- Username
- Password
forgot?

iRubric: NAGC Standards Gifted Program Evaluation rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...
NAGC Standards Gifted Program Evaluation NAGC Standards Gifted Program Evaluation This rubric will help evaluate a school district's gifted program based on NAGC standards Rubric Code: J2X2939 By Linznanderson Ready to use Public Rubric Subject: Education Type: Survey Grade Levels: 6-8

NAGC Standards Gifted Program Eval This rubric will help evaluate a school district's gifted program based on NAGC standards
	Non-Existent Standard is not present or not applicable at this time 0 pts	Sub-Standard Standard of performance is poor or does not exist 1 pts	Minimal Standard exists at a minimal level 2 pts	Exemplary Standard exists beyond what would be considered adequate 3 pts
Curriculum and Instruction Differentiated Curriculum	Non-Existent N/A	Sub-Standard Differentiated Curriculum that address unique learning needs of gifted students is not evident	Minimal Differentiated Curriculum that address unique learning needs of gifted students is integrated and articulated throughout the district	Exemplary Differentiated Curriculum is well defined and fully implemented with a scope and sequence across grade levels and subject areas
Curriculum and Instruction Adapted or Modified Curricula	Non-Existent Curriculum is not adapted	Sub-Standard Regular curriculum is not regularly adapted to meet the needs of gifted learners.	Minimal A means for demonstrating proficiency is provided for gifted learners and alternative challenging educational oportunites are given	Exemplary Documentation of instruction for assessing learning and accelerated rates demonstrate plans for gifted learners based on their specific individual needs.
Curriculum and Instruction Flexible Pace	Non-Existent N/A	Sub-Standard Instruction is not differentiated for advanced learners and not always flexible	Minimal Instruction consists of advanced content and differentiated teaching strategies to reflect the accelerated pace of gifted learners	Exemplary Continual opportunities for curricular acceleration are provided while allowing a sufficient ceiling for optimal learning
Curriculum and Instruction Educational Opportunities	Non-Existent N/A	Sub-Standard Grade skipping, partial grade acceleration, and content acceleration are not allowed	Minimal Decisions to proceed or limit the acceleration of content and grade is considered after thorough assessment	Exemplary Possibilities for partial or full acceleration is available to any student presenting such need
Curriculum and Instruction Differentiated Options, Approaches, and Materials	Non-Existent Curricular option do not exist	Sub-Standard Curricular options are limited. Instructional arrangements are inflexible.	Minimal A variety of curricular options, instructional strategies and materials are available. Instructional arrangements are flexible	Exemplary Instructional service options for each student to work at assessed level and advanced rates are available. Differentiated curricular programs are available at all grade levels
NAGC Standards Gifted Program Eval This rubric will help evaluate a school district's gifted program based on NAGC standards
	Non-Existent Standard is not present or not applicable at this time 0 pts	Sub-Standard Standard of performance is poor or does not exist 1 pts	Minimal Standard exists at a minimal level 2 pts	Exemplary Standard exists beyond what would be considered adequate 3 pts
Program Administration/Management Qualified Personnel	Non-Existent No gifted coordinator	Sub-Standard Coordinator of the gifted program has no coursework in gifted education or no director exists	Minimal Coordinator of the gifted program has completed some coursework or staff development in gifted education	Exemplary Coordinator of the gifted program has completed a certification program or advanced degree in gifted education
Program Administration/Management Integrated Programming	Non-Existent N/A	Sub-Standard Gifted eduaction is not integrated into the general education program	Minimal Gifted education program creates links between regular and gifted education at all levels	Exemplary Responsibility for gifted education is shared with strong relationships between regual and gifted programs school wide
Program Administration/Management Working with Constituents	Non-Existent N/A	Sub-Standard Few or no working relationships exist with consitituents or advocacy groups	Minimal Gifted staff have established positive working relationship and communication with parents as well as with general education staff	Exemplary Parents of gifted students have regular opportunities for input. Gifted program staff facilitate dissemination of information regarding gifted education to all stake holders
Program Administration/Management Resources and Materials	Non-Existent Resources are not available	Sub-Standard Resources and materials are not always provided	Minimal Resources are provided to support the program	Exemplary A variety of resources are available to support the program. State of the art technology is available and a plan exists to aquire new materials to reflect the needs of gifted learners
NAGC Standards Gifted Program Eval This rubric will help evaluate a school district's gifted program based on NAGC standards
	Non-Existent Standard is not present or not applicable at this time 0 pts	Sub-Standard Standard of performance is poor or does not exist 1 pts	Minimal Standard exists at a minimal level 2 pts	Exemplary Standard exists beyond what would be considered adequate 3 pts
Program Design Continuum of Services	Non-Existent N/A	Sub-Standard Gifted programming is not available to all gifted learners	Minimal Gifted programming is available to all gifted learners	Exemplary Levels of service varies for each student based on level of need by providing a full continuum of services
Program Design Adequate Funding	Non-Existent No Funding available	Sub-Standard Inadequate funding available	Minimal Funding is equitable compared to other programming	Exemplary Funding levels are appropriate with program goals and sufficient to adequately meet them.
Program Design Comprehensive and Sound Base	Non-Existent N/A	Sub-Standard Gifted education program is disjointed and not governed by an underlying philosophy	Minimal Gifted programming is guided by a philosophy statement, goals, and objectives and is reviewed by outside agency on regular basis	Exemplary Gifted programming is planned as a result of consultation with experts. A mission and vision statement exists to address gifted education programming
Program Design Integral Part of the Day	Non-Existent N/A	Sub-Standard Gifted education is not articulated with the general education program	Minimal Appropriate educational opportunities are provided in the regular classroom, resource classroom, separate, and voluntary environments	Exemplary Gifted services are designed to supplement the regular curriculum and offered in multiple service delivery options
Program Design Flexible Groupings	Non-Existent No flexible groups	Sub-Standard Flexible grouping of gifted learners in not always available	Minimal Flexible groupings of gifted learners is an integral part of the gifted program	Exemplary Gifted learners are included in flexible groupings in all content areas and grade levels
Program Design School Policies	Non-Existent No policies in place	Sub-Standard Policies do not connect elementary, middle, and high school services	Minimal Current and future school policies include provisions for gifted learners' needs	Exemplary Gifted education policies exist for at least early entrance, grade skipping, ability grouping, and dual enrollment
NAGC Standards Gifted Program Eval This rubric will help evaluate a school district's gifted program based on NAGC standards
	Non-Existent Standard is not present or not applicable at this time 0 pts	Sub-Standard Standard of performance is poor or does not exist 1 pts	Minimal Standard exists at a minimal level 2 pts	Exemplary Standard exists beyond what would be considered adequate 3 pts
Program Evaluation Purposeful	Non-Existent No information collected	Sub-Standard Information collected is not reflective of the constituency groups	Minimal Information collected reflects the interests and needs of most of the constituency groups	Exemplary Information collected addresses pertinent questions raised by all constituency groups and is responsive to the needs of all stakeholders
Program Evaluation Efficient and Economic	Non-Existent No program evaluation completed	Sub-Standard School district does not provide adequate resources to conduct program evaluation efficiently	Minimal School district provides sufficient resources for program evaluation	Exemplary School district allocates adequate time, financial support, and personnel to conduct program evaluation
Program Evaluation Competent and Ethical	Non-Existent N/A	Sub-Standard Evaluation not completed ethically or accurately	Minimal Person conducting evaluation is competent and trustworthy. Instrument is valid and reliable.	Exemplary Persons conducting evaluation possess expertise in gifted education program analysis. Insruments used are apropriate for age, developmental levels, gender and diversity and report strengths, weakness, and critical issues.
Program Evaluation Result Available	Non-Existent N/A	Sub-Standard No written evaluation	Minimal Evaluation report is presented in clear cohesive format	Exemplary Evaluation reports are designed to present results and encourage follow-through by stakeholders
NAGC Standards Gifted Program Eval This rubric will help evaluate a school district's gifted program based on NAGC standards
	Non-Existent Standard is not present or not applicable at this time 0 pts	Sub-Standard Standard of performance is poor or does not exist 1 pts	Minimal Standard exists at a minimal level 2 pts	Exemplary Standard exists beyond what would be considered adequate 3 pts
Socio-Emotional Guidance Guidance to Meet Socio-emotional Development	Non-Existent No guidance provided specifically to gifted learners	Sub-Standard Differentiated guidance is not provided to all gifted learners	Minimal Gifted learners are provided guidance services by someone familiar with characteristics and socio-emotional needs of gifted learners	Exemplary Counseling services are provided by a couselor with specific training in the characteristics and socio-emotional needs of diverse gifted learners
Socio-Emotional Guidance Career Guidance	Non-Existent No career guidance is offered	Sub-Standard Career guidance is not catered to the gifted child's strengths	Minimal Gifted learners are provided career guidance unique to their strengths	Exemplary Gifted learners are provided with college and career guidance that is appropriately different and delivered earlier than typical
Socio-Emotional Guidance Guidance for At-Risk Gifted	Non-Existent Special attention is not given to at-risk gifted learners	Sub-Standard Counseling to reach every student's potential is not provided	Minimal At-risk gifted learners are given special attention, counseling and support	Exemplary Gifted learners who do not demonstrate satisfactory performance are provided specialized intervention services
Socio-Emotional Guidance Affective Curriculum	Non-Existent No affective curriculum is available	Sub-Standard Little affective curriculum is provided	Minimal Gifted learners are provided with affective curriculum as part of differentiated curriculum and instructional services	Exemplary A well defined and implemented affective curriculum scope and sequence is provided to gifted learners containing personal/social awareness, academic planning, and vocational/career awareness
Socio-Emotional Guidance Underachieving Gifted	Non-Existent Underachieving gifted learners are exited from program	Sub-Standard Underachieving gifted learners are not always served	Minimal Gifted students who are underachieving are not exited from the program	Exemplary Underachieving gifted learners are provided with specific guidance and counseling services to address the related issues
NAGC Standards Gifted Program Eval This rubric will help evaluate a school district's gifted program based on NAGC standards
	Non-Existent Standard is not present or not applicable at this time 0 pts	Sub-Standard Standard of performance is poor or does not exist 1 pts	Minimal Standard exists at a minimal level 2 pts	Exemplary Standard exists beyond what would be considered adequate 3 pts
Professional Development Comprehensive	Non-Existent No gifted education professional development is offered	Sub-Standard Staff development does not always address gifted education	Minimal School staff are made aware of nature and needs of gifted children. Teachers attend at least one PD activity per year specifically designed for the teaching of gifted students	Exemplary All school staff recieve on-going professional development on gifted education.
Professional Development Qualified Personnel	Non-Existent Teachers are not highly qualified and do not have special training in gifted education	Sub-Standard Some personnel working with gifted learners are highly qualified to teach in their respective fields.	Minimal All personnel working with gifted learners are highly qualified to teach their respective areas and any teacher whose primary assignment includes gifted learners must be certified or working towards certification in gifted education	Exemplary All teachers in gifted program possess certification or degree in gifted education. Only teachers with advanced expertise in gifted education have primary responsibility for education of gifted learners
Professional Development Support for School Personnel	Non-Existent No release time is allowed	Sub-Standard School personnel are allowed only limited release to attend professional development efforts in gifted education	Minimal School personnel are released from their professional duties to participate in staff development efforts in gifted education	Exemplary Approved staff development activities in gifted education are funded by school district
Professional Development Time for Preparation	Non-Existent No additional plan time	Sub-Standard School personnel are allotted only contractual plan time for development of differentiated instruction for gifted learners	Minimal School personnel are allotted additional planning time to prepare for differentiated instruction for gifted learners	Exemplary Regularly scheduled planning time is allotted for the development of differentiated programs and related resources
NAGC Standards Gifted Program Eval This rubric will help evaluate a school district's gifted program based on NAGC standards
	Non-Existent Standard is not present or not applicable at this time 0 pts	Sub-Standard Standard of performance is poor or does not exist 1 pts	Minimal Standard exists at a minimal level 2 pts	Exemplary Standard exists beyond what would be considered adequate 3 pts
Student Identification Comprehensive and Cohsive Process	Non-Existent No nomination process exists	Sub-Standard Teachers are given criteria and nomination may only come from them	Minimal Parents and teachers are provided with information regarding characteristics of gifted students . Nominations for program are accepted from any source	Exemplary The school district provides information, procedures, and forms for the gifted program and the nomination process annually in a variety of languages to all staff and parents. Parents are provided special workshops to gain full knowledge of giftedness. The nomination process is on-going and screening may occur at any time during the year.
Student Identification Instruments Measure Diverse Abilities	Non-Existent No students from special populations are identified	Sub-Standard All students are assessed in exactly the same way regardless of cultural differences, economic condition or primary language.	Minimal Assessments for the gifted program are culturally fair and measure the capabilities of students with provisions for language deficiencies	Exemplary Student assessments are sensitive to all stages of talent development, economic condition, gender, developmental differences, handicapping condition, and provided in the language in which the student is most fluent.
Student Identification Student Assessment Profile	Non-Existent No assessment profiles are developed	Sub-Standard Assessment profiles are developed for each student containing only standardized test data	Minimal Assessment profiles are developed for each child to determine eligibility and reflect their unique learning characteristics, potential, and performance levels	Exemplary Individual assessment plans are developed for all gifted learners and their assessment profile reflects the gifted learner's interests, learning style, and educational needs
Student Identification Research Based Procedures	Non-Existent 1 precise IQ cut off score is used as sole determining factor of eligibility	Sub-Standard A limited number of formal and informal assessments are used to determine eligibility	Minimal No single assessment instrument denies student eligibility and all instruments provide evidence of reliability and validity	Exemplary Student assessment data come from a variety of sources and include multiple assessment methods. Assessment data represents a balance of quantitative and qualitative measures
Student Identification Written Procedures	Non-Existent District has no written program guidelines	Sub-Standard District has written program guidelines for identifying students, informed consent and notification	Minimal District has written program guidelines that contain specific procedures for informed consent, student retention, and parent appeals	Exemplary District has written program guidelines that contain specific procedures for informed consent, student retention, student assessment, student exiting, and parent appeals. District guidelines are reviewed and revised when necessary

Keywords:

Gifted Evaluation

Subjects:

Education

Types:

Discuss this rubric