Program Models and Curricular Options

Successful Program Design

The following list helps to better define what a quality program for the gifted should look like:

  • Recognizes the changing student and community population and adjusts the services appropriately rather relying on a design that is more static and based on history
  • Emphasizes gifted services rather than a gifted program
  • Connects elementary, middle and high school services in a meaningful way rather than operating as separate units without clear transitions and sequence
  • Balances individual creative freedom with an organized, tightly linked plan to district goals and needs
  • Allows for staff hiring input and supervision to occur at the coordinator level
  • Requires the coordinator to work closely with committees and individuals involved in the identification practices and perceptions of the services being offered
  • Includes a clearly articulated design that is communicated to all key stakeholders in the community and is defensible and invitational rather than one that is vague and perceived as secretive.
Successful gifted program design emphasizes gifted services rather than a gifted program.

Callahan, Carolyn M., Austin, K., Brighton, C. M., Moon, T R. Lessons Learned From Program Evaluation, presentation given at National Association for Gifted Children, November, 2004.

 

To Group or Not to Group . . .

So – to group or not to group, that is the question becomes the next topic of consideration. As quoted from the Council of Exceptional Children, “Many programs are inclusive and place all gifted students with a regular education teacher. Within this model, students may be "pulled out" for enriching activities, acceleration in one or more subjects, or perhaps to work with a designated mentor. Programs have expanded beyond the classroom wall to include virtual schools, distance learning, or the use of computer software purchased by a school. While most programs are offered to students from grade 3 to grade 8, the state of Florida mandates service for students grades K through 12.  High school programs encompass honors and advanced placement (AP) classes, international baccalaureate (IB) programs, regional science technology or arts high schools, and concurrent enrollment in a college or university. AP and IB programs are not considered gifted service since they are open to all students.  Many of these public school programs require competitive entrance. Administration for these programs may rest with the state Department of Education or local school district.

For more information, visit My school system is planning to establish a gifted program. What resources are available?