Components of an Effective Gifted Program

How did the Pandemic change how schools approach gifted programs? Although some schools used the Pandemic as an excuse to eliminate gifted programming citing lack of resources and staff, many others found ways to improve how they approach gifted students’ education. After analyzing test scores, student progress, and student interviews, it was found that many GT students thrived during the Pandemic. Flexible, student-centered online learning provided students more time for passion projects and in-depth study of personal interests. Schools have realized the valuable role technology can play in gifted education through virtual campus-wide grouping, field trips, expert speakers, and increased student communication via message boards, Zoom meetings, Google Classroom, and discussion forums.

Effective gifted programs begin with strategic planning using research-based, best practices to build an action plan with strategies to implement goals. Identification through universal testing, local norms, and/or portfolios should match students to services. Quality programs will provide outlets for academically, creatively, and socially gifted students which allow them to excel in areas of talent. Assessments should go beyond traditional grading and seek constructive, written student feedback. GT students should have an opportunity to participate in service learning to gain hand-on experience, to increase interpersonal skills, and to improve self-confidence. This can often be instituted via individualized educational plans.

Program objectives should include time for students to be with intellectual peers, allow them to experience group work, be provided with unique learning experiences, and have access to skills development commensurate with their personal needs. Effective programs include advanced classes; potential for acceleration when warranted; enrichment; and independent, research projects. NAGC programming standards can provide a good basis for effective programs including Assessments, Curriculum and Instruction, Professional Development, Classroom Environment, and Programs.

Most schools provide a modicum of services at the elementary level only to abandon gifted programming at the secondary level. Many consider offering only AP classes as sufficient for advanced students. All students deserve to be challenged in school on a daily basis K-12. GT students do not become ‘ungifted’ in middle and high school. A continuum of services is essential for these students to explore and reach their potential. Gifted programming at the secondary level can include project-based learning, book clubs, Socratic Seminars, mentorships, job shadowing, and independent study; to name just a few.

When should schools consider recalibrating their gifted program? Gifted programs, developed as a continuum of services in response to students’ needs, should be reviewed as part of an ongoing process to insure program goals are being met. The process should be transparent and involve all stakeholders. When deciding if recalibration is necessary, observable outcomes should be compared to outcome goals and expected student achievement levels. Gifted programs should maintain alignment with your district’s strategic plan and mission statement. Ongoing professional development for faculty and staff can greatly improve the quality of program reviews.

What should parents know about gifted programs? What parents should know, but often don’t, is that there is no national (US) gifted education policy. Decisions related to gifted education are relinquished to state and local authorities. Parents have a lot more influence than they may think at first. It’s important to know state law and local school policies. How schools identify gifted students is critical to understand how they educate them. Parents are vital stakeholders in gifted education.

A transcript of this chat can be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Meta Page provides information on the chat and news and information regarding the gifted community.

About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com.

Resources:

5 Components to Look for In a Quality Gifted Program

PA: Gifted Education Guidelines (pdf) | PA Department of Education

Best Practices in Gifted Programming (pdf) | Arlington Public Schools (VA)

High-Potential Students Thrive when School Districts Develop Sustainable Gifted Services

Gifted and Talented Best Practices Guidelines: Program Evaluation | SC Department of Education

Rules, Regulations and Policies for Gifted Education | OH Department of Education

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness | International Journal of Environmental Research and Public Health

Gifted and Talented Programs: What Parents Should Know

Evaluating Your Gifted Program: Why? What? How? (pdf)

Gifted Education (pdf) | Most Policy Initiative

Gifted Education Program Options

Using the National Gifted Education Standards for Pre-K–Grade 12 Professional Development (pdf – Sample)

Enrichment and Acceleration: Best Practice for the Gifted and Talented

AUS: High Potential and Gifted Education

Let’s Pivot! Teaching Elementary Gifted and Talented Learners During Emergency Remote Instruction | TEMPO

UK: Gifted And Talented: A Teacher’s Guide

The Impact of COVID-19, School Closure, and Social Isolation on Gifted Students’ Wellbeing and Attitudes toward Remote (online) Learning

Gifted Program Evaluation: A Handbook for Administrators and Coordinators 2nd Edition

Building a Successful Gifted Program

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad.

Short-term Programs to Support Gifted Learners

The goal of most short-term programs is to enrich or extend learning based on a student’s interests. These can last one day, a week, monthly, or infrequently over an extended period of time such as for academic competitions. They should provide social-emotional development and support, networking with peers, or involve academic credentialing. Many programs present intellectual challenge not available in traditional school settings. Goals for GT students should involve higher level thinking, engage them with creative pursuits, advance communication skills, provide opportunities for group work with peers when appropriate, and develop problem solving skills.

Short-term programs offer GT students exceptional opportunities both in person and online. Students in rural communities without access to traditional gifted programs or who live in remote areas can benefit from these programs. Students who have unique or diverse interests should consider short-term programs. Homeschoolers often take advantage of programs to supplement academic interests and social opportunities. HG/PG students who lack intellectual peers and opportunities in their local school can benefit from short-term programs during the summer or school breaks.

Parents are an integral part of what programs in which their child may participate due to costs of programs, program location and transportation, and how programs can specifically meet their needs. It’s important to ask questions first before committing to a program. They need to ask about the program’s accreditation in which their child is interested, entry requirements, if staff is trained to work with GT students, and program evaluation upon completion. It’s also important to ask about cancellation policies, provision for their child’s health and safety (especially in residential programs), and available scholarships.

Short-term programs provide GT students the opportunity to learn with like-minded peers who share similar interests. GT students benefit from potential acceleration provided by short-term programs not available anywhere else. Short-term programs can be especially good for twice-exceptional kids when disabilities are supported while at the same time being offered enriching and challenging opportunities in a safe and nurturing environment.

Not all short-term programs are only offered outside of school. Many gifted programs integrate short-term opportunities into their programs. Schools can offer traditional short-term programs such as band camps, debate clubs, chess clubs, and school plays. Schools can also offer STEM opportunities which programs such as robotic competitions, science and math competitions, and science fairs.

A transcript of this chat may be found on our Wakelet page.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 1PM NZDT/11 AM AEDT/1AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Meta Page provides information on the chat and news and information regarding the gifted community.

Resources:

Gifted Children Programs’ Short and Long-Term Impact: Higher Education, Earnings, and the Knowledge-Economy (pdf download) | National Bureau of Economic Research

Enriching Students Pays Off: Evidence from an Individualized Gifted and Talented Program in Secondary Education (pdf)

A Guide to Gifted Summer Programs | Davidson Gifted

Cool College Programs for Gifted Students | Davidson Gifted

Gifted Education and Support Options | Davidson Gifted

AUS: Programs for Gifted & Talented Children: School and Community

The Gifted Child Society

Summer Regional Governor’s Schools | VA Department of Education

Summer and Weekend Programming for Gifted Students | Western Kentucky University

Leadership Enrichment Program | University of Northern Colorado

CAN: Gifted & Exceptional Learners Enrichment Programs Mark a Successful Academic Year

Enrichment Programs

Planning for Summer | NAGC

Forms of Gifted Education

Northwestern University: Programs and Courses Designed For Every Age Group | Center for Talent Development

Purdue University: Youth Programs | GER²I (Gifted Education Research & Resource Institute)

Johns Hopkins University Center for Talented Youth (CTY): Gifted and Talented Programs

GA Association for Gifted Children: Resources

Image courtesy of Pixabay Pixabay License

Graphic courtesy of Lisa Conrad

Building a Successful Gifted Program

Gifted programs should ensure a continuum of services throughout a GT student’s entire K-12 school career. They should include opportunities for all forms of acceleration, differentiation in the regular classroom, and alternative learning environments. All gifted programs need a social-emotional component to fully meet the needs of gifted students.

Best practices in gifted identification require a multifaceted approach. Reliance on only one measurement, such as IQ tests, will result in many students being missed. Out-of-level testing are essential to avoid inaccurate measurements. Because the best programs are tailored to student needs and not vice versa; universal testing as well as parent and teacher recommendations, should be utilized. Gifted identification should be culturally sensitive, linguistically appropriate, and take into account low-SES environmental factors such as lack of access to technology.

The best gifted programs provide challenge to all GT students include PG, twice-exceptional, and ELL. Curriculum should promote authentic experiential learning experiences and be conducive to exploration of student interests. A gifted curriculum should be more complex, provide in-depth study of key-concepts; and stress higher-level thinking, creativity, and problem solving. It can include enrichment and compacting as needed. Services may include standalone gifted classrooms; full-grade or subject acceleration; full or part day pull-out; independent study; early entrance/early out; dual enrollment in college classes; and counseling services.

Parents should be included in district planning and evaluation of gifted programs. Programs serve students and parents are often good judges of their child’s need. Their involvement can be a conduit for advocacy of gifted programs. As programs develop, parents need to be informed of identification criteria and procedures; and have access to application forms. Utilizing classroom tech, social media, and newsletters are all ways to stay connected. Forming a Parent Support or Advocacy group is a great way to build support for a school’s gifted programs. Parents can be invited to special information sessions at Parent Night events or engaged at regular monthly meetings.

Professional development is essential in a high quality gifted program. Few teachers receive any coursework in gifted education during their undergraduate years. PD should be often and on-going to be effective. Gifted endorsement is highly recommended. Most endorsements are attainable online. Many states require teachers of gifted students to receive continuing education credits in gifted education.

What criteria should be used for evaluating effectiveness of program options & design? Criteria for student products should high-level and exemplary. Student products should be comparable to those of professionals in the field, challenge existing ideas, and produce new ones. Criteria for evaluating a program’s success and effectiveness should rely on standardized, achievement, and performance-based assessments as well as program feedback from all stakeholders – students, teachers and parents. All students, including GT students, should demonstrate academic growth with special care identify areas of strength and weakness in order to modify existing programs to better meet students’ needs.

A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 2PM NZDT/Noon AEDT/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

Resources:

Gifted Program Development

Building an Exemplary Gifted Program

Elements of a Good School Gifted Program

South Carolina – Gifted and Talented Best Practices Guidelines: Identification (pdf)

Gifted Education in America is Finally Moving Past its Legacy of Inequality

Why School Districts Are Rethinking Gifted & Talented Programs

Why Grouping Kids Based on Ability Works

Duke TIP Study Finds Using Local Criteria Identifies More Students as ‘Gifted’

Featured California Schools for Gifted Learners

Top Four Things to Look for in Your Gifted Program

The Best Kind of Schools for Gifted Kids

TAGT: Program Evaluation

Program Evaluation in Gifted Education (Book)

Gifted Education Strategies

Developing Exemplary Gifted Developing Exemplary Gifted Programs: Programs: What does the research say? What does the research say? (pdf)

High-Potential Students Thrive when School Districts Develop Sustainable Gifted Services

Texas State Plan for the Education of Gifted/Talented Students 2019 Final (pdf)

UK: What Works in Gifted Education? A Literature Review (pdf)

Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement and Behavior (pdf)

What Works in Gifted Education: Documenting the Effects of an Integrated Curricular/Instructional Model for Gifted Students

Gifted Education in China

State of the Nation in Gifted Education 2012 – 2013 (pdf)

Photo courtesy of Pixabay CC0 Public Domain

Graphic courtesy of Lisa Conrad.

Should Participation in Gifted Programs Be Conditional?

Participation in gifted programs is often conditional for a variety of reasons. Criteria is usually mandated at the state level and based on IQ scores or other standardized tests. In all too many cases, participation may also be a reward for good behavior or grades.

It was agreed, however, that multiple criteria must be used when identifying students for a gifted program. As Clinical Psychologist Dr. Gail Post of Gifted Challenges stated, “Ideally the program is geared to fit the child, not the other way around. Too often, students are expected to conform to the gifted program in place – there is no flexibility.” Jo Freitag of Gifted Resources listed possible considerations including, “Results of psychologist’s or achievement testing, teachers’ observations, parents’ information, etc., showing need for placement.” Antonia Duncan, Elementary GT Specialist in Texas added, “We use multiple criteria assessment. Tests include NNAT, COGAT, Renzulli, etc. Then, depending on age, also portfolios and teacher recommendations.”

When considering what age children should be assessed for gifted programs, the general consensus was – the earlier the better. Reasons included that signs of giftedness can appear very early and the need for services are based on those assessments. When a child is placed in an inappropriate educational setting, they can become frustrated, succumb to underachievement or even become disruptive in the regular classroom.

The idea of reassessing a child who was previously identified for gifted services was met with a resounding “No”! However, this is a fairly common practice in several U.S. states. If a child fails to consistently achieve at a certain level, they are removed from the program. As Valerie Lewis pointed out, this begs the need for states to come to the table with a universal definition of ‘gifted’. Most felt that the only reason for reassessment should be to offer more services; not less. Also, many experts believe that re-testing students already identified profoundly affects the racial/ethnic makeup of programs.

Should gifted services be considered a reward for grades or behavior? Just as it would never be considered for special education students to loose services for these reasons; nor should it be for gifted students. One would think that this wouldn’t even be a consideration; unfortunately, it happens more often than we’d like. As Jeremy Bond stated, “Education is a right to all. It should never be a punishment or reward. And scores should certainly not be the basis for either.” Krissy Venosdale, #gtchat Advisor, added, “A gifted program that can be earned thru good behavior is not a gifted program.”

What advice would you give parents facing denial of gifted services after identification? Parents need to be aware of state laws and mandates regarding gifted education. They should contact and work with their state gifted organization who often can refer them to advocates. It’s imperative that they gather data (test scores; outside testing) and as much information as possible; be prepared for all meetings with school personnel. And in the end, Jim Katzaman offered this advice, “Keep the kid’s happiness in mind. I was sad when son was recommended not to skip to 1st grade. He, on other hand, was relieved.” A transcript of the chat can be found at Storify.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Fridays at 7E/6C/5M/4P in the U.S., Midnight in the UK and Saturdays 13.00 NZDT/11.00 AEDT to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.