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

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