Master Checklist of Gifted Program Elements for Self ... - NAGC

Master Checklist of Gifted Program Elements for Self-AssessmentProgram Design ItemsNoEvidenceSomeEvidenceIn PlaceComments1. There is a written philosophy and/or missionstatement related to gifted students.2. There is a written definition of which studentsthe district considers to have what particularneeds that require specialized services.3. There are written goals and objectives for theseservices.4. There is a written description of the services tobe provided for the described students at eachgrade level and in each area served.5. Services provided align with how giftedness isdefined.6. Gifted students are grouped together forinstruction in their area(s) of talent.7. Services are constructed so that there is acontinuum of services to meet the broad range ofneeds of individual gifted students.8. Policies are in place to allow early entrance,grade skipping, subject skipping, early credit, andearly graduation according to individual studentneed.9. The roles of personnel at the district, the buildingand the classroom are clearly defined.10. A district-wide stakeholder group exists andmeets on a regular basis to review the districtservices for gifted students.Administrator Task Force • NAGC • 1331 H St., NW, Washington DC 20005 • www nagc.org

Identification ItemsNoEvidenceSomeEvidenceIn PlaceComments11. The district uses a norm-referenced measure ofability in each of the areas for which programservices are offered (i.e. math, language arts).12. The district uses a norm-referenced measure ofachievement with adequate ceilings to assessachievement above grade level in each of theareas for which program services are offered.13. The district uses qualitative indicators of ability toperform in each of the areas for which programservices are offered.14. The procedures ensure that all students have anopportunity to be nominated for screening bypublicizing the process and receiving nominationsfrom all stakeholder groups.15. Students are identified in all grade levels forwhich services are provided.16. The formal identification process is repeated attargeted grade levels including (but not limitedto) kindergarten, 2 nd grade, prior to placementfor middle school, and prior to placement in highschool.17. The appeals process is publicized.18. The appeals process allows for students to takealternative ability, achievement, and/orqualitative measures at no cost to the family.19. The exit procedure includes period ofintervention no less than one grading period todetermine of student can be successful in theprogram with supports.Curriculum and Instruction ItemsNoEvidenceSomeEvidenceIn PlaceComments20. There is a written curriculum in core subjectareas and other areas served by the district thatis specific to students identified as gifted K-12.21. Student learning goals are clear, and evidence ofhow the learning will be demonstrated is clearlystated.Administrator Task Force • NAGC • 1331 H St., NW, Washington DC 20005 • www nagc.org

22. The written curriculum has clear evidence ofvertical articulation from grade to grade and K-12.23. There is clear evidence of acceleration ofcurriculum in areas served.24. There is clear evidence of enrichment ofcurriculum in areas served.25. Instruction and learning experiences are clearlydifferentiated to focus on higher order thinking.26. There is evidence of teaching of communication,collaboration, research, critical thinking, problemsolving.27. The pace of instruction is appropriate for giftedstudents.28. There is evidence of student use of technologyfor creating content, learning content, andcommunicating content.29. Assessments are aligned to curriculum goals.30. Pre-assessment is used to determine individualinstructional plans.31. Post-assessment is used to demonstrate studentgrowth and attainment of stated learning goals.Affective Needs ItemsNoEvidenceSomeEvidenceIn PlaceComments32. A written, differentiated, affective curriculum isavailable and used by teachers that addressessocial and emotional needs of gifted students.33. Affective curriculum teaches students aboutsocial and emotional characteristics as well aspotential issues they may face.34. Documentation of differentiated collegeguidance for gifted students is available (e.g.fieldtrips, independent study projects, speakers,or shadowing experiences pertaining to collegeexploration).35. Documentation of differentiated career guidancefor gifted students is available (e.g. fieldtrips,independent study projects, mentors, speakers,Administrator Task Force • NAGC • 1331 H St., NW, Washington DC 20005 • www nagc.org

or shadowing experiences pertaining to collegeexploration).Professional Development ItemsNoEvidenceSomeEvidenceIn PlaceComments36. Personnel working with gifted students areprovided with opportunities for continuingprofessional development in the area of giftededucation.37. Parents of gifted students are provided withopportunities for professional developmentabout the characteristics and needs of thispopulation.Program Evaluation ItemsNoEvidenceSomeEvidenceIn PlaceComments38. The district uses multiple strategies to assessgifted student performance and growth.39. All components of the high ability program areperiodically reviewed by individualsknowledgeable about gifted learners and whohave competence in the evaluation process. Theresults are used for continuing programimprovement.40. The evaluation report for all educational servicesinvolving gifted students includes both strengthsand areas of challenge of the program and isaccompanied by a plan with implications forimprovement and renewal over time.41. The results of the program evaluation arepresented to the local school board, thestakeholder group, and accessible to allconstituencies of the program.Checklist is taken from Neumeister, K. S., & Burney, V. (2012). Gifted program evaluation: A handbook for administrators &coordinators. Waco, TX: Prufrock Press. Used with permission of Prufrock Press.Administrator Task Force • NAGC • 1331 H St., NW, Washington DC 20005 • www nagc.org