ACT ETD Gifted and Talented Students Policy Evaluation Benchmarks
Adapted from “An Innovation Component Configuration Map for Gifted Education” created by Dr. Mary Evans, Warren County Public Schools, Kentucky, May 2001 and from Manitowoc (WI) Public School District March 2007 (both documents used NAGC Standards 2000, 2006)
Policy Statement: Student Identification - Gifted Learners must be assessed to determine appropriate educational services.
Guiding Principle # 1.1a; (see also #1.8, #2.2):
•
School Principals are responsible for ensuring that there are established, effective and equitable processes and measures in place for the identification of gifted and talented students.1 2 3 4
Minimal or no information about nomination and identification of gifted students is currently disseminated to school staff at any time during the year.
Written information about the school’s gifted education program is distributed to teaching staff. This is often in the form of a handbook. Currently, little or no follow-up occurs to encourage nominations or answer questions.
Written information about the school’s gifted education program, including how to nominate and identify students, is provided to all appropriate staff members (teachers, teacher aides, school leadership) annually.
Specially trained personnel follow-up with presentations at grade, whole school or faculty meetings.
Written information about the school’s gifted education program, including how to nominate and identify students, is provided to all appropriate staff members (teachers, teacher aides, school leadership) annually. Information is made available to
parents/community members in a variety of languages.
Specially trained personnel follow-up with presentations at grade, whole school or faculty meetings and one on one contact with teachers and parents. Teachers are encouraged to be actively looking for students exhibiting characteristics of giftedness.
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Only currently high performing students are screened for any gifted education programs and/or services currently available.
Identification of gifted and talented students occurs once a year.
All students comprise the initial screening pool for gifted education services.
Identification of gifted and talented students occurs once a year.
Identification of students with gifts or 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.
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 ensure an appropriate level of services is being delivered. Nomination procedures and forms are available in a variety of languages.
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Minimal or no information on the meaning
of giftedness is provided for parents. Currently, parents are provided limited information regarding giftedness, including only that pertaining to consent for
assessment and notification of program placement.
Parents are provided information about student characteristics related to giftedness through an orientation meeting after their child has been identified for the gifted program. These programs are provided to help them address the needs of their own children.
Parents are provided special workshops or seminars to be presented with 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 personalised learning plan (ILP) when necessary.
Comments:
Guiding Principle # 1.1a (continued):
• School Principals are responsible for ensuring that there are established, effective and equitable processes and measures in place for the identification of gifted and talented students. E.g. A student assessment profile of individual strengths and needs must be developed to plan appropriate intervention.
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Assessment is conducted in order to identify students with gifted characteristics and/or behaviours. No profile is
developed. Once students are identified, no further assessment is conducted.
An assessment profile is developed for each identified gifted student to evaluate eligibility for any gifted education program or services. The profile contains only standardised 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 identified gifted student to evaluate eligibility for gifted education programs and services. In addition to formal, standardised test data, informal data such as anecdotal records and work samples are used to show unique learning
characteristics and advanced potential. The assessment profile is not used to measure continuous progress.
Individual assessment plans are developed for all identified gifted students to help monitor continuous progress. The assessment profile reflects the gifted student’s interests, learning style, and educational needs. Ongoing assessment using both formal and informal data continues for diagnostic purposes to ensure an appropriate level of services is being delivered.
Comments:
Guiding Principle # 1.1b and 2.3:
• Specialised approaches may need to be considered in the identification process where students may be potentially disadvantaged due to individual or various circumstances.
E.g. 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 many strengths.
• Gagné’s Differentiated Model of Giftedness and Talent informs the key educational approaches and definitions contained in this Policy.
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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. Few, if any, students from special populations are identified for gifted services.
All students are assessed exactly the same way regardless of cultural differences, economic conditions, primary language, environmental factors, underachievement, or disability. Students from special populations may be allowed a lower “cut- off” score on standardised achievement or IQ tests for inclusion in screening pools.
Although a few students from special populations may qualify for gifted education services, they are still greatly underrepresented.
Strategies are specified for finding gifted and gifted & talented students in
underrepresented populations. Nonbiased assessment measures take into
consideration ethnicity, culture, economic conditions, environmental influences, primary language, underachievement, and disabilities. A significant number of students from special populations qualify for gifted education services.
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.
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The school supports a narrow definition of giftedness focusing only on academic achievement. Assessment for giftedness in limited areas occurs only at specified grade levels.
The school supports an inclusive definition of giftedness, but assessment occurs only at some grade levels.
The school supports an inclusive definition of giftedness (i.e., all domains of the Gagné Model.) Assessment occurs at most grade levels.
The school supports an expanded view of giftedness that focuses on abilities and talents in all areas of the Gagné Model. Students identified in all designated areas of giftedness within a school district are assessed consistently across grade levels.
Comments:
Guiding Principle # 1.2:
• Where formal measures such as psychometric assessments for example, group IQ tests, or specialised approaches, are required for the screening and identification of gifted and talented students, a psychologist must oversee the following:
• choice of measure or specialised approach,
• administering of approach or testing procedure, and
• interpretation and communication of the results to parents, teachers, students and relevant personnel as agreed by all parties.
• All student identification procedures and instruments must be based on current theory and research.
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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 gifted and/or gifted and talented students.
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.
Comments:
Policy Statement: Socio-Emotional Guidance and Counselling
Description: Gifted education programming must establish a plan to recognize and nurture the unique socio-emotional development of gifted students
Guiding Principle # 1.7
• Schools will use a case management approach in supporting the intellectual, physical and emotional development of gifted and talented students and ensure the following stakeholders are engaged in the process where appropriate:
• parents/carers
• teachers
• students
• psychologist
• other professionals associated with student learning or development as necessary.
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Specialised counselling services are not
provided for gifted students. Counselling services in gifted education are provided for gifted students but counsellors have no specific training in the
characteristics and socio-emotional needs of gifted students.
Counsellors receive specific training in the characteristics and socio-emotional needs of gifted learners and provide some specialised services pertaining to gifted education.
Counsellors familiar with the characteristics and socio- emotional needs (i.e., underachievement, multi- potentiality, etc.) of diverse gifted students provide counselling services. Special efforts are made to include gifted students in the guidance/counseling program.
1 2 3 4 University or post-secondary training and
career guidance services are not provided for gifted students.
Gifted students are provided the same University or post-secondary training and career guidance information that all other students receive (at the same time and in the same way.)
Gifted learners are provided specialised University or post-secondary training and career guidance at the secondary level only (middle/high school).
Gifted learners are provided University or post- secondary training and career guidance that is appropriately different and delivered earlier than typical programs. Gifted students are provided career guidance consistent with their unique strengths and passions at all levels of their education.
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Guidance and counselling services are not provided for gifted at-risk students.
Only the guidance and counselling services that are provided to all gifted learners are provided for gifted at-risk students.
Limited specialised guidance and counselling services are provided to gifted at-risk students. Specialised services tend to focus on economic issues such as scholarships for gifted programs at universities or intensive programs rather than socio-emotional issues.
A full set of specialised guidance and counselling 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 university planning, as well as assistance with financial aid.
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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. Counselling is not included as a service.
Gifted underachievers receive counselling as a gifted education service in addition to receiving services matched to their identified areas of giftedness.
Gifted underachievers receive guidance and counselling services that address the issues and problems related to underachievement. A multi-faceted approach to meeting their needs is used. A team consisting of the student, school, and family, develops educational and family centred counselling interventions.
Comments:
Policy Statement: Program Design
Description: The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical, and empirical support.
Guiding Principle # 1.3a (see also 1.9; 2.1; 2.3)
• School Principals are responsible for ensuring that there is the provision of developmentally appropriate educational provisions and strategies for all gifted and talented students enrolled at the school. This may include a partnership with external agencies. E.g Gifted education must be adequately funded and evolve from a comprehensive and sound base.
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A single service delivery option exists for limited grade levels or subject areas. Only one area of giftedness is served, usually intellectually gifted.
One type of service is provided at each grade level or in each subject. Little effort is made to match services to needs of students.
A continuum of services is offered at some grade levels and/or subject areas. An attempt is made to match the needs, interests, and abilities of gifted students to the level of services.
A full continuum of service options is provided at each grade level and in each subject area in all areas of giftedness. Levels of service are matched to the needs, interest, and abilities of gifted students.
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No money is allocated for gifted education
from the school budget or other monies. The minimal funding allocated for gifted education from school budget or other monies limits the services provided for gifted students.
Gifted education funding is equitable compared to the funding of other school programming areas.
Gifted education programming receives funding consistent with the program goals and the funding is sufficient to meet the program goals adequately.
1 2 3 4 The school does not have a mission or
philosophy statement that addresses the need for gifted education programming.
The school mission or philosophy statement addresses the need for gifted education, but does not contain specific goals or
objectives.
The school mission/philosophy statement addresses the need for gifted education with goals and objectives.
The school 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.
Comments:
Guiding Principle # 1.3b (see also 1.9, 2.2)
• Gifted Education programming services must be an integral part of the general education school day.
• Flexible groupings of students must be developed in order to facilitate differentiated instruction and curriculum.
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No differentiation is provided within the
regular curriculum Gifted services are separate from the ongoing educational program. Special activities and projects are provided to supplement the on-going classroom curriculum, but there is little connection with the general education program.
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, but occurs outside of the classroom.
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 student 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.
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No curriculum scope and sequence has been developed. Differentiated curriculum for gifted students rarely occurs.
A curriculum scope and sequence has been developed for some grade levels and in some subject areas. Differentiated curriculum for gifted students occurs in a few areas.
A curriculum scope and sequence has been completed for all grade levels and major subject areas. Differentiated curriculum for gifted students is offered in some areas.
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 students) for all gifted students is integrated and articulated throughout the school.
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No assessment is conducted to assess gifted students’ proficiency in essential regular curriculum.
An assessment is conducted to assess gifted students’ 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 students’ 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.
Ongoing assessment of levels of learning and rates of learning is documented and used to develop
instructional plans for gifted students. The plans are based on the specific needs of individual students and are continuously monitored to ensure that gifted students are receiving sufficiently challenging curriculum at an appropriate pace.
1 2 3 4 All learning experiences are provided in
the regular classroom. Little consideration is given to students’ interests, readiness, and learning styles. Everyone does the same activities.
Some flexible instructional arrangements are provided (special classes, resource rooms) but matching learning experiences to students’ interests, readiness, and learning style is seldom considered. The same curriculum and resource materials are provided for all students.
A variety of flexible instructional arrangements (special classes, seminars, resource rooms, mentorships, independent study, and research projects) exist. Some attempts are being made to match curriculum and resource materials with students’ interest, readiness, and learning styles.
Differentiated educational program curricula and resource materials for students pre-K-12 provide learning experiences matched to students’ interest, readiness, and learning styles in a variety of settings.
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Students are not grouped for any purpose.
All instruction is whole class
heterogeneously grouped. Students are rarely provided opportunities to interact with gifted peers.
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.
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 and 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 recognised.
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All students move through the curriculum at the same pace.
The opportunity for curriculum acceleration is provided in one area (i.e., mathematics).
Opportunities for curriculum acceleration are provided in several areas of gifted students’ strengths and interests
Continual opportunities for curriculum acceleration are provided in gifted students’ areas of strength and interest. Opportunities at the high end of the curriculum counter limited growth due to ceiling effects.
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Subject acceleration and whole grade acceleration are not allowed. No data are collected to determine readiness for any form of acceleration.
Diagnostic assessment is conducted but not used to promote acceleration.
Options for content acceleration but not grade acceleration are available. Decisions to accelerate gifted students in content areas are based on assessments of students’
ability and achievement.
Possibilities for partial or full acceleration of content and grade levels are available to any student presenting such needs. Decisions to proceed or limit the
accelerations of content and grade acceleration are considered after a thorough assessment of individual student data.
Comments:
1 2 3 4 The needs of gifted students are not
considered when using school funds to purchase materials.
Materials for gifted students 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.
Library selections reflect the needs of gifted learners. 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 purchased according to a student’s grade level rather than instructional level.
The acquisition plan for purchasing new materials for the school reflects the needs of gifted students.
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 students. Technical manuals are available in a wide range of topics, and students may access more advanced print and non-print resources.
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No technology is available for students
with gifts and talents to use. Teachers use technology for record keeping and technology is used to teach skills to students with gifts and talents. Problem solving software and a variety of games are played by students utilising technology.
Real-world application is severely limited, preventing students from making use of current, sophisticated technological tools in their research and creative production.
A variety of technology is available for use by students with gifts and talents. Gifted students often spend their time learning about the technology rather than using the technology as a tool for more advanced learning and creative production. Students are given access to the Internet for research purposes, and may use tools such as scanners and digital cameras for projects.
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.
Comments:
Policy Statement: Program Evaluation
Description: Program evaluation is the systematic study of the value and impact of services provided.
Guiding Principle # 1.4
• School Principals through the School Board are responsible for developing and communicating the processes to parents, teachers, students, community members and relevant professionals for identifying and meeting the needs of all gifted and talented students in the school and ensure that the information is available upon request and on the school website.
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No evaluation of gifted education is
conducted. Evaluation is done only if requested by
a stakeholder group. Evaluation provides basic information on the functioning of the gifted program, but is not conducted to answer questions or respond to needs of stakeholder groups.
Evaluation is ongoing and provides basic
information on the functioning of the gifted program and addresses basic questions of stakeholder groups.
Evaluation is ongoing and represents a systematic appraisal of goals and objectives.
It is responsive to stakeholder questions, and provides overall assessment of merit and worth of the gifted program.
1 2 3 4 A singular data collection method is used for
evaluating the gifted program. Multiple data collection methods are used for program evaluation, but diversity of the target population is not taken into consideration when selecting instruments and procedures to be used.
Instruments and procedures used for data collection are valid and reliable for their intended use. Factors such as age, developmental levels, genders, and diversity in the target population are considered, but not fully addressed.
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.
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Evaluation 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 shared 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.
Policy Statement: Program Administration and Management
Description: Appropriate gifted programming must include the establishment of a systematic means of developing, implementing and managing services.
Guiding Principle # 1.5 and 1.6:
• School Principals are required to nominate a first point of contact for all enquiries from parents, students and the wider community about the school’s approach to, and advice on, meeting the needs of gifted and talented students. This may be either the Gifted and Talented Liaison Officer, another designated school staff member or the school Principal.
• School Principals are required to nominate a Gifted and Talented Liaison Officer (GaTLO). The GaTLO may or may not be the nominated first point of contact for enquiries.
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The designated gifted education programming coordinator has no training in gifted
education.
The designated gifted education programming coordinator has minimal 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.
1 2 3 4 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 related to what is happening in the regular classroom. Questions regarding gifted education are referred to the gifted education coordinator or gifted education teacher.
Trained gifted education teachers provide direct services to identified students usually in whole group instruction for a small amount of time each week. Little or no collaboration occurs with the students’ other teachers.
The principal offers verbal support for gifted education, but does not make the needs of gifted students a priority when making scheduling, staffing, and budget decisions.
There are linkages between gifted education and general education. Some collaboration occurs between trained gifted education teachers and general education teachers. Resource materials are shared. The principal makes staffing, scheduling, and budget decisions and building accommodations that support gifted education.
The responsibility for the education of gifted students 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 teachers to infuse enrichment and extended learning opportunities into the total curriculum at all levels. The principal is actively involved in planning or implementing gifted education in the school.
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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.
Teachers and parents do not believe they are well informed about gifted education in their school. 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.
Information about gifted education policies and practices is disseminated to teachers and parents by the gifted education teacher. 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 utilised occasionally to facilitate communication.
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. Newsletters, progress reports, large group meetings, and individual contacts through phone calls, email, and conferences are employed regularly to facilitate communication.
Comments:
Policy Statement: Professional Development
Description: Gifted learners are entitled to be served by professionals who have specialised training in gifted education, expertise in appropriate differentiated content and instructional methods, and involvement in ongoing professional development.
Guiding Principle # 1.10:
Principals are responsible for addressing the professional learning needs of all teaching staff in the understanding and provision of gifted and talented education e.g. A comprehensive staff development program must be provided for all school staff involved in the education of gifted learners.
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No professional development in gifted education was provided in the school during the last school year. No information was disseminated about professional development in gifted education that was being held outside the school.
All school staff members were provided information about professional
development in gifted education during the last school year, such as Department or external PL days, conferences, university classes, and network meetings. No direct encouragement or incentives were offered for teachers to attend.
All school staff members were provided information about professional
development in gifted education during the last school year, such as Department or external PL days, conferences, university classes, and network meetings. Limited or
“one-shot” in-service training in gifted education was offered in the school to all staff during the last school year. Incentives were provided to encourage participation.
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 grade, faculty or across the whole school. Incentives were provided to encourage participation.
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Few (less than 10%) regular classroom teachers participated in professional development designed specifically for teaching gifted learners during the last school year.
Several (10-40%) regular classroom teachers attended at least one professional development activity during the last school year designed specifically for teaching gifted students.
Many (more than 40%) of regular classroom teachers attended at least one professional development activity during the last school year designed specifically for teaching gifted students.
All school staff members working with gifted students continue to be actively engaged in the study of gifted education through yearly staff development or graduate degree programs.
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The majority of specialist teachers working with gifted students 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 students 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.
The majority of specialist teachers working with gifted students 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.
All specialist teachers working with gifted students 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 ETD networks and national gifted organisations.
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School personnel are not released from their duties to participate in staff development for gifted education.
School personnel are released from their duties to participate in staff development in gifted education, but funding is not made available to pay for staff development activities in gifted education.
School personnel are released from their duties to participate in staff development in gifted education. Staff development activities in gifted education are partially funded by the school.
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 or outside funding.
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Teachers are not provided planning time for preparation and development of materials for gifted students.
Teachers are provided a somewhat limited amount of time (e.g. 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.
Regularly scheduled, on-going planning time (e.g., release time) is allotted to teachers for the development of differentiated educational programs and related resources for gifted students.
Notes:
