Mississippi Gifted Education Program Standards Approved by the by markpaulgosselar

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									 Mississippi Gifted Education
     Program Standards
Approved by the State Board of
          Education
     November 19, 2004
The gifted education program
standards were developed by
   a committee of teachers,
  students, parents, district
    administrators, college
     personnel, and MDE
          personnel.
   The standards reflect the
research and best practices in
 the field of gifted education.
The gifted education program
   standards align with the
 national program standards
from the National Association
      of Gifted Children.
“Standards of excellence in
gifted programs are crucial. If
our field does not have
benchmarks of excellence,
some gifted programs will
continue to use a random
collection of unconnected
practices.” Sally Reis,
President, NAGC
The standards will be used for
the following purposes:

1. Provide guidance to district
personnel in development &
conduct of the local program,
2. Provide districts with an
instrument to evaluate the local
program,
3. Provide an instrument to be
used by MDE personnel when
monitoring district programs,
and
4. Provide data to be used
when recommending approval
of a district’s proposal to the
SBE.
The standards have seven
criterion:
1. Curriculum & Instruction
2. Program Administration &
Management
3. Program Design
4. Program Evaluation
5. Socio-emotional Guidance
& Counseling
6. Professional Development
7. Student Identification &
Assessment
 Each of the seven criterion is
    composed of guiding
          principles.
Each guiding principle has four
    levels of compliance.
Level 1 is “Does Not Meet
Standard”

A district that scores a “1” is
not in compliance with that
guiding principle.
Level 2 is “Meets Minimum
Standard”

A district that scores a “2” has
satisfied compliance for that
guiding principle.
Level 3 is “Above Standard”

A district that scores a “3” has
accomplished compliance for
that guiding principle, and has
done so above the required
level.
Level 4 is “Exemplary”

A district that scores a “4” for a
guiding principle has in place
accommodations that satisfy
the highest level of compliance
at the state and national levels.
        Criterion I
Curriculum and Instruction

   6 Guiding Principles
   Curriculum & Instruction
     Guiding Principle 1

  The local gifted education program
 shall provide a qualitatively different
 educational experience in addition to
and different from the regular program
             of instruction.
  Curriculum & Instruction

   The components of this
principle already exist in law
     and/or regulations.
  Curriculum & Instruction
    Guiding Principle 2

Differentiated curriculum shall
   be provided for identified
       gifted students.
This principle requires districts
    to have an Instructional
   Management Plan for the
        gifted program.
District may continue to have
   IEP’s, but must have an
  Instructional Management
              Plan.
  Curriculum & Instruction
    Guiding Principle 3

The local district shall provide
 opportunities for high ability
 learners that include grade
   acceleration, curriculum
  compacting, mentorships,
and/or concurrent enrollment.
 Curriculum & Instruction
   Guiding Principle 4

The program of instruction
provided to gifted students
 shall be based upon the
mastery of the MDE gifted
   program outcomes.
   Curriculum & Instruction
     Guiding Principle 5

   Career exploration and life
 skills shall be an integral part
of the differentiated program of
     instruction for all gifted
             students.
  Curriculum & Instruction
    Guiding Principle 6

  Visual and performing arts
    shall be included in the
   differentiated program of
instruction for gifted students.
        Criterion II

Program Administration and
      Management

   4 Guiding Principles
Administration & Management
    Guiding Principle 1

    Appropriately qualified
personnel shall direct services
  for the education of gifted
           students.
     The minimum level of
  compliance for this principle
 requires the gifted education
program contact person to hold
 a current gifted endorsement.
 Under regulations the contact
  person may be a teacher of
           the gifted.
Administration & Management
    Guiding Principle 2

Gifted programming shall be an integral
part of the district’s overall educational
   offerings and gifted students shall
receive a minimum of 5 hours per week
    of services in an approved gifted
           education program.
Administration & Management
    Guiding Principle 3

Gifted education programming
 shall include positive working
relationships with constituency
 and advocacy groups, as well
   as compliance agencies.
Administration & Management
    Guiding Principle 4

  Requisite resources and
materials shall be provided to
adequately support the efforts
     of gifted education
        programming.
    Criterion III

 Program Design

5 Guiding Principles
     Program Design
    Guiding Principle 1

Rather than any single gifted
 program, a continuum of
programming services shall
  exist for gifted learners.
   Program Design
  Guiding Principle 2

Gifted education shall be
   adequately funded.
        Minimum Level

The district makes appropriate
use of available state funds to
satisfy the programming needs
of the district’s gifted students.
     Program Design
    Guiding Principle 3

Gifted education shall evolve
 from a comprehensive and
        sound base.
       Program Design
    Minimum Level (3.1.2)

Gifted education programming
   is reviewed and evaluated
     annually by a variety of
 stakeholders. The results are
reported and used for strategic
            planning.
      Program Design
   Minimum Level (3.2.2)

Gifted programming is guided
    by a clearly articulated
mission/philosophy statement
and accompanying goals and
          objectives.
      Program Design
     Guiding Principle 4

Flexible grouping of students
shall be developed in order to
   facilitate instruction and
           curriculum.
      Program Design
     Guiding Principle 5

  Policies for adapting and
   adding to the nature and
  operations of the general
    education program are
necessary for gifted education.
    Criterion IV

Program Evaluation

3 Guiding Principles
 Program Evaluation
 Guiding Principle 1

An evaluation shall be
     purposeful.
     Program Evaluation
       Minimum Level

The evaluation is based on the
  accomplishment of stated
  program goals/outcomes.
    Program Evaluation
    Guiding Principle 2

   An evaluation shall be
conducted competently and
  ethically and shall solicit
    information from all
       stakeholders.
    Program Evaluation
    Guiding Principle 3

The evaluation shall be made
 available through a written
            report.
         Criterion V

Socio-Emotional Guidance and
    Counseling Standards

    5 Guiding Principles
      Socio-Emotional
     Guiding Principle 1

   Gifted students shall be
   provided differentiated
guidance efforts to meet their
   unique socio-emotional
        development.
       Socio-Emotional

 Research in the field of gifted
 education clearly shows that
    gifted students have very
different needs relating to their
socio-emotional needs. Several
  books have been written on
   this in the past few years.
      Socio-Emotional
     Guiding Principle 2

   Gifted students shall be
provided with career guidance
 services especially designed
    for their unique needs.
       Socio-Emotional
      Guiding Principle 3

Gifted at-risk students shall be
 provided with guidance and
counseling to help them reach
        their potential.
        Socio-Emotional
       Guiding Principle 4

Gifted students shall be provided
    with affective curriculum in
     addition to differentiated
    guidance and counseling
             services.
       Socio-Emotional
      Guiding Principle 5

Underachieving gifted students
 shall be identified and served
   rather than omitted from
    differentiated services.
      Criterion VI

Professional Development

  2 Guiding Principles
   Professional Development
      Guiding Principle 1

     A comprehensive staff
   development program and
materials shall be provided for all
   school staff involved in the
  education of gifted students.
This principle has 4 components.
   Professional Development
         Principle 1.2

  Gifted program teachers are
 required to attend professional
  development provided by the
district regarding the appropriate
  education of gifted students.
   Professional Development
         Principle 1.2.2

 The local school district allows
gifted program teachers to attend
      at least one non-district
professional development activity
per year designed specifically for
     teaching gifted students.
 Professional Development
       Principle 1.3.2

 Professional development
materials pertaining to gifted
education are available in the
           district.
  Professional Development
        Principle 1.4.2

 The district provides training to
 enable teachers to develop an
   appropriate differentiated
curriculum that is in compliance
 with the local gifted program’s
Instructional Management Plan.
   Professional Development
      Guiding Principle 2

Only properly endorsed personnel
  shall be involved in the gifted
       education program.
      Criterion VII

Student Identification and
      Assessment

  4 Guiding Principles
        Student Identification
         Guiding Principle 1

     District guidelines shall outline a
coordinated, comprehensive, and coherent
     process for student referral and
assessment in order to determine eligibility
             for gifted services.
    This principle has 4 components.
      Student Identification
         Principle 1.1.2

   Written information about the
     district’s gifted education
 program, including how to refer
and identify students, is available
to all school faculty members and
      the community at large.
     Student Identification
        Principle 1.2.2

All students comprise the initial
   screening pool of potential
 recipients for gifted education
            services.
     Student Identification
        Principle 1.3.2

  Referrals are accepted from
anyone who believes the student
   might be eligible for gifted
      program services.
     Student Identification
        Principle 1.4.2

Parents are provided information
  regarding characteristics of
     giftedness and gifted
programming options offered by
           the district.
     Student Identification
      Guiding Principle 2

     All student identification
procedures and instruments shall
 be based on best practices and
             research.
This principle has 2 components.
     Student Identification
        Principle 2.1.2

The student assessment process
  utilizes multiple assessment
  measures that include both
    objective and subjective
            measures.
    Student Identification
       Principle 2.2.2

Assessment instruments used
   are reliable and valid for
identifying gifted students and
 are in compliance with MDE
         requirements.
     Student Identification
      Guiding Principle 3

 Written procedures for student
    identification shall include
provisions for informed consent,
 notification of results, student
   reassessment, and student
               exiting.
This principle has 2 components.
     Student Identification
        Principle 3.1.2

     The district has written
     procedures for student
identification, informed consent,
  notification of results, student
   reassessment, and student
              exiting.
      Student Identification
         Principle 3.2.2

      The district has written
  procedures for entering and
exiting the gifted program as well
as guidelines for parent appeals.
       Student Identification
        Guiding Principle 4

Student assessment instruments used to
determine eligibility for gifted education
 services shall be selected based upon
 the strengths of the individual student.
    This principle has 3 components.
     Student Identification
        Principle 4.1.2

 The assessment instruments
selected do make provisions for
 students with limited English
          proficiency.
      Student Identification
         Principle 4.2.2

  Licensed examiners review all
individual student data in order to
   select the most appropriate
 assessment instrument for each
     individual student being
            evaluated,
     Student Identification
   Principle 4.2.2 Continued

 based upon individual student
strengths. Instruments selected
       are culturally fair.
      Student Identification
         Principle 4.3.2

The district provides professional
  development for all personnel
 involved in the assessment and
identification of potentially gifted
             students.
Gifted Education Program
        Standards

  Questions & Answers

								
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