October 2013
Mississippi Department of Education
Office of Instructional Enhancement
Standards for the Gifted Education Program in Mississippi
Revision Summary Chart - October 2013
Section
Program Design
Page
Revision
Number(s)
6
Criterion I, Guiding Principle 3 The
Deletion
”Dual”
term “Dual” was substituted for
“Concurrent” enrollment for clarity.
Criterion II, Guiding Principles 1.1, “coordinator”
1.2, 1.3, and 1.4 the term
“coordinator” was deleted to reflect
that the district may have more
than one gifted contact person, but
the gifted coordinator is not
required to have a gifted
endorsement. Only one gifted
contact person is required to
possess a gifted education
endorsement. This person may or
may not be the actual administrator
charged with overseeing the gifted
program (i.e., the “Coordinator”) in
the district.
Program
Administration
and
Management
8
Program
Administration
and
Management
8
Criterion II, Guiding Principles 2.1
and 2.2 were changed from “5
hours of gifted programming” per
week to “mandated 240 minutes”
per week to reflect changes in the
regulations.
“5 hours of gifted
programming”
Program
Administration
and
Management
8
Criterion II, Guiding Principle 2.3
was changed to “300 minutes per
week” of gifted programming to
reflect the recommended amount
of time per week as reflected in the
regulations.
None
Program
Administration
and
Management
9-11
Criterion II, guiding Principles 4
through 7 represent previous
standards that were re-numbered
to add clarity and utility to the
standards document.
None
1
October 2013
Section
Program
Design
Page
Numbers
12
Deletion
Revision
Criterion III, Guiding Principle 1
deleted language “Rather than any
single gifted program,” for
conciseness and clarity.
“Rather than any
single gifted
program,”
Program
Design
12
Criterion III, Guiding Principle 2
Language added to stress that
districts need to appropriately
allocate state funding for gifted
services.
“Gifted education
shall be adequately
funded.”
Program
Design
13
Criterion III, Guiding Principle 3
was re-worded to add the
language “Gifted programming is
based on an established mission/
philosophy statement with goals
and objectives that reflect the need
for gifted education programming.”
and the original Guiding Principle 3
and subsequent guiding subprinciples were deleted for
conciseness and utility.
All of the original
Guiding Principle 3
language and
subsequent guiding
principles.
Program
Design
13
Criterion III Guiding Principle 4 “in
a resource room” was added to
reflect language in the regulations.
None
Program
Design
13
Criterion III Guiding Principle 4.2
deleted language about required
minutes of instruction to avoid
redundancy.
“a minimum of 5 hours
a week”
Program Design
14
Criterion III, Guiding Principle 5.2
adds the language “make
provisions for the needs of gifted
students” for clarity.
“relate
to gifted
education in the
general education
program”
2
October 2013
Section
Program
Evaluation
Page
Numbers
15
Revision
Deletion
Criterion IV, Guiding Principle 1 the
language “annual self-evaluation
shall be conducted for the purpose
of improving the program” was
added to stress the need for
programs to adequately review and
evaluate their programs and for
clarity. Guiding Sub-Principles 1.1,
1.2, 1.3, and 1.4 were changed to
reflect the need to actually conduct
a self evaluation every year, as
outlined in the regulations.
1. “Gifted education shall
evolve from a
comprehensive and
sound base.”
1.1 “Gifted education
programming
reviewed and evaluated
on a regular basis.
strategic planning”
1.2 “Gifted education
programming is reviewed
annually by a variety of
local stakeholders and”
1.3 “an external
review/audit is conducted
at least every three
years.” 1.4 “school or”
Program
Evaluation
15
Criterion IV, Guiding Principle 2
calls for a program evaluation that
“confidentially” solicits feedback
from a variety of stakeholders.
Guiding Principles 2.1, and 2.2 the
term “confidentially” was added.
None
Program
Evaluation
15
Criterion IV, Guiding Principles
2.2.1 and 2.2.2 were combined in
Guiding Principles 2.1 and 2.2 for
clarity and conciseness.
None
SocialEmotional
Guidance and
Counseling
16
Criterion V, Guiding Principle 1
deleted the terms “Differentiated”
and “socio” to provide conciseness
and clarity. Guiding Principles 1.2
and 1.3 reflect the same changes.
Also, in Guiding Principle 1.2, the
Term “Guidance” is substituted for
“Counseling” to alleviate concerns
from the revision committee about
possibly suggesting that gifted
education teachers were expected
to provide counseling to gifted
students.
“Differentiated”
“socio”
“Counseling”
3
October 2013
Section
SocialEmotional
Guidance and
Counseling
Page
Numbers
16
Deletion
Revision
Criterion V Guiding Principle 1.4
adds the language “Individual” to
stress the need for individuated,
rather than general, guidance for
gifted students.
None
SocialEmotional
Guidance and
Counseling
16
Criterion V, Guiding Principle 2 the None
language “and interests” was
added to reflect the desire of the
committee for career guidance to
reflect the interests of the students.
SocialEmotional
Guidance and
Counseling
16
Criterion V, Guiding Principle 3 the
language “targeted and
differentiated services” was added
in place of “Guidance and
counseling” to alleviate concerns
from the revision committee about
suggesting that gifted education
teachers were expected to provide
counseling to gifted students.
Guiding Principles 3.1 and 3.2 also
reflect these changes.
“Differentiated” and
“guidance and
counseling”
SocialEmotional
Guidance and
Counseling
16
Criterion V Guiding Principle 3.4
deleted the language “low income”
and replaced it with “poverty” for
clarity.
“low income”
SocialEmotional
Guidance and
Counseling
17
Criterion V, Guiding Principle 5
added the language “or are
potentially gifted” to more
accurately reflect the students
targeted in this guiding principle.
none
4
October 2013
Section
SocialEmotional
Guidance and
Counseling
Page
Numbers
17
Revision
Deletion
Criterion V, Guiding Principle 5.1
was reworded to address the need
for districts to serve
underachieving gifted students and
have a process in place to identify
underachieving students who could
be potentially gifted. Guiding
Principle 5.2 was re-worded in a
similar fashion.
5.1 “Gifted
underachieving
students are NOT
served in the gifted
education program
because they are
perceived not to
benefit from traditional
gifted services”.
5.2 “Gifted
underachieving
students are identified
and served in the
gifted program.”
SocialEmotional
Guidance and
Counseling
17
The definitions in the footnote note
in Criterion V were deleted for
conciseness.
The footnote
Professional
Development
18
Criterion VI, Guiding Principles 2,
3, and 4 were added and
subsequent guiding principles
were renumbered for clarity and
utility.
None
Professional
Development
19
Criterion VI, Guiding Principle 5
was added and subsequent the
guiding principles were
renumbered to reflect that only the
gifted education teachers were
required have the gifted
endorsement.
“Properly” and
“Personnel”
Student
Identification
and
Assessment
20
Criterion VII, Guiding Principle 1
and subsequent guiding principles
were renumbered for conciseness
and utility.
None
5
October 2013
Section
Student
Identification
and
Assessment
Page
Numbers
20
Deletion
Revision
Criterion VII, Guiding Principle 1.3
the language was changed to “to
encourage student referrals based
on those characteristics” to help
show that teachers are not the only
persons who can refer students for
identification and assessment.
“Teachers are
encouraged to refer
students based on
those
characteristics”
Student
Identification
and
Assessment
20
Criteria VII, Guiding Principles 2,
2.1, 2.2, and 2.3 were added to
reflect changes in the regulations
concerning the universal screening
of students in at least one grade
level.
None
Student
Identification
and
Assessment
20-21
Criterion VII, Guiding Principles 2,
3, and 4 were delineated and
renumbered from the original
Guiding Principle 1 for clarity and
utility.
None
Student
Identification
and
Assessment
21
Criteria VII, Guiding Principles 5
and 6 were delineated and
renumbered from the original
guiding principle 2 for clarity and
utility
None
Student
Identification
and
Assessment
22-23
Criteria VII, Guiding Principles 7, 8, None
9 and 10 were delineated and
renumbered from the original
guiding principle 3 for utility.
6