gifted services recommendations national gifted standards and evidence-based practices

Gifted Services Gifted Services Recommendations Recommendations

National Gifted Standards and Evidence-based

Practices

Acceleration and EnrichmentAcceleration and Enrichment

• In a study of high-ability children, 71% reported satisfaction with their acceleration experience.

• Talented students from accelerated classes outperform non-accelerates of the same age and IQ by almost one full year on achievement tests.

• Talented students from enriched classes outperform initially equivalent students from conventional classes by 4 to 5 months on grade equivalent scales.

• In a study of high-ability children, 71% reported satisfaction with their acceleration experience.

• Talented students from accelerated classes outperform non-accelerates of the same age and IQ by almost one full year on achievement tests.

• Talented students from enriched classes outperform initially equivalent students from conventional classes by 4 to 5 months on grade equivalent scales.

Effect Sizes for Individualized Grouping OptionsOption Effect

Size

Grade Skipping .78

Credit by Examination .75

Grade Telescoping .56

Subject Acceleration .49

Curriculum Compacting .45

Mentorships .42

Early Entrance and Concurrent Enrollment .36

Curriculum CompactingCurriculum Compacting

• Researchers have found that elementary teachers can eliminate from 24 to 70% of high-ability students' curriculum by compacting without any negative affect on test scores or performance.[6]

• In Tools for Schools , the U.S. Department of Education reported that - "the compacting process can be implemented in a wide variety of settings, with positive effects for both students and teachers.[7]

• Researchers have found that elementary teachers can eliminate from 24 to 70% of high-ability students' curriculum by compacting without any negative affect on test scores or performance.[6]

• In Tools for Schools , the U.S. Department of Education reported that - "the compacting process can be implemented in a wide variety of settings, with positive effects for both students and teachers.[7]

http://www.ed.gov/pubs/ToolsforSchools/curc.html

http://www.ed.gov/pubs/ToolsforSchools/curc.html

Advanced PlacementAdvanced Placement

• Students who have taken one AP course in high school have a 59% chance, and students who have completed two or more AP courses have a 76% chance of earning their bachelor's degree. [9]

• Hispanic, African American, and low-income students are three times as likely to obtain bachelor's degrees if they at least attempt an AP course in high school.[11]

• Students who have taken one AP course in high school have a 59% chance, and students who have completed two or more AP courses have a 76% chance of earning their bachelor's degree. [9]

• Hispanic, African American, and low-income students are three times as likely to obtain bachelor's degrees if they at least attempt an AP course in high school.[11]

Pull-out ProgramsPull-out Programs

• Studies found that students in special schools tended to score highest on standardized tests and other measurements compared to students of the same abilities in normal school settings.[14]

• Over 99% of the students in specialized math and science high schools went on to earn a bachelor's degree or higher, with over 50% of the students continuing in challenging science or math fields.[15]

• Studies found that students in special schools tended to score highest on standardized tests and other measurements compared to students of the same abilities in normal school settings.[14]

• Over 99% of the students in specialized math and science high schools went on to earn a bachelor's degree or higher, with over 50% of the students continuing in challenging science or math fields.[15]

Cluster GroupingCluster Grouping

• Children in cluster groups scored significantly higher on tests of verbal creativity than accelerated students. (LeRose)

• Kuliks found strong academic gains for students in clusters: 60% more grade-equivalent knowledge and skills than gifted students not clustered.

• Children in cluster groups scored significantly higher on tests of verbal creativity than accelerated students. (LeRose)

• Kuliks found strong academic gains for students in clusters: 60% more grade-equivalent knowledge and skills than gifted students not clustered.

Effect Sizes for Grouping Options Effect Sizes for Grouping Options Option Effect SizePullout Programs .65

Cluster grouping .62

Cross-grade grouping .45

Nongraded classes .38

Regrouping for reading and math .34

Special classes or enrichment .33

Affective ProgrammingAffective Programming

• Educational and counseling programs must provide all children with opportunities to develop understanding of themselves and their role in society. Because, by definition, gifted children differ significantly from others, these programs should be responding to the social emotional or affective characteristics that distinguish gifted students from others.

• Educational and counseling programs must provide all children with opportunities to develop understanding of themselves and their role in society. Because, by definition, gifted children differ significantly from others, these programs should be responding to the social emotional or affective characteristics that distinguish gifted students from others.

CitationsCitations

• Gifted Education Works research

• National Research Council Gifted and Talented

• NAGC Position statements

• ERIC Digests on gifted

• Gifted Education Works research

• National Research Council Gifted and Talented

• NAGC Position statements

• ERIC Digests on gifted

http://www.nagc.org/index.aspx?id=566#_ftnref1

http://www.gifted.uconn.edu/nrcgt/resource.html


http://www.nagc.org/index.aspx?id=375


http://www.nagc.org/index.aspx?id=566#_ftnref1





Aiming for Excellence: Aiming for Excellence: Gifted Program StandardsGifted Program Standards

Annotations to the Annotations to the NAGC Pre-K-12 Gifted NAGC Pre-K-12 Gifted Education Program Education Program

StandardsStandards

National Association for Gifted Children, 2001.

Program DesignProgram Design

Beverly D. Shaklee, Ed.D.

Annotations to the NAGC Gifted Program Standards, 2001

Guiding Principle #1Guiding Principle #1

Rather than a single gifted program, a continuum of programming services must exist for gifted learners.

Rather than a single gifted program, a continuum of programming services must exist for gifted learners.



• Gifted education must be adequately funded.

• Gifted education must be adequately funded.



Gifted education must evolve from a comprehensive and sound base.

• Carolyn Callahan• Mary Landrum• Hunsaker• Gary Davis & Sylvia Rimm• Gallagher & Gallagher

Gifted education must evolve from a comprehensive and sound base.

• Carolyn Callahan• Mary Landrum• Hunsaker• Gary Davis & Sylvia Rimm• Gallagher & Gallagher


Gifted education programming services must be an integral part of the general education day.

Gifted education programming services must be an integral part of the general education day.



Flexible grouping must be developed in order to facilitate differentiated instruction and curriculum.

Flexible grouping must be developed in order to facilitate differentiated instruction and curriculum.


Policies specific to adapting and adding to the nature and operations of the general education program are necessary for gifted education.

Policies specific to adapting and adding to the nature and operations of the general education program are necessary for gifted education.

Program Administration and Program Administration and ManagementManagement

Mary S. Landrum, Ph.D., Gloria L. Cox and Mary Evans



Appropriately qualified personnel must direct services for the education of gifted learners.

Appropriately qualified personnel must direct services for the education of gifted learners.



Gifted education programming must be integrated into the general education program.

Gifted education programming must be integrated into the general education program.



Gifted education programming must include positive working relationships with constituency and advocacy groups, as well as with compliance agencies.

Gifted education programming must include positive working relationships with constituency and advocacy groups, as well as with compliance agencies.



Requisite resources and materials must be provided to support the efforts of gifted education programming.

Requisite resources and materials must be provided to support the efforts of gifted education programming.

Socio-Emotional Guidance Socio-Emotional Guidance and Counselingand Counseling

Helen L. Nevitt, Ph.D.



Gifted learners must be provided with differentiated guidance efforts to meet their unique socio-emotional development.

Gifted learners must be provided with differentiated guidance efforts to meet their unique socio-emotional development.



Gifted learners must be provided with career guidance services especially designed for their unique needs.

Gifted learners must be provided with career guidance services especially designed for their unique needs.



Gifted at-risk students must be provided with guidance and counseling to help them reach their potential.

Gifted at-risk students must be provided with guidance and counseling to help them reach their potential.



Gifted learners must be provided with affective curriculum in addition to differentiated guidance and counseling services.

Gifted learners must be provided with affective curriculum in addition to differentiated guidance and counseling services.



Underachieving gifted learners must be served, rather than omitted from differentiated services.

Underachieving gifted learners must be served, rather than omitted from differentiated services.

Student IdentificationStudent Identification

Susan J. Hansford, Ph.D, Aimee Bonar, Jeanine Scally

and Nicole Burge



A comprehensive and cohesive process for student nomination must be coordinated in order to determine eligibility for gifted services.

A comprehensive and cohesive process for student nomination must be coordinated in order to determine eligibility for gifted services.



Instruments used for student assessment to determine eligibility for services must measure diverse abilities, talents, strengths, and needs in order to provide students an opportunity to demonstrate strengths.

Instruments used for student assessment to determine eligibility for services must measure diverse abilities, talents, strengths, and needs in order to provide students an opportunity to demonstrate strengths.



A student assessment profile of individual strengths and needs must be developed to plan appropriate intervention.

A student assessment profile of individual strengths and needs must be developed to plan appropriate intervention.



All student identification procedures and instruments must be based on current theory and research.

All student identification procedures and instruments must be based on current theory and research.



Written procedures for student identification must include, at the very least, provisions for the informed consent, student retention, student reassessment, student exiting and appeals procedures.

Written procedures for student identification must include, at the very least, provisions for the informed consent, student retention, student reassessment, student exiting and appeals procedures.

Curriculum and InstructionCurriculum and Instruction

Kimberly Chandler



Differentiated curriculum for the gifted learner must span grades pre-K-12.

Differentiated curriculum for the gifted learner must span grades pre-K-12.



Regular classroom curricula and instruction must be adapted, modified or replaced to meet the unique needs of gifted learners.

Regular classroom curricula and instruction must be adapted, modified or replaced to meet the unique needs of gifted learners.



Instructional pace must be flexible to allow for the accelerated learning of gifted learners as appropriate.

Instructional pace must be flexible to allow for the accelerated learning of gifted learners as appropriate.



Educational opportunities for subject and grade skipping must be provided to gifted learners.

Educational opportunities for subject and grade skipping must be provided to gifted learners.



Learning opportunities for gifted learners must consist of a continuum of differentiated curricular options, instructional approaches and resource materials.

Learning opportunities for gifted learners must consist of a continuum of differentiated curricular options, instructional approaches and resource materials.

Professional DevelopmentProfessional Development

Mary Landrum, Ph.D.



A comprehensive staff development program must be provided for all school staff involved in the education of gifted learners.

A comprehensive staff development program must be provided for all school staff involved in the education of gifted learners.



Only qualified personnel should be involved in gifted education.

Only qualified personnel should be involved in gifted education.



School personnel require support for their specific efforts related to education of gifted learners.

School personnel require support for their specific efforts related to education of gifted learners.



The educational staff must be provided with time and other support for the preparation and development of the differentiated education plans, materials and curricula.

The educational staff must be provided with time and other support for the preparation and development of the differentiated education plans, materials and curricula.

Program EvaluationProgram Evaluation

Carolyn M. Callahan, Ph.D.



All evaluation must be purposeful.All evaluation must be purposeful.



An evaluation must be effective and economic.

An evaluation must be effective and economic.



An evaluation must be conducted competently and ethically.

An evaluation must be conducted competently and ethically.



The evaluation results must be made available through a written report.

The evaluation results must be made available through a written report.

gifted services recommendations national gifted standards and evidence-based practices

Documents

equivalent students

talented students

advanced placement students

study of high

science high schools

curriculum compacting

conventional classes

enriched classes