NAGC works to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research
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NAGC works to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research
The December 2022 issue of Parenting for High Potential is available now for members
The term programming refers to a continuum of services that address students with gifts and talents’ needs in all settings. Educators develop policies and procedures to guide and sustain all components of comprehensive and aligned programming and services for PreK-12 students with gifts and talents. Educators use a variety of programming options such as acceleration and enrichment in varied grouping arrangements (cluster grouping, resource rooms, special classes, special schools) and within individualized learning options (independent study, mentorships, online courses, internships) to enhance students’ performance in cognitive and affective areas and to assist them in identifying future career goals. They augment and integrate current technologies within these learning opportunities to increase access to high level programming such as distance learning courses and to increase connections to resources outside of the school walls. In implementing services, educators in gifted, general, special education programs, and related professional services collaborate with one another and parents/guardians and community members to ensure that students’ diverse learning needs are met. Administrators demonstrate their support of these programming options by allocating sufficient resources so that all students within gifts and talents receive appropriate educational services.
There are 7 Student Outcomes with accompanying Evidence-Based Practices included in the Programming Standard:
Standard 5 Description: 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.
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Student Outcomes |
Evidence-Based Practices |
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| 5.1. Variety of Programming. Students with gifts and talents participate in a variety of evidence-based programming options that enhance performance in cognitive and affective areas. |
5.1.1. Educators regularly use multiple alternative approaches to accelerate learning. 5.1.2. Educators regularly use enrichment options to extend and deepen learning opportunities within and outside of the school setting. 5.1.3. Educators regularly use multiple forms of grouping, including clusters, resource rooms, special classes, or special schools. 5.1.4. Educators regularly use individualized learning options such as mentorships, internships, online courses, and independent study. 5.1.5. Educators regularly use current technologies, including online learning options and assistive technologies to enhance access to high-level programming. 5.1.6. Administrators demonstrate support for gifted programs through equitable allocation of resources and demonstrated willingness to ensure that learners with gifts and talents receive appropriate educational services. |
| 5.2. Coordinated Services. Students with gifts and talents demonstrate progress as a result of the shared commitment and coordinated services of gifted education, general education, special education, and related professional services, such as school counselors, school psychologists, and social workers. | 5.2.1. Educators in gifted, general, and special education programs, as well as those in specialized areas, collaboratively plan, develop, and implement services for learners with gifts and talents. |
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5.3. Collaboration. Students with gifts and talents’ learning is enhanced by regular collaboration among families, community, and the school. |
5.3.1. Educators regularly engage families and community members for planning, programming, evaluating, and advocating. |
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5.4. Resources. Students with gifts and talents participate in gifted education programming that is adequately funded to meet student needs and program goals. |
5.4.1. Administrators track expenditures at the school level to verify appropriate and sufficient funding for gifted programming and services. |
| 5.5. Comprehensiveness. Students with gifts and talents develop their potential through comprehensive, aligned programming and services. | 5.5.1. Educators develop thoughtful, multi-year program plans in relevant student talent areas, PK-12. |
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5.6. Policies and Procedures. Students with gifts and talents participate in regular and gifted education programs that are guided by clear policies and procedures that provide for their advanced learning needs (e.g., early entrance, acceleration, credit in lieu of enrollment). |
5.6.1. Educators create policies and procedures to guide and sustain all components of the program, including assessment, identification, acceleration practices, and grouping practices, that is built on an evidence-based foundation in gifted education. |
| 5.7. Career Pathways. Students with gifts and talents identify future career goals and the talent development pathways to reach those goals. |
5.7.1. Educators provide professional guidance and counseling for individual student strengths, interests, and values. 5.7.2. Educators facilitate mentorships, internships, and vocational programming experiences that match student interests and aptitudes. |
Read Guiding Questions to Apply the Standards
National Association for Gifted Children
1300 I Street, NW, Suite 400E, Washington, DC 20005
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