Looking for Quality in All the Right Places

Knowing what to look for in a quality program is the first step towards getting there. As gifted programs continue to experience changes in delivery, definition, and services, it becomes imperative for parents, administrators, and teachers to work from an established set of principles identified by research that define quality services for high ability learners. This list can help teachers and administrators examine their gifted programs and set goals for improvement. For parents, the list can be a helpful resource when they serve on gifted program advisory boards or seek quality programming for their children in either public or private school settings.

Identification Procedures	Rating	Current Evidence
Identification procedures used by the program inform the instructional planning process.
Knowledge of students’ abilities is used to plan and deliver instruction.
Multiple measures and valid indicators from multiple sources are used to assess and serve gifted students.
There is a close fit between the program emphasis and process used to identify students for that program.
Curriculum and Program Services in General	Rating	Current Evidence
The special services provided to the gifted students are sufficient enough in scope and intensity to make a difference (what services are available).
There is a system in place for determining if the program makes a difference (data based).
The program stresses advanced content AS WELL AS thinking and understanding processes that are found in significant endeavors.
The focus of learning provides opportunities for students to apply concepts, principles, or skills to new problems and situations.
The program emulates a work/learning environment that engages students in ongoing tasks or projects that require personalized time management skills and varying periods of sustained involvement.

The curriculum purposely emphasizes connections between bodies of knowledge and gives students practice at applying these connections.
The program curriculum is seen as challenging by the students it serves.
The curriculum is not overly repetitive.
Students are not consistently held back because of slower learners in the class.
Students have access to sophisticated technology and software.
Themes are used in the curriculum that are complex and sophisticated.
Students are offered at least some degree of choice in either the topics they study, the questions they address, or the way they demonstrate what they have learned.
The program services: recognize, inspire, coach, and reward excellence over mediocrity.
The program offerings eliminate an artificial ceiling for learning.
The Sunshine State Standards are considered a minimum level of competency and teachers differentiate to match the expectations with the level of students' abilities.
The program offerings, at least during some part of the day, support students’ individual learning needs, e.g. pace and style.
The program offerings help students see in themselves a strength, passion or capability that can become a highly developed talent.
Early Childhood Level Programs	Rating	Current Evidence
After discussing a topic, the children represent their experiences and show their understanding of the concepts involved in explaining them.
The children develop questions that their investigations can answer.
Opportunities for the children to do field work and speak to experts are arranged.
The teacher provides resources to help the children with their investigations; real objects, books, and research materials.
The teacher suggests ways for children to carry out a variety of investigations and spotlights what is being done via discussions, the topic web, and display.
A culminating event allows the children to share with others what they have learned. The teacher helps the children select material to share and, in so doing, involves them purposefully in reviewing what they learned and evaluating the project.

Elementary Level Programs	Rating	Current Evidence
The focus of teaching in on the coaching of skillfulness through formal learning structures, modeling, practice, coaching, feedback, more practice, etc.
Children begin practicing the discipline of engagement that comes as a result of individual choice.
The program provides time for projects, experiential activities, and time for connecting learning.
Middle School Level Programs	Rating	Current Evidence
Some form of instructional grouping is being used as well as a variety of differentiation approaches such as mentoring, flexible pacing, independent studies, interdisciplinary units, and thinking skills.
An academic as well as affective focus is maintained. Students are helped to incorporate their giftedness into their evolving self-concept.
Opportunities for heterogeneity are provided through exploratory or elective courses, enrichment or mini-courses, advisor-advisee programs and intramural sports and clubs.
High School Level Programs	Rating	Current Evidence
The curriculum helps students translate abstract systems into problems that matter to students.
Opportunities for advanced and specialized classes, intensive projects, competitive activities, and mentorships are available for students.
Subjects are taught by people who have a passion for the subject they teach and who model the practice. They are interesting people.

Teachers in the Program	Rating	Current Evidence
The teachers are life-long learners who are interested in continuous improvement of their skills.
The teachers are willing to embrace changes in their practices.
The teachers are engaged in some form of voluntary collaboration with the community.
The teachers are able to view their students as individuals rather than a mass.
The teachers are supported in their own professional development in ways that consider their learning needs, level of experiences, and need for collaboration.
Teachers as well as guidance counselors, administrators, technology specialists, and psychologists at magnet schools and IB schools are regularly given opportunities to learn about giftedness.
Working with Families	Rating	Current Evidence
Parents' and students' views and needs are considered relative to gifted program services.
Orientation sessions are regularly held for students and their parents to: -clarify the goals and expected outcomes of the program, -address fears and concerns, -strengthen ownership for the program, and - collecting data that may be useful in any pre and post program assessment model.

Dr. Hilda Rosselli is a past president of the Florida Association for the Gifted and former assistant dean in the College of Education at the University of South Florida. She is currently the Dean of Education at Western Oregon University.