Gifted Education Standards,
2013
Gifted Education Standards, 2013
Template
Program Evaluation 150
Get your District’s Gifted Education Program Policies and Procedures document, your interview of the TAG teacher and the MDE
Standards for the Gifted Education Programs. Evaluate your school’s TAG program using the rubric provided in the MDE’s document.
You need to evaluate your program based on ALL of the guiding principles of all 7 Programming Criteria.
* If you do not have any information about a couple of the principles and can’t determine them from the interview or the handbook, you
can put “No Information”
At the end, provide a short narrative (150+ words) with your personal evaluation/summary and an overall rating you’d give your program:
1-10 where 1 is awful and 10 is fantastic.
Gifted Education Programming Criterion I: Curriculum and Instruction
Description: Gifted education services shall include curricular and instructional opportunities directed to the unique needs of the gifted
students.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
Level 3 - Above Standard
I gave the program a level 3 because Mrs. Johnson (our gifted
coordinator) makes sure all students are screened at the end of
1st grade to be identified as gifted. She does interest
inventories and learning style tests at the beginning of the
school year which help her learn about each student’s unique
giftedness. She uses this information to plan her lessons.
Level 2 - Minimum standard
While Mrs. Johnson uses interest inventories and learning
style tests to help differentiate her lessons, she also primarily
uses a project-based learning method where the students have
a portfolio to assess their progress throughout the year. I
couldn’t find evidence of the Instructional Management Plan
being reviewed and updated annually.
1. The local gifted education
program shall provide a
qualitatively different
educational experience in
addition to and different from
the regular program of
instruction.
2. Differentiated curriculum
shall be provided for
identified gifted students.
Curriculum and Instruction Standards
Gifted Education Programming Criterion I: Curriculum and Instruction
Description: Gifted education services shall include curricular and instructional opportunities directed to the unique needs of the gifted
students.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
Level 2 - Minimum standard
The only evidence I could find for this was in my interview with Mrs. Johnson in
which she states “Students may be accelerated.” But only in special circumstances.
I could find no other details for this.
Level 3 - Above Standard
Mrs. Johnson pointed out that the State of MS has Gifted Outcomes that teachers
must adhere to in the classroom. The Gifted Program brochure also provides a link
to these outcomes. Mrs. Johnson uses these to prepare her units by aligning them
with the various Outcomes and keeping a checklist as they master them. Student
progress is monitored with a portfolio to assess their progress throughout the year.
She takes lots of pictures and videos to show student work as frequently their
work is not paper/pencil but more project-based.
3. The local district shall
provide opportunities for high
ability learners that include
grade acceleration, subject
acceleration, curriculum
compacting, mentorships,
and/or dual enrollment.
4. The program of instruction
provided to gifted students
shall be based on the mastery
of the MDE gifted program
outcomes.
Curriculum and Instruction Standards
Gifted Education Programming Criterion I: Curriculum and Instruction
Description: Gifted education services shall include curricular and instructional opportunities directed to the unique needs of the gifted
students.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
no information
5. Career exploration and life
skills shall be an integral part
of the differentiated program
of instruction for all gifted
students.
6. Visual and performing arts
shall be included in the
differentiated program of
instruction for gifted students.
Level 1 - Does not meet
standard
I couldn’t find any mention of the arts in the list of major outcomes that
the district provides parents.
Curriculum and Instruction Standards
Gifted Education Standards,
2013
Gifted Education Programming Criteria II: Program Administration and Management
Description: Appropriate gifted education programming must include the establishment of a systemic means of developing, implementing, and managing
services.
Guiding Principle
Level (you choose this)
Level 3 - Above standard
Mrs. Johnson took the Gifted Praxis test to be endorsed in the subject. She also
has been teaching gifted students for 5 years.
LEvel 2
Students receive about 250 minutes of gifted services per week. They are
pulled for 50 minutes, 5 days a week.
1. Appropriately qualified
personnel shall direct services
for the education of gifted
students.
2. Gifted programming shall
be an integral part of the
district’s overall educational
offerings, providing gifted
students a minimum of 240
minutes per week of services
in an approved gifted
education program.
Reason for selecting that level 2-4 sentences
Program Administration and Management Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion II: Program Administration and
Management
Description: Appropriate gifted education programming must include the establishment of a systemic means of developing, implementing, and
managing services.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
Level 2
3. Gifted education
programming shall include
positive working
relationships with advocacy
groups.
Mrs. Johnson communicates weekly with parents via School
Status. She sends an update on what they’ve accomplished that
week in QUEST with pictures detailing their activities. She also
sends individual parent messages with pictures if their children
have accomplished something extra special in class.
no information
4. Gifted education program
shall maintain all
correspondence with MDE.
Program Administration and Management Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion II: Program Administration and
Management
Description: Appropriate gifted education programming must include the establishment of a systemic means of developing, implementing, and
managing services.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
Level 2
Mrs. Johnson communicates weekly with parents via School Status.
She sends an update on what they’ve accomplished that week in
QUEST with pictures detailing their activities. She also sends
individual parent messages with pictures if their children have
accomplished something extra special in class.
Level 1
When I asked her about her communication with other teachers and
whole-school activities, there was no evidence that she regularly
communicated or worked with other staff or administration to ensure the
needs of gifted students were met.
5. Gifted education
programming shall include a
positive working relationship
with parents.
6. Gifted education program
shall include a positive
working relationship with
administrative and district
instructional personnel.
Program and Administration Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion II: Program Administration and
Management
Description: Appropriate gifted education programming must include the establishment of a systemic means of developing, implementing, and
managing services.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
Level 3
7. Requisite resources and
materials shall be provided to
adequately support the efforts
of gifted education
programming.
With the new addition of our school’s STEAM lab, our gifted program has
been able to expand their weekly dedication to STEAM (every Thursday).
They now have access to Coding robots, lab stations, 3D printers, and much
more. Our school is also 1:1 ipads for all grade-levels.
Program and Administration Standards
Gifted Education Standards,
2013
Gifted Education Programming
Criterion III: Program Design
Description: The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical,
and empirical support.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
Level 2
1. A continuum of
programming services shall
exist for gifted learners.
Our gifted program services are only available to intellectually gifted
students in grades 2-6. We have recently added a performing arts/theatre
program to our school which mainly focuses on 5-6 grade levels. However,
7th and 8th grade students are welcome to try out for plays.
no information
2. Adequate funds shall be
budgeted to allow for gifted
programming that meets the
needs of the district’s gifted
students.
Program Design Standards
Gifted Education Standards,
2013
Gifted Education Programming
Criterion III: Program Design
Description: The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical,
and empirical support.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
Level 3
Lauderdale County’s mission statement is on the front of their Gifted
program brochure which is available to the public and given to all parents
at the beginning of each year.
It states: To insure that intellectually gifted children, as defined by the
Mississippi Department of
Education, are provided an enriching,
qualitatively different educational experience
not available in the regular classroom that
enables gifted students to realize their
abilities and potential.
Level 2
Students are pulled from their regular ed classes for 50 minutes, 5 days a
week.
3. Gifted programming is
based on an established
mission / philosophy
statement with goals and
objectives that reflect the
need for gifted education
programming.
4. Flexible grouping of
students in a resource room
shall be developed in order to
facilitate differentiated
instruction and curriculum.
Program Design Standards
Gifted Education Standards,
2013
Gifted Education Programming
Criterion III: Program Design
Description: The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical,
and empirical support.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
no information
5. Policies for adapting and
adding to the nature and
operations of the general
education program are
necessary for gifted
education.
Program Design Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion IV: Program Evaluation
Description: Program evaluation is the systematic study of the value and impact of services provided.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
no information
1. An annual self-evaluation
shall be conducted for the
purpose of improving the
program.
no information
2. A program evaluation shall
be conducted competently,
confidentially, and ethically
soliciting information from
all stakeholders.
3. The evaluation shall be
made available through a
written report.
Level 1
I couldn’t find any record of an evaluation being conducted
or a report available to the public.
Program Evaluation Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion V: Social-Emotional Guidance and
Counseling
Description: Gifted education programming must establish a plan to recognize and nurture the unique social-emotional development of gifted learners.
Guiding Principle
Level (you choose this)
Reason for selecting that level 2-4 sentences
Level 2
Because of the assessments Mrs. Johnson gives her students and her
adjustments she makes for instruction. I believe she does her best to meet
their other needs as well. She is flexible when trying to accommodate their
needs for both their SPED and Gifted rulings.
Level 1
No evidence of Career guidance services are present.
1. Gifted students shall be
provided guidance to meet
their unique social-emotional
development.
2. Gifted students shall be
provided with career
guidance services especially
designed for their unique
needs and interests.
3. Gifted at-risk students shall
be provided with guidance
and counseling targeted and
differentiated services to help
them reach their potential.
no information
Social-Emotional Guidance and Counseling Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion V: Social-Emotional Guidance and
Counseling
Guiding Principle
Level (you choose this)
Level 4
4. Gifted students shall be
provided with affective
curriculum in addition to
differentiated guidance and
counseling services.
Reason for selecting that level 2-4 sentences
Mrs. Johnson directly referred to the MS outcomes that must be met and the
district site also refers to the Scope and Sequence of the program and
provides direct links to the state department. She also modifies her lessons
based on the direct needs of her students.
no information
5. Underachieving students
who are potentially gifted
shall be identified and served
rather than omitted from
differentiated services.
Social-Emotional Guidance and Counseling Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion VI: Professional Development
Description: Gifted students are entitled to be served by professionals who have specialized preparation in gifted education, expertise in appropriate differentiated
content and instructional methods, involvement in ongoing professional development, and who possess exemplary personal and professional traits.
Guiding Principle
Level (you choose this)
no information
1. A comprehensive staff
development program and
materials shall be provided
for all school staff involved
in the education of gifted
students.
Reason for selecting that level 2-4 sentences
We have required PD for all staff but I could find no direct information in regards
to gifted program PD.
no information
2. Gifted program teachers
and district staff are provided
opportunities to attend nondistrict professional
development regarding gifted
education.
3. Professional development
materials pertaining to gifted
education are available in the
district and updated on a
regular basis.
no information
Professional Development Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion VI: Professional Development
Guiding Principle
Level (you choose this)
Level 1
As far as I could find, it is based on the individual program coordinator to find
the materials needed and programs they want to use to differentiate the
curriculum for their students.
Level 2
Mrs. Johnson is endorsed in gifted but there have been no other special trainings
she’s attended or received since receiving her endorsement.
4. Training for developing
differentiated curriculum
appropriate to the needs of
gifted students is available for
teachers of the gifted.
5. Only teachers endorsed in
gifted education shall teach in
the gifted education program.
Reason for selecting that level 2-4 sentences
Professional Development Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion VII: Student Identification and
Description: Potentially gifted students must be assessed to determine appropriate educational services. In order to help districts accomplish this effectively, the
Assessment
following guiding principles
have been established.
Guiding Principle
Level (you choose this)
Level 1
A student may be referred by a parent,
teacher, counselor, administrator, peer, self,
or anyone else having reason to believe that
the student might be intellectually gifted or
artistically gifted.
This is what is written on the gifted brochure. However, there is no
information provided on the brochure or online for how a parent or teacher
may refer a student.
Level 2
Students are all screened at the end of 1st grade. They primarily use
RAVENS and Naglieri.
Level 2
Parents or teachers may request or refer a student to gifted but there is not
public information available for how those steps can be taken.
1. District guidelines shall
outline a coordinated,
comprehensive, and coherent
process for student referral
and assessment in order to
determine eligibility for
gifted services.
2. Equitable consideration for
gifted education services is
given to all students through
the screening process.
3. Referrals for gifted
screening are accepted from
multiple sources.
Reason for selecting that level 2-4 sentences
Student Identification and Assessment Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion VII: Student Identification and
Assessment
Guiding Principle
Level (you choose this)
Level 3
The district’s brochure for the gifted program provides a list of characteristics for
common gifted students. They also provide several links to websites that provide
information and resources for parents of gifted students.
Level 1
The RAVENS assessment only provides part of the picture when it comes to
intelligence tests.
Level 2
The RAVENS assessment is reliable and valid when considering what it
measures but it only provides one type of measurement.
4. Information about
characteristics of giftedness
and gifted programming is
provided to parents.
5. All student identification
procedures and instruments
shall be based on best
practices and research.
6. Reliable and valid
instruments are used for
identifying gifted students.
Reason for selecting that level 2-4 sentences
Student Identification and Assessment Standards
Gifted Education Standards,
2013
Gifted Education Programming Criterion VII: Student Identification and
Assessment
Guiding Principle
Level (you choose this)
Level 1
If any written procedures for identifying students exist they are not available to
the public.
Level 1
I’ve searched everywhere on our district site and information they provide parents
and there is not information about parent appeals.
Level 1
The Ravens assessment allows children to show pattern-recognition,
attention to details, memory, and spatial reasoning. There is no record that
they look at other factors when considering a student’s eligibility for gifted
education.
7. Written procedures for
student identification shall
include provisions for
informed consent, notification
of results, student
reassessment, and student
exiting.
8. The district has a policy in
place for parent appeals.
9. Student assessment
instruments used to determine
eligibility for gifted education
services shall be selected
based on the strengths of the
individual student.
Comprehensive student
profile that takes into account
multiple factors.
Reason for selecting that level 2-4 sentences
Student Identification and Assessment Standards
Gifted Education Standards,
2013
Guiding Principle
Level (you choose this)
Level 1
10. Staff development is
provided to all personnel
involved in the identification
and assessment of potentially
gifted students.
Reason for selecting that level 2-4 sentences
As a previous 5th grade ELA teacher, I can say there is no staff
development on identifying gifted students. I wasn’t aware we could refer
students on our own for gifted.
Student Identification and Assessment Standards
At the end, provide a short narrative (150+ words) with your personal evaluation/summary and an overall rating you’d give your program:
1-10 where 1 is awful and 10 is fantastic.
As I look back at the average level I assigned each criteria, I noticed I gave, on average, a Level 2. When I consider an overall rating for
the Lauderdale County School District’s Gifted Program, I would give it a 5. There are so many good things to say about the program we
have at our school particularly because of Mrs. Johnson. She does a great job identifying the needs of her gifted students at the beginning
of the year by using interest inventories and learning styles tests. She uses this information to modify her unit/lesson plans throughout the
year to better fit her students. She also has to make sure she accommodates appropriately for her SPED and Gifted rulings students have in
the class. Considering the fact that she teaches at 2 different schools daily across grades 2-6, I think this is remarkable. She does her best to
record student learning with portfolios and checklists. She regularly communicates with parents to show them what they are accomplishing
each week in QUEST. However, I had to deduct several points from my rating because of the lack of information available to the public.
There is not evidence that the district makes an effort to make information and resources available to the parents of gifted children or the
public in general. There is no evidence of on-going evaluation/improvement of the program either. I believe my ratings of the
programming criterion would significantly increase if they made this type of information readily available to parents and the community.
Gifted Education Standards,
2013
Gifted Education Standards,
2013