NAGC Pre-K - Grade 12 Programming Standards

5: Programming

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.

Standard 5: Programming

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.

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.

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.

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.