An Introduction to Georgia’s

Programming Standards for Meeting the

Needs of Gifted & High-Ability

Learners

21st Century Skills for Success

• Thinking Critically– Meaning– Importance– Relevance

• Thinking Flexibly– What’s Fixed– What’s Adjustable

• Thinking Collaboratively– Points of View– Complementary Strengths

The objective of the Programming Standards and the forthcoming self-assessment is to provide you with effective guidelines for continually improving the programming provided for your most able learners.

Revised NAGC PreK-12

Programming Standards

Click here to access the NAGC Pre-K-Grade 12 Gifted Programming Standardshttp://nagc.org/index.aspx?id=546

• Align the Pre-K Program Standards with the NAGC-CEC Teacher Preparation Standards.

• Update standards to reflect current research.

• Integrate special, general, gifted education.

• Provide more specificity.• Consider state policy, rules, regulations.• Focus on student accountability.

Purpose for NAGC Revision

Evolution of NAGC Programming Standards

2010 Pre-K-12 Programming Standards 1998 Program Standards

1. Focus on student outcomes.2. Practices were updated and supported by

latest research (literature/theory-based, research-based, practice-based).

3. Aligned with teacher preparation and program standards.

4. Stronger emphasis on all types of diversity (7 student outcomes explicitly mention diversity).

5. Stronger relationships between GT, General, and special education.

6. More specific and integrate cognitive science research.

1. Focus on practices.2. Practices reflected research in

1998.

3. Partially aligned with teacher preparation standards.

4. One principle addressed diversity.

5. No mention of special education (twice exceptional).

6. Principles are broader with less emphasis on cognitive science research.

Why modify the national

standards?1. Because of changes in state educational policies, districts are being given more flexibility in how gifted students are served.

2. Because of the timeframe set for state educational policy changes, there has been an urgency to get the standards into the hands of district-level decision-makers.– Audiences:

• Initially, district superintendents and school boards– Standards had to be pared down to the basics– Succinct wording on one sheet of paper

• Presently, – Those responsible for assessing the gifted programs within the

districts– Building-level personnel responsible for implementation of gifted

programming

Customizing the Revised

NAGC Standards to

fit Gifted Programming

needs in Georgia

Click here to access the Georgia Programming Standards for Meeting the Needs of Gifted & High-Ability Learnershttp://gagc.org/downloads/Progmng%20Strds%20Overview-%20RVSD%20Final%20Draft.pdf

Programming Standards for Meeting the Needs of Gifted & High-Ability

Learners• Recommendations for

promoting the cognitive and affective growth of gifted and high-ability learners in Georgia

• Our own guide to achieving educational excellence as defined by the Revised NAGC Pre-K-12 Gifted Programming Standards

How did we tailor the standards to address

our state needs?1.Georgia leaders realized the urgency for ensuring that

the needs of gifted students in our state are addressed.

2. GAGC leaders and the Georgia Gifted Specialist met to develop a tool to aid districts in addressing the needs of gifted children.– Defining the Need

• Determined which aspects of the NAGC Revised Programming Standards were most crucial to our state

• Examined programming standards from other states• Arranged principles into strands using NAGC’s standards• Examined, critiqued, and edited each standard and indicator until

the wording communicated exactly the expectations for gifted programming in our state

• Reviewed by superintendents, local gifted education coordinators, and teachers

Where are we in the process?1. Providing the Framework

– “Programming Standards for Meeting the Needs of Gifted & High-Ability Learners” was approved by the state DOE and published by GAGC.

• Mailed to every district superintendent and gifted coordinator, along with a cover letter signed by both the GAGC President and the Georgia Gifted Ed Specialist

• Posted in two formats on the state DOE website

2. Spreading the Word– The standards and ideas for implementation within districts, schools, and

classrooms are being shared with administrators and teachers across the state.

• Webinar for Gifted Coordinators• Visits to local districts• Additional mailings• GAGC Workshops

3. Advancing the Work– The “Gifted Programming Standards Rating Scale” is being created as a guide

for program development and assessment.• Gathered feedback from district coordinators• Developing criteria for each indicator• Organizing levels on a continuum of development• Using terminology and format that is similar to other tools used for assessing

schools and districts across the state

Achieving Educational Excellence for Gifted Students:

How We Line Up With National Programming Standards

NAGC Standards Description GAGC Standards DescriptionStandard 1: Learning and Development Educators, recognizing the learning and

developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes.

Embedded throughout other strands

Standard 2: Assessment Assessments provide information about

identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains.

Assessment The local education agency (LEA) uses the

research-based student identification process as established by Georgia Board of Education policy in order to ensure equitable access to appropriate services for all gifted learners.

NAGC Standards Description GAGC Standards DescriptionStandard 3: Curriculum Planning and instruction Educators apply the theory and research-based

models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes.

Curriculum Planning and Instruction The LEA employs rigorous and relevant

curricula K-12 to accommodate the range of academic and intellectual needs of gifted learners.

Standard 4: Learning Environments Learning environments foster personal and

social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes.

Learning Environments The LEA requires learning experiences which

foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for citizenship in the global environment of the 21st century.

NAGC Standards Description GAGC Standards Description

Standard 5: Programming Educators are aware of empirical evidence

regarding (a) the cognitive, creative, and affective development of learners with gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.

Programming The LEA provides a full continuum of

options to meet the demonstrated needs of K-12 gifted learners in academic areas, the arts, and career technical education; services are comprehensive, structured, sequenced, and appropriately challenging.

NAGC Standards Description GAGC Standards DescriptionStandard 6: Professional Development All educators (administrators, teachers,

counselors, and other instructional support staff) build their knowledge and skills using the NAGC-CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards. They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time, funding for continuing education, and substitute support. These practices are judged through the assessment and relevant student outcomes.

Professional Development Gifted education specialists participate in

comprehensive professional learning that is relevant to needs of gifted learners.

What are our next steps?Once the assessment tool is complete, we intend to

support teachers, schools, districts, and community groups in their efforts to improve gifted programming.– Supporting Teachers and Districts

• Compile lists of teacher-friendly, student-focused resources• Encourage networks of teachers, parents, and leaders to ask

questions and share successes • Work with universities and other state agencies to incorporate

programming standards into certification programs• Incorporate into the Georgia Gifted Education Local Education

Agency Self-Assessment which districts are required to complete and submit annually to the Georgia DOE

Suggested Uses of Standards• Align various sets of programming standards (state

with district standards)• Inform stakeholders about characteristics of effective

programming for students with gifts and talents• Identify teachers for specialized positions• Examine the value added by gifted programming• Advocate for school and state-level policies• Identify expectations for programming• Target specific evidence-based practices for

programming development• Identify knowledge and skills for professional

development• Gather data when evidence-based practice is

implemented• Assess effects on students

Using The Programming Standards

How are you currently

using programming

standards?

Which of the new

standards address

the most critical

needs in your

journey toward

exemplary

programming for

students with gifts

and talents?

What challenges do you face

as you move forward?

Using The Programming Standards

How might the new programming

standards fit into the development of

policy and/or services in your

district?

What might be

some strategies

for implementing

these standards in

your educational

environment?

What actions and/or

resources are most critical to your success?

For Additional Information and Support

Team MembersCelita Allen – Hall CountyRuth Cowan – Consultant Annette Eger – State Gifted Education SpecialistAnne Hertzog – Fayette CountySonya Porcher – Consultant Ann Richardson – Fayette CountyBeth Thornbury – Murray CountyGyimah Whitaker – Atlanta Public SchoolsSusan Winstead – Oconee County

GAGCTheGeorgia AssociationFor Gifted ChildrenAn affiliate of the National Association For Gifted Children http://gagc.org

www.gadoe.org/ci_iap_gifted.aspx