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Gifted Programs
"Most school mission statements proclaim the intention of educating
every child to the level of his or her potential, yet many times those words
have no translation value for the gifted as they sit bored in classrooms where
their instructional level exceeds by years their age-peers sitting in the next
seat. Thus there is a real need to consider nonnegotiable options for this
population..." Joyce VanTassel-Baska,
Basic
Educational Options for Gifted Students in Schools
-
Gifted
Education Professional Development Package
by Miraca U.M. Gross, Caroline Merrick, Ruth Targett, Graham Chaffey,
Bronwyn MacLeod, Stan Bailey
- Essential information a teacher needs to understand the nature of
giftedness and talent; what the terms mean; levels and types of giftedness;
subjective and objective identification procedures; social and emotional
characteristics and needs of gifted students; underachievement;
teaching strategies and methods of curriculum differentiation to enhance the
learning of gifted students in the mainstream classroom; practical
strategies for the establishment and monitoring of ability, achievement or
interest grouping in classes, and the many forms of accelerated progression
through schooling...
-
A
Guidebook for Twice Exceptional Students: Supporting the Achievement of
Gifted Students with Special Needs
from Montgomery County Public School Department of Curriculum and
Instruction
- To assist staff, parents, and the students in understanding the
identification process and in accessing appropriate instruction.
Covers identification, framework for success, interventions, and more...
(requires Adobe Reader)
-
-
 -
The
Handbook
of Secondary Gifted Education
by Felicia A. Dixon and Sidney Moon (or from
Amazon)
- An in-depth, research-based look at ways schools and classrooms can
support the development of gifted adolescents. Each chapter is written
by leading scholars and researchers in the field, including Nicholas
Colangelo, Susan Assouline, Sally Reis, Donna Ford, Joyce VanTassel-Baska,
Carolyn Callahan, more...
-
 Iowa
Acceleration Scale Manual; A Guide for Whole-Grade Acceleration
by Susan G. Assouline, Nicholas Colangelo, Ann Lupkowski-Shoplik, Jonathan Lipscomb, Leslie Forstadt
- For schools or parents, the Iowa Acceleration Scale provides a systematic
and thorough approach to considering and implementing academic acceleration
for gifted and talented students in grades K-8; read
Hoagies' detailed review. Also
available from
Amazon.co.uk and
Amazon.ca
- Plateauing
by Draper Kaufman
- They tell me that my child has "hit a plateau" and his learning pace has
leveled off, and the other kids will now "catch up." What does this really
mean?
-
 Programs
and Services for Secondary Gifted Students: A Guide to Recommended Practices
by Felicia A. Dixon (or from
Amazon)
- A reference for service and program options for practitioners,
administrators, and coordinators; a companion to the more in-depth
The
Handbook
of Secondary Gifted Education. Part I: the gifted
adolescent's cognitive social and emotional dimensions, including
suggestions for academic, personal/social, and career exploration best
practices; Part II: programmatic offerings such as AP and IB, distance
learning, magnet and other special schools, study abroad, and early entrance
to college options; Part III: a view of optimal future directions—taking
into account obstacles to change in today’s high schools...
-
Aiming
for Excellence: Gifted Program Standards: Annotations to the NAGC
Pre-K-Grade 12 Gifted Program Standards by Mary S. Landrum,
Carolyn M. Callahan, and Beverly D. Shaklee
- Offers a comprehensive review of gifted education program standards,
included both a minimum and exemplary standard and examples for each piece
of the standards...
-
The
application of an individual professional development plan to gifted
education by Elizabeth Shaunessy, in
Gifted Child Today ($)
- Many districts are beginning to recognize that all teachers can benefit
from designing individual professional development plans... The
individually developed learning plan has implications for professional
development in gifted education. Using information about the performance of
gifted children, attitudes of gifted children and their parents, and
classroom practices can help teachers identify potential areas of
professional growth...
-
Applying
gifted education pedagogy to total talent development for all students
by Joseph S. Renzulli
- The field of gifted education has been a true laboratory for the many
innovations that have subsequently become mainstays of American education.
The Schoolwide Enrichment Model comprises strategies for increasing student
effort, enjoyment, and performance, and for integrating a range of
advanced-level learning experiences and thinking skills into all curricular
areas...
-
Appropriate
Expectations For The Gifted Child by Arlene R. DeVries
- Parents and educators working cooperatively can make a significant
difference in the emotional and intellectual growth of the gifted child.
However, for these children to fully benefit from this combined effort,
parents and schools must recognize and work together toward similar goals...
-
Are
Programs and Services for Gifted and Talented Students Responsive to Beliefs?
by E. Jean Gubbins
- What services do your students need? To what extent are existing services
connected to students' skills, abilities, talents, and interests? What
services should be added, modified, or reconsidered?
-
Assessing
Instructional and Curricular Strategies
by E. Jean Gubbins
- Modifying, differentiating, and enriching the curricula are three
approaches to curricular strategies. Checklist helps answer the question, To
what extent do you practice curriculum modification?
-
Basic
Educational Options for Gifted Students in Schools by Joyce
VanTassel-Baska
- There is a wide variety of ways that educators can assist in the talent
development process of advanced learners. Yet every school needs to have basic
provisions in place to assure the educational development of these students in
the domains of learning for which the school has responsibility...
- Best
Evidence Encyclopedia Johns Hopkins University
- JHU's Center for Data-Driven Reform in Education. Full reports on
research-based educational reforms that work.
Comprehensive elementary and secondary school reforms, math programs at all
levels, reading for English Language Learners (ELL), and more...
- The
challenge of being gifted by Laura Vanderkam
- Thousands of students have attended new public schools for the gifted that
have sprouted across the country during the past two decades. More than a
dozen states now fund residential high schools for the gifted...
-
Critical
Issues in the Identification and Nurturance of Promising Students from Low
Income Backgrounds by Joyce VanTassel-Baska, NRC/GT Senior Scholars Series
- There is little disagreement in the field of gifted education about the
need to have a broader diversity of students in programs for the gifted,
especially those representative of low socio-economic backgrounds and minority
students. However, our track record has been less than sterling... (scroll
down)
-
Cultivating
otherwise untapped potential by Deborah Smith
- Talent doesn't flourish on its own, he says: "People have talents in
various areas, but if those talents aren't developed, they're not going to
mean anything. Without extra supports, many children with potential are
left behind...
-
Cyber
school with a twist by Dan Hardy, Philadelphia Inquirer (available with
Highbeam.com trial membership)
- The Pennsylvania Leadership Charter School, which has about 1,850 students
throughout the state, started the University Scholars Program gifted classes
in fall 2005. In the University Scholars program, courses are at least
a grade level ahead of the student's age and sometimes more...
-
David
C. Baird's Gifted Children Web Site
- A teacher and librarian come together to present their gifted program,
with details for all teachers to share...
-
“Dear
G/T Coordinator….” Spreading the Ownership for Gifted Programming by Deb
Douglas, coordinator of the EXCEL Program in Manitowoc, Wisconsin
- We now use the NAGC standards and set annual goals for improvement with
action plans. Our role as G/T coordinators has morphed. We no longer fight
for time with "our kids"; rather principals, counselors, and teachers ask us
to help them learn to work with "their kids". Parents have greater
understanding of their students' specifics needs...
-
Department
of Defense Education Activity (DoDEA) gifted education
- A teacher and librarian come together to present their gifted program,
with details for all teachers to share...
- Designing Programs for
High-Ability Learners resources from NAGC
- Accompanying the AASA issue on of The School Administrator, titled
Are High-Ability Students Being Challenged – Or
Left Behind?, NAGC created a series of resources to help administrators
design and implement a successful program of gifted education, including...
District
shares gifted lessons by Bridget Barry, Dallas Morning News
The Carrollton-Farmers Branch school district
has what's believed to be the only program of its kind in the state to meet
the needs of its profoundly gifted students.
"Gifted students shouldn't be made to sit and
wait till everyone else in the class catches up to them," Ms. Charlebois
said...
Do
Small Classes Reduce the Achievement Gap between Low and High Achievers?
Evidence from Project STAR by Spyros Konstantopoulos
While reductions in class size did not reduce the achievement gap between
low and high achievers, research overwhelmingly indicates that
higher-achieving students benefit from being in small classes in early
grades... (requires
Adobe Reader)
Evaluation of
the Effects of Programming Arrangements on Student Learning Outcomes by
Delcourt, Loyd, Cornell, & Goldberg, published by NRC/GT
Large study of many elementary schools including controls who were both
gifted and non-gifted. Delcourt found that various programming arrangements had
different effects but that all "out of class" arrangements worked better than
in-class services. Pull-outs did surprisingly well in terms of test-score gains
compared to separate classes or separate schools, although they did not create
equally high scores. There were also social benefits to the pull-outs. (requires
Adobe Reader) Also read the extension study,
Qualitative
Extension of the Learning Outcomes Study by Marcia A. B. Delcourt & Karen
Evans
Examining
the Effects of Block Scheduling on Gifted and Talented Students by Robert
Arthur Schultz
Under pressure to react to perceived poor student achievement, schools are
exploring alternate appropriations of instructional time (block scheduling)
that extend instructional contact to a range of 90-180 minutes per class. What
may be the effects of block scheduling on gifted and talented learners?
From
feds on down, AP students are being neglected by Walt Gardner
Until recently, the one program for gifted students in public schools that
seemed immune to criticism was AP... But AP is now facing a backlash
that worries parents and students. A series of questions about the caliber
of instruction have surfaced... With mounting criticism from so many sides,
another college-level offering known as the dual enrollment course is slowly
gaining traction. These courses are taken either at college or at high
school, with instruction paid or supervised by the college...
Gifted
all day long: implementing new state standards that require gifted and
talented education services to be an integral part of the core curriculum
will result in improved teaching and learning for everyone by Margaret
Gosfield
(although this is CA law, it is true of gifted students everywhere)
Recognizing that gifted students are gifted every day, all day--not just on
Tuesday afternoon--the new legislation specifies that services in GATE
(gifted and talented education) programs must be an integral part of the
school day, and include modification and extensions of core curriculum
appropriate for gifted learners...
Gifted
and Talented Programs in America's High Schools: A Preliminary Survey Report
by Rachel Sytsma
Research on gifted and talented programs in elementary and middle school
grades abounds. Research addressing gifted and talented programs at the high
school level is relatively scarce. Results of preliminary survey analysis (N=90)
indicate that 86% of the respondents' high schools do not offer academic
opportunities beyond some combination...
Gifted
programs and services: what are the nonnegotiables? by Joyce Van Tassel-Baska
Focuses on the "nonnegotiables" of gifted programs and services,
emphasizing the importance of appropriately differentiated curriculum,
instruction, materials, and assessment procedures, including
differentiation, optimal match, technology, inquiry-based instruction, and
more...
Gifted
Program Evaluation in Progress by Darla-Gail Bohn
One of the most important, and most challenging aspects of the gifted
coordinator's duties is program design. How should the task of program
evaluation begin? What information should be collected? Are there standards
for a good gifted program?
The Highly
Gifted: Discrimination Against Excellence by Kathi Kearney
"...each time a highly gifted child is deliberately held back
academically, each time a school policy prohibits academic acceleration or
continuous progress, we need to ask, "What messages are we giving all
children about developing talents, about the value of academic achievement,
and about intellectual diversity?""
IB or Not IB? by
Are IB Schools Appropriate for Gifted Students? While IB World
Schools are neither designed specifically for gifted students nor called
gifted programs, many believe that all learners, including outliers at
either end of the spectrum, can learn in IB programs if teachers are
properly trained and curriculum modules well-designed...
Identifying
Gifted Students: A Practical Guide by Susan K. Johnsen (or from
Amazon)
Designed for practicing professionals, with up-to-date information for
building an effective, defensible identification process for gifted
students... Read excerpted chapter:
Making Decisions About Placement...
Images
of teaching by Kathy Hargrove, in
Gifted Child Today ($)
The gifted benefit most from being in classrooms with teachers who know
and understand their learning characteristics and needs. Their most effective
facilitators of learning are teachers with strong academic preparation and
highly developed pedagogical skills...
Incorporating
service learning into leadership education: Duke TIP's Leadership Institute
by Steven Pfeiffer, in
Gifted Child Today ($)
Direct experience in the community through service learning can evoke
strong emotions, creating a desire to use their skills to make a greater
difference both within their communities and beyond. The process inspires them
to look at a topic through the lens of many disciplines and gives them the
opportunity to become involved with issues within larger arenas, including
their school, their community, nonprofit organizations, religious
affiliations, and the government. Service learning also helps gifted students
gain self-confidence and take risks...
Individual
Instruction Plan Menu for the Gifted Child
Recommendations are intended for consideration by those who know the child
well and can make informed decisions about the relevance and practical
application of a recommendation to an individual child's aptitude, interest,
and needs...
Integrating
Gifted Education into the Total School Curriculum by Carolyn Cooper
Why is gifted education such a thorny issue for school administrators?
Nearly a century of research has established the critical need for services
especially designed to develop the gifts of bright and talented youngsters,
but this research is often misinterpreted or misapplied. Gifted
education needn't be elitist--and isn't when it is integrated into the total
school curriculum...
Is
Your School Using Best Practices for Instruction? by Paula Olszewski-Kubilius
Gifted education is often the unfortunate victim of "fads"
Fortunately, there is growing research base for many instructional practices
that educators can use to design effective programs for gifted students...
Making
Decisions About Placement by Susan K. Johnsen
When identifying gifted students, schools need to select qualitative and
quantitative instruments that are technically adequate and that match gifted
students’ characteristics and the school district’s program. Most states
require "appropriate criteria that include both qualitative and quantitative
measures [Texas]"... [excerpted from
Identifying Gifted Students: A Practical Guide
]
The
Myth About Homework: Think hours of slogging are helping your child make the
grade? Think again by Claudia Wallis, Time Magazine
[Two new] books cite studies, surveys, statistics, along with some
hair-raising anecdotes, on how a rising tide of dull, useless assignments is
oppressing families and making kids hate learning. Why don't more
parents in homework-heavy districts take such actions? Do too many of us
think it's just our child who is struggling, so who are we to lead a revolt?
More on the research
Duke Study:
Homework Helps Students Succeed in School, As Long as There Isn't Too Much
Nine
Truths About Working with Gifted Students by
Lea Ybarra, Leadership Compass - Volume 2 Number 3, Spring 2005
There is no one "silver bullet" that works to educate gifted children.
What follows is a list of nine key truths that have emerged from over two
decades of focusing on the varying needs and strengths of these students...
An
Observational Study of Instructional and Curricular Practices Used With
Gifted and Talented Students in Regular Classrooms by Karen L. Westberg,
Francis X. Archambault, Jr., Sally M. Dobyns, and Thomas J. Salvin
Despite several years of advocacy and efforts to meet the needs of gifted
and talented students in this country, little
differentiation in the instructional and curricular practices is provided to
gifted and talented students in the regular classroom. Teachers and
administrators need more preservice and inservice training programs... (requires
Adobe Reader)
Planning
positive experiences for teachers of the gifted and talented - Purposeful
Professional Development by Melinda Wycoff, William R. Nash, Joyce E.
Juntune, and Laura Mackay, in
Gifted Child Today ($)
Maximum academic achievement for gifted and talented students can only be
accomplished when teachers are given the tools, support, and training needed
to strengthen instructional skills and develop knowledge of the social and
emotional needs of the students they serve...
SAT talent searches lead nowhere for many by Laura Vanderkam
As schools across the country prepare their students for annual
grade-level testing under the No Child Left Behind Act, thousands of bright
seventh- and eighth-graders are getting ready to take on a greater challenge
this Saturday: the SAT college entrance exam. These scores will help schools
determine which students need more advanced work than they may be getting in
class. At least, that's the idea...
Schools
seek to kindle gifted by Heather Woodward,
The Olympian
"The Challenge Academy was created to meet the
special academic needs of our middle school gifted population. There is
often the expectation that gifted kids will learn in spite of whatever
curriculum they have, but we want them to learn because of it." The
academy is intended to fill a previous gap between North Thurston's gifted
elementary school program and the Advanced Placement classes for high school
students.
The
senior project and gifted education by Elizabeth Shaunessy, in
Gifted Child Today ($)
The senior project is recognized as a viable educational program at a time
when our nation's education system is being questioned. The senior
project model presents a defensible, credible educational model that
incorporates many of the elements of exemplary models in gifted education...
The
Society's Role in Educating the Gifted: The Role of Public Policy by James
J. Gallagher, NRC/GT Senior Scholars Series
Support systems should be available for all of general education. This
special plea to pay attention to gifted education is not meant to suggest that
these support elements should be available exclusively for gifted students,
but merely to ask that the special needs of gifted students should be
specifically included along with that of general education...
Teaming
up to support gifted students' best practice guidelines for schools and
programs by Linda Smith, in
Gifted Child Today ($)
In order to address the needs of students, we ask that the following six
guidelines be followed when planning educational programs at the elementary
school level...
Tiny
collegiate high school earns big honor by Rita Farlow, St. Petersburg
Times
St. Petersburg Collegiate High School received the greatest number of
points on the [Florida] school accountability report. The school
enrolls grades 10-12 in a three-year program that allows students to earn a
high school diploma and a college associate degree simultaneously.
"It's good to note that early college experiences are an excellent source of
college access for minority students. They receive the support for the
transition to prepare them for collegiate classes"...
To
produce or not to produce? Understanding boredom and the honor in
underachievement by Lannie Kanevsky & Tacey Keighley (available with
Highbeam.com trial membership)
Explores factors contributing to the boredom of gifted high school
students who had gradually disengaged from classroom learning. Evidence from
three case studies provides a rich sense of the complexities of this process.
The core findings: (1) learning is the opposite of boredom, and (2) learning
is the antidote to boredom...
Twelve
cost effective educational options for serving gifted students by The
Davidson Institute for Talent Development
At present, nearly half of all gifted students are underachievers and,
alarmingly, up to 20 percent of high school dropouts test in the gifted
range. What can schools do to help these students when they really
care, but don’t have the funds?
Using
public relations strategies to advocate for gifted programming in your school
by Kevin Besnoy, in
Gifted Child Today ($)
In order to stem the tide of the reduction of gifted education services,
educators of the gifted must become advocates and employ public relations
strategies within their own school buildings...
Welcome
to my world by James R. Delisle, in
Gifted Child Today ($)
In recognition of your decision to enter this profession that has become
my life's passion, I thought I'd offer some guidance as to what you might
expect as you enter the volatile, exciting, and (at times) exasperating field
of gifted child education...
Last updated
December 01, 2020
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