemplary Standards / 4School Policies / Existing and future school policies include provisions for the needs of gifted learners. / School gifted education policies exist in at least the following areas: early entrance, grade skipping, ability grouping, and concurrent enrollment.
PROGRAM ADMINSTRATION AND MANAGEMENT
1=standard not in place 2=standard in development 3=minimum standard met 4=exemplary standard met
NAGC Standards Categories / n/a / 1 / 2 / Minimum Standards / 3 / Exemplary Standards / 4Relationships
Resources/
Materials / Gifted programming staff establishes ongoing parent communication.
Gifted programs establish and use an advisory committee that reflects the cultural and socio-economic diversity of the student population and includes parents, community members, students, and school staff members.
Resources are provided to support program operations.
Technological support is provided for gifted education programming services.
Library selections reflect a range of materials, including those appropriate for gifted. / The gifted education programming staff disseminated information regarding major policies and practices in gifted education to school personnel, parents and community.
Parents have regular opportunities to share input and make recommendations about program operations.
A diversity of resources (e.g., parent, community, vocational, etc.) is available to support the program.
Programming provides state-of-the-art technology to support appropriate services.
The plan for purchasing new materials for the school reflects the needs of gifted.
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OCIO-EMOTIONAL GUDANCE & COUNSELING
1=standard not in place 2=standard in development 3=minimum standard met 4=exemplary standard met
NAGC Standards Categories / n/a / 1 / 2 / Minimum Standards / 3 / Exemplary Standards / 4Differentiated Guidance
Career Guidance Services
Counseling for Gifted At-Risk
Affective Curriculum
Services for Underachieving Gifted / Gifted learners are provided with guidance and counseling services by a counselor who is familiar with the characteristics and needs of the gifted.
Gifted learners are provided with career guidance consistent with their unique strengths.
Gifted at-risk students have special attention, counseling, and support to help them realize potential.
Gifted learners are provided with affective curriculum as part of differentiated curriculum and instruction services.
Underachieving students are not exited from gifted programs because of related problems. / Counseling services are provided by a counselor familiar with specific training in the characteristics and socio-emotional needs of diverse gifted learners.
Gifted learners are provided with college and career guidance that is appropriately different and delivered earlier than typical programs.
Gifted learners who do not demonstrate satisfactory performance in regular and/or gifted classes are provided with specialized intervention services.
A well-defined and implemented affective curriculum scope and sequence containing personal/social awareness and adjustment, academic planning, and vocational and career awareness is provided to gifted students.
Underachieving students are provided with specific guidance and counseling services related to underachievement.
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STUDENT IDENTIFICATION
1=standard not in place 2=standard in development 3=minimum standard met 4=exemplary standard met
NAGC Standards Categories / n/a / 1 / 2 / Minimum Standards / 3 / Exemplary Standards / 4Student Nominations
Assessment Instruments
Assessment Profile / Information regarding gifted characteristics is disseminated annually to all staff members.
All students comprise the pool of potential recipients of gifted services.
Nominations are accepted from any source.
Parents are provided information about giftedness and student characteristics.
District-approved assessments are used in the identification process.
The District Assessment Profile is completed for each assessed student / Information for student nominations is proved in a variety of languages.
The nomination process is ongoing.
Nomination forms are available in a variety of languages.
Workshops and meetings are held to help parents learn about giftedness.
Assessments are provided in the language in which students are most fluent, if available. Assessments are responsive to economic conditions, gender, developmental differences, etc.
The Assessment Profile reflects the students’ learning characteristics and performance levels, as well as educational needs.
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CURRICULUM AND INSTRUCTION
1=standard not in place 2=standard in development 3=minimum standard met 4=exemplary standard met
NAGC Standards Categories / n/a / 1 / 2 / Minimum Standards / 3 / Exemplary Standards / 4Continuum of Services
Enrichment
Differentiation
Ability Grouping
Acceleration / School maintains a continuum of services available to gifted learners.
Enrichment opportunities occur either at the classroom level or school-wide.
Curriculum, instruction, and/or assessment are differentiated in regular classrooms.
Gifted learners are assessed for proficiency in basic skills and knowledge and provided with alternative challenging opportunities.
Curriculum and instruction reflect the accelerative learning pace and advanced intellectual processed of the gifted.
Flexible instructional arrangements are available (e.g., special classes, seminars, resource rooms, mentorships, independent study, etc.)
Gifted students are placed in cluster groups within their regular classrooms according to readiness and achievement.
Students demonstrating proficiency in essential regular curriculum are accelerated by subject area. / School’s continuum of services includes enrichment, differentiation, ability group, acceleration, and affective services.
Enrichment opportunities occur at both the classroom and school levels.
Curriculum, instruction, and assessment are differentiated by pace, depth, complexity.
Gifted learners are assessed for proficiency in all standard courses of study and provided more challenging educational opportunities.
Continual opportunities for differentiation are provided in areas of strength and interest.
Differentiated curricula are modified to provide learning experiences matched to students’ interest, readiness, and learning styles.
School offers a range of grouping options, including within- and across-grade cluster, pullout groups, and advanced-level classes.
School offers a range of acceleration options: early entrance, subject acceleration, grade skipping, multiage classes, and concurrent enrollment.
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PROFFESSIONAL DEVELOPMENT
1=standard not in place 2=standard in development 3=minimum standard met 4=exemplary standard met
NAGC Standards Categories / n/a / 1 / 2 / Minimum Standards / 3 / Exemplary Standards / 4Staff Development
Qualified Personnel
Support
Time / All school staff is made aware of the nature and needs of the gifted.
Teachers of the gifted attend at least one professional development activity each year designed specifically for teaching the gifted.
All personnel working with the gifted are certified to teach in the areas to which they are assigned and are aware of the unique learning differences and needs of gifted learners.
Any teacher whose primary responsibility for teaching includes gifted learners has extensive expertise in gifted education.
School personnel are released from professional duties to participate in gifted education staff development.
School personnel are allotted planning time to prepare for the differentiated education of gifted learners. / All school staff is provided ongoing staff development in the nature and needs of the gifted and appropriate instructional strategies.
All teachers of gifted continue to be actively engaged in the study of gifted education through staff development or graduate degree programs.
Personnel working with gifted learners participate in regular staff development.
Only teachers with advanced expertise in gifted education have primary responsibility for the education of gifted learners.
Approved gifted staff development activities are funded through the building GT budget, in conjunction with school funding as well.
Regularly scheduled planning time (e.g., release time, summer pay, etc.) is allotted to teachers for the development of differentiated programs
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