Florida State Gifted Plan

Education of Gifted Students
in Florida
I.
The Florida State Plan

Purpose
Statutes
History
Goals
Indicators
Strategies
II. A Resource Guide for Gifted Education

III. Appendices
Forms and Checklists
Common Terms in Gifted Education
Resource
Floridas Plan
for K-12
Gifted Education
Bureau of Curriculum and Instruction

Division of Public Schools
Florida Department of Education
Revised 2013
The Florida Plan for K-12 Gifted Education

Purpose:
In order to maintain a workforce of highly qualified professionals with advanced skills, our
schools need to prepare students to take a role in the global economy. Some nations have
grasped the economic arguments for meeting the needs of the highly able students. For
example, Singapore, a nation of few natural resources, has developed policies for gifted
education, aware that the gifted are a valuable resource. Civilization is based on the scientific,
technological, educational and political accomplishments and innovations of the best and most
talented minds. Creativity and innovative thinking are related to giftedness.
The Florida State Board of Education goals are to increase the proficiency of all students by
providing them with the opportunity to expand their knowledge and skills through learning
opportunities and research valued by students, parents, and communities, and to maintain an
accountability system that measures student progress toward the following goals:
Highest student achievement

Seamless articulation and maximum access
Skilled workforce and economic development
Quality efficient services
Section 1003.57, F.S., specifies each district school board is responsible for providing an
appropriate program of special instruction, facilities, and services for all exceptional students
and Section 1008.33, F.S., indicates that the academic performance of all students has a
significant effect on the state school system and the State Board of Education shall enforce
accountability requirements to improve the academic performance of all districts, schools, and
students.
Floridas Plan for K-12 Gifted Education is intended to set a path for subsequent district
program plans to ensure high expectations and achievement for gifted learners. The strengths
of the student determine the programming options to guide rigorous and differentiated
instruction. Section 111(b)(2)(C)(v) of the Elementary and Secondary Education Act (ESEA)
states that progress for students who are gifted should be measured.
Information about gifted education in the districts was requested and compiled to provide a
scope of current practices. The goals for this plan are based on the work of Dr. Joyce
VanTassel-Baska, the compiled information, and current Florida Department of Education
data.
Districts implementing a meaningful program plan for gifted assure:
Goal 1: A system for screening and identifying students with high potential
Goal 2: A continuum of evidence-based service models with an acceleration plan in
place
Goal 3: Development of meaningful educational plans (EPs) for students with rigorous
and challenging curriculum available to differentiate services for the gifted learner
Goal 4: Guidance and counseling strategies to meet the needs of the gifted
Florida Plan for K-12 Gifted Education
Goal 5: Monitoring to ensure students are making learning gains

Goal 6: Professional development supporting gifted education
Goal 7: A system for evaluating the program to facilitate effective changes as needed.
The intent is to recognize those districts dedicated to meeting the needs of all students,
including those who are gifted, and raising the ceiling of potential and high achievement.
Florida Statutes Relevant to Gifted
Section 1003.01 (3)(a), Florida Statutes, (F.S.), defines exceptional student as any
student determined eligible for a special program in accordance with rules of the State
Board of Education (SBE). Section (3)(b) defines Special education services to mean
specially designed instruction and such related services as are necessary for an
exceptional student to benefit from education. Examples of services are cited.
Section 1003.21, (2) F.S., indicates children must attain the age of 5 years on or before
September 1 of the school year to be eligible for admission to public kindergarten.
Those who have attained the age of 6 years of age on or before September 1 and have
completed requirements for kindergarten may progress according to the districts
student progression plan.
Section 1003.429, F.S., describes accelerated high school graduation options.
Section 1003.57, F.S., specifies each district school board - local education agency
(LEA) - is responsible for providing an appropriate program of special instruction,
facilities, and services for all exceptional students including diagnosis and evaluation;
special instruction, classes, and services and entitles the parent to a due process hearing.
(1)(e) specifies A student may not be given special instruction or services as an
exceptional student until after he or she has been properly evaluated, classified, and
placed in the manner prescribed by rules of the SBE.
Section 1008.31, F.S., indicates that it is the intent of the Legislature that (1)(b) the
performance accountability system include individual student learning gains and (2)(a)
that the mission shall be to increase the proficiency of all students within one seamless,
efficient system by allowing students to expand their knowledge and skills through
learning opportunities and research of value to students, parents and the community.
Section 1008.32, F.S., indicates that it is the intent of the Legislature that the SBE shall
have the authority to request and receive information, data, and reports from the school
districts to enforce all laws and rules.
Section 1008.33, F.S., indicates that the academic performance of all students has a
significant effect on the state school system and the SBE shall enforce accountability
requirements to improve the academic performance of all districts, schools, and
students.
Section 1011.62, F.S., establishes for each district a guaranteed allocation to provide
students who are gifted in grades K-8 a free appropriate public education and indicates
that a districts expenditure of funds from the allocation for gifted students in grades 9
through 12 may not be greater than the amount expended for these students during the
2006-07 fiscal year.
Section 1011.75, F.S., and Rule 6A-7.099, Florida Administrative Code (FAC.),
address support for the Challenge Grant Program for the Gifted.
Section 1012.42, F.S., specifies that the LEA shall assist any teacher out-of-field to
pursue competencies as necessary. Parents of all students taught by an out-of-field
teacher shall be notified in writing.
A Brief History of Gifted Education in Florida
1956
1968
1975
1977
Provision for state and local funds for gifted programs adopted in rule
Gifted added to the definition of exceptional student education
Mandate for gifted education under exceptional student education
Rule 6A-6.03019, Florida Administrative Code (FAC.), Special Instructional
Programs for Students Who Are Gifted, adopted establishing eligibility criteria
1981 Challenge Grant established
1983 Pilot projects initiated to address underrepresented populations following a
notice from the Office of Civil Rights (OCR)
1991 Rule 6A-6.03019, FAC., Special Instructional Programs for Students who are
Gifted, revised to include option for developing alternative plans to address
underrepresentation
1992 First attempt at eligibility rule revision
1992 Gifted endorsement requirement - Rule 6A-4.01791, FAC., Specialization
Requirements for the Gifted Endorsement adopted
1995 Legislature requests OPPAGA report entitled, Review of Floridas K-12
Gifted Program
1994-1996 OPPAGA Reports Part I and Part II, 95-45 and 96-06, addressed:
o District policies and procedures
o Delayed identification (grade 3)
o Funding issues
o Districts offering service K-8 only
o Impact of Plan B
2002 After multiple workshops and meetings held between 1990- 2002, the rule
was revised to define underrepresented populations as limited English
proficiency (LEP) and low socio-economic status families (SES)
2004 Rule 6A-6.030191, FAC., Development of Educational Plans for Exceptional
Students who are Gifted, and Rule 6A-6.03313, FAC., Procedural Safeguards
for Exceptional Students who are Gifted, adopted
2005 The Office of Civil Rights (OCR) questions Plan B policies. FDOE responds
that the state requires districts to evaluate all eligible students under Plan A and
permits them to implement an alternative plan if the student meets specific
criteria determined by the district.
2006 Rule development workshop process initiated for Rule 6A-6.03019, FAC.
The work group met to address the eligibility rule for gifted. The proposed draft
was presented at regional hearings in November and feedback was compiled
through January 2007.
2006 Guaranteed allocation funding for high school gifted students leveled
2007 OPPAGA study requested by legislature
2008 Report 08-01 presented by OPPAGA
Floridas Goals and Expectations for Gifted Education

The Gifted Performance Plan is based on seven goals which were a focus of the work done
with Dr. Van Tassel-Baska based on A Guide to State Policies in Gifted Education (2007) and
the NAGC Pre-K-Grade 12 Gifted Program Standards. The intent is to provide an appropriate
education for all students, including students who are gifted. The goals for Floridas Gifted
Education Program include:
Goal I: Identification of Gifted Learners
The state will identify methods for district-wide screening intended to increase
identification of students for gifted service from all populations beginning at an early
age.
Goal II: Program Design/Service Delivery
The state identifies appropriate research-based service models in the Resource Guide
(pages 17-21), which districts may use to establish a continuum of programs to meet the
learning needs for gifted students K-12. The state will establish guides for minimum
contact time for eligible students. Acceleration is encouraged when appropriate for the
student and should be based on a specified policy in each district to assure
accomplishment of program and student goals. The state will request annual updates
regarding the districts advisory group members working to ensure continued academic
growth of gifted learners.
Goal III: Curriculum and Instruction
The state will provide guidelines for Educational Plan (EP) development to ensure
these documents address the academic needs of the student to guide rigorous curricula
and high expectations based on current levels of performance for the student.
Curriculum and instructional strategies shall be appropriately differentiated so that the
performance of gifted students will be increased or maintained at high levels.
Goal IV: Guidance and Counseling
The state will provide strategies for guidance and counseling to meet the unique needs
of gifted learners.
Goal V: Program Administration and Management
The state will provide a template to guide each district in development of their plan for
addressing the needs of students identified as gifted.
Goal VI: Professional Development
The state will ask districts to report data relative to educators who work with gifted
students to ensure they are appropriately certified and endorsed and provided with
current training specific to gifted education.
Goal VII: Program Evaluation
The state will provide a Florida School District Self-Assessment Tool for district use as
a means of documenting progress in providing appropriate programs and services.
6
Metrics for the Florida Gifted Performance Plan

Goal I Criterion: Identification of Gifted Learners
The state will identify methods for district-wide screening intended to increase
appropriate identification of students from all populations beginning at an early age.
Indicator I.1: The number of students identified as eligible for gifted service will increase.
Strategy I.1.A: The number of students identified as gifted will be tracked to determine
increases from the current population.
Strategy I.1.B: Resources will be available on the FDOE Gifted website for district use
in increasing the awareness of gifted characteristics for all educators.
Strategy I.1.C: Resources will be available on the FDOE website for increasing parent
awareness of the characteristics of gifted children.
2008
2009
2010
2011
2012
2013
State K-12 Gifted Membership Compared to State Total *

Total Gifted
% Gifted
% Change
132,313
4.98%
+0.08%
137,167
5.13%
+0.15%
140,532
5.35%
+0.22%
145,148
5.44%
+0.09%
150,616
5.27%
-0.17%
Indicator I.2: The number of districts reporting implementation of district-wide screening

practices will increase. Currently some districts report implementation of a screening practice.
Strategy I.2.A: Districts will be asked to report current screening strategies to ensure
equal access for students, which will be instrumental in determining the impact on rate
of identification, particularly as related to disproportionality.
Strategy I.2.B: FDOE will review the grade levels at which these screenings occur to
determine impact on identification at elementary, middle and secondary levels.
Districts
Indicating
Screening
Implemented
Implementation of Screening Strategies

District-wide
Screening
District Report of Instruments Used for Screening
2012
2013
Indicator I.3: To address the need for early intervention there will be an increase in the number
of K-2 students determined eligible for gifted service.
Strategy I.3.A: Districts will be asked to report annually the number of K-2 students
determined eligible for gifted service to indicate change.
Strategy I.3.B: Materials will be provided related to characteristics of young students
with potential.
Strategy I.3.C: The Bureau of Curriculum and Instruction will collaborate with the
Office of Early Learning to identify strategies for effectively meeting the needs of high
achieving students at early levels.
Identification for K-2 Gifted Eligibility Reported by Districts
2012
2013
Goal II Criterion: Program Design/Service Delivery

The state will identify appropriate research-based service models that districts may use to
establish a continuum of programs to meet the learning needs for gifted students K-12.
The state will establish guides for minimum contact time for eligible students.
Acceleration is encouraged when appropriate for the student and should be based on a
specified policy in each district to assure accomplishment of program and student goals.
The state will request annual updates regarding the districts advisory group members
working to ensure continued academic growth of gifted learners.
Indicator II.1: There will be an increase each year in the number of students provided with an
appropriate program and services using the indicated effective models.
Strategy II.1.A: Districts will be asked to report the number of students being served
through a continuum of effective services and program options available to meet the
needs of the K-12 gifted students.
Strategy II.1.B: Service models with supportive research to document effectiveness are
indicated in the Resource Guide.
Strategy II.1.C: Courses designed to meet the needs of students who have met state
eligibility criteria and are identified as gifted (Rule 6A-6.03019, FAC) will continue to
be indicated in the Course Code Directory. Programs for students who are gifted
encompass instructional and related services that provide significant adaptations in
curriculum, methodology, materials, equipment, or the learning environment (Rule 6A6.0311, FAC). (Note: models that are not recommended have no state target hours for
contact).
Indicator II.2: There will be an increase in the consistency of frequency and duration of
services to meet the needs of gifted learners.
Strategy II.2.A: Districts will be asked to report the frequency and duration of service
to meet the needs of the students based on the indicators for minimum time of service
as identified in the Resource Guide as appropriate.
Grades
K-2
3-5
6-8
9-12
Average Contact Hours per Week 2013

Based on Response from 37 Districts
4 or More Hours
5 or More Hours 1 Class Period
or More
21.6% (8)
35.1% (13)
32.4% (12)
13.5% (5)
51.4% (19)
29.7% (11)
2.7% (1)
13.5% (5)
73.0% (27)
0.00% (0)
0.00% (0)
37.1% (13)
Consultation
16.2% (6)
8.1% (3)
13.5% (5)
74.3% (26)
Indicator II.3: The number of districts reporting implementation of a specific acceleration plan
will increase.
Strategy II.3.A: Technical assistance will be provided through FDOE to support
districts in developing a policy for acceleration.
District Report of Implementing a Plan for Acceleration 2013
Current Practice
Response Percent
Response Count
Specific district plan for
29.7%
11
acceleration
School based decision (principal
51.4%
19
decision)
Secondary options only
2.7%
1
Part of student progression plan
54.1%
20
Not directly specified
5.4%
2
Indicator II.4: Programs for students who are gifted shall be adequately funded through the
Guaranteed Allocation and district dollars to ensure appropriate services.
Strategy II.4.A: The Guaranteed Allocation, provided to the district for all exceptional
students, including gifted, ensures continued support to provide for students needs as
compared to other local programming.
As of July 1, 2000, virtually all gifted students generate funds under program cost factors 111
(grades PK-3 basic with ESE services), 112 (grades 4-8 basic with ESE services) or 113
(grades 9-12 basic with ESE services). In order to fund exceptional education and related
services for these students, an Exceptional Student Education Guaranteed Allocation was
established by the Legislature in addition to the basic funding. The guaranteed allocation is a
fixed amount provided each district. It is the local school districts responsibility to allocate
these funds according to the needs of the district. FDOE may ask districts to voluntarily report
funding allocated to gifted programs and services in the future.
Indicator II.5: There will be an increase in the number of districts reporting maintenance of a
gifted advisory/support group to encourage community participation.
10
Districts Reporting a Gifted Support Group

2012
2013
Yes
27.8% (10)
30.6% (11)
11
No
72.2% (26)
69.4% (25)
Goal III Criterion: Curriculum and Instruction

The state will provide guidelines for Educational Plan (EP) development to ensure these
documents address the academic needs of the student to guide rigorous curricula and
high expectations based on current levels of performance for the student. Curriculum
and instructional strategies shall be appropriately differentiated so that the performance
of gifted students will be increased or maintained at high levels.
Indicator III.1: Each student identified eligible for gifted will have an individualized
educational plan (EP) aligned to state rule which clearly identifies the service necessary to
ensure continued academic gains.
Strategy III.1.A: Technical assistance materials will continue to be available on the
FDOE gifted website to guide development of significant EPs.
Strategy III.1.A: Technical assistance materials will continue to be available to guide
development and for reviewing EPs to ensure goals are meaningful.
Strategy III.1.B: Districts will be encouraged to use the FDOE PEER system or similar
format to ensure consistency in EP development for all districts.
Indicator III.2: The state will monitor district reviews of EPs at least every two years to ensure
they match the learning needs of students and that goals clearly are intended to ensure
increased academic gains.
Strategy III.2.A: A rubric to be used in assessment of the EP is provided as part of the
Resource Guide.
Strategy III.2.B: Goals for gifted learners will be monitored to ensure the gifted
services provide focus on expected outcomes as indicated in the EP Review document
in the Resource Guide.
2013
2014
Implementation of Electronic EP Systems

# Districts Using PEER # Districts Reporting Use
System
of Other Electronic
Systems
37.5% (9)
50.0% (12)
# Districts Reporting
Use of Non Electronic
System
12.5% (3)
Indicator III.3: Differentiated Instruction in core content areas will expand the state standards
to ensure curriculum is adapted, modified, or replaced to meet the needs of gifted learners as
required.
Strategy III.3.A: Materials and information specific to implementation of the
Frameworks for Gifted Learners will continue to be available on the FDOE gifted
website.
12
Strategy III.3.C: Access will be provided to differentiated lessons and units that could
be replicated.
2013
Curriculum Materials Specific for Gifted

Materials on FDOE Website
Publications
Floridas Frameworks for K-12 Gifted
State Plan and Resource Guide for
LearnersServices for Secondary
Gifted Education in Florida
Students who are Gifted (PDF, 74KB)
Development of Educational Plans for
Acceleration of Gifted Students
Students Who Are Gifted (PDF, 68KB)
Assessing Limited English Proficient
Handbook for Parents of Students who
(LEP) Students for Eligibility for Gifted are Gifted
Programs (PDF, 42KB)
Nonverbal Tests of Intelligence (PDF,
What is Exceptional Student
505KB)
Education for Children Who Are
Use of Part Scores of Intelligence (PDF, Gifted?
84KB)
Qu es la educacin de estudiantes
Standard Error of Measurement
excepcionales para nios(as)
superdotados(as)?
Indicator III.4: Students who are gifted will be provided with challenging educational
opportunities so that FCAT performance scores will increase, or be maintained, so that at least
90% of these students score at level 4 or 5 in Math and Reading, and at level 5 or 6 in Writing.
FCAT performance scores in Science will increase so that 75% of these students score at level
4 or 5. Service will particularly focus on instructional strategies that will ensure at least a five
percent increase annually until this goal is reached in areas where the current levels of
accomplishment are below the top levels of proficiency, particularly in science, writing, and
grades 8-10 reading.
Strategy III.4.A: Achievement of students who are gifted on state assessments will be
tracked to identify levels of accomplishment and learning gains to determine whether
services provided are having an impact.
Strategy III.4.B: Resources for writing will be available on the CPALMS website to
provide support in instructional strategies.
Grade
3
4
5
6
7
8
9
10
Summary FCAT Math

Percentage of Gifted Students Scoring at Levels 4 and 5
2007
2008
2009
2010
2011
93
93
95
78
79
88
88
90
79
81
88
89
90
80
83
79
81
82
82
82
83
84
86
83
84
86
88
87
79
80
86
88
88
N/A
N/A
89
91
91
N/A
N/A
13
2012
75
80
79
80
81
76
N/A
N/A
Grade
3
4
5
6
7
8
9
10
Summary FCAT Reading 2.0

2007
2008
2009
2010
2011
90
90
91
88
87
89
90
92
86
88
90
87
89
85
87
82
84
85
84
82
79
84
84
81
82
63
68
74
80
81
65
70
66
81
79
65
69
66
81
80
Grade
5
8
11
Summary FCAT Science 1.0

2007
2008
2009
50
51
54
42
46
48
31
31
32
2012
88
86
84
83
81
82
82
84
2010
64
53
36
Summary FCAT Science 2.0*

Grade
5
8
11
2011
2012
2013
75
76
78
77
N/A
N/A
*FCAT 1.0 and FCAT 2.0 achievement levels are not comparable
Summary FCAT Writing 1.0

Grade
2007
2008
2009
2010
2011**
4
55
55
39
50
13
8
62
64
62
64
16
10
70
73
45
61
18
**2010 Writing FCAT includes scores of 5 and 6 (5.5 was not given), while 2011 includes 5,
5.5, and 6
***Changes in the FCAT Writing test make 2010 and 2011 data not comparable
Summary FCAT Writing 2.0*
Percentage of Gifted Students Scoring at Levels 5, 5.5, and 6
Grade
4
8
10
2012
21
19
18
14
2013
*FCAT 1.0 and FCAT 2.0 achievement levels are not comparable
Indicator III.5: Students who evidence mastery of grade level standards should be afforded the
opportunity to exceed them and the number of students accelerated will increase.
Strategy III.5.A: Districts will be asked to identify the number of students accelerated
and type of acceleration (as indicated in the Resource Guide) implemented. (Data
reported in response to FDOE survey August 2010 with 46 districts reporting).
District Report on Tracking Acceleration
2010 survey
2011
Students accelerated by subject
23,766
Students accelerated by grade level
192
Districts tracking acceleration
25%
Acceleration options implemented
N/A
2012
Indicator III.6: Each school district will encourage gifted students to enroll in advanced courses
in the content areas.
Strategy III.6.A: FDOE will track enrollment of gifted students in advanced courses by
district/state.
Strategy III.6.B: Beginning with the 2011 report FDOE will track gifted students placed
in courses above grade level.
Course
7855040
Advanced
Academics 6-8
7855042 MJ
Advanced
Academics/
Career
Planning
Advanced
Language
Arts I
Language
Arts II
Language
Arts III
Life Science
Earth/Space
Science
Middle School Gifted Student Course Enrollment *

Districts Gifted Districts Gifted
Offering Students Offering Students
2012
2012
2013
2013
43
6,858
475
60
13,359
61
13,992
60
12,049
22
18
4,051
3,300
15
Comprehensive
Science I
53
9,179
55
8,573
55
3,323
20
4,627
62
13,090
65
11,021
51
2,174
17
4
2
1
2
874
91
10
34
10
Comprehensive
Science II
Comprehensive
Science
III
Physical
Science
Mathematics
I
Mathematics
II
Mathematics
III
Foreign
Languages
Spanish
French
Italian
Chinese
German
Course
High School Gifted Student Course Enrollment *

Districts Gifted
Gifted
Gifted
Offering Students Students Students
2012
2012
2013
2013
7
1,140
7963090 Skills for

Gifted
7065010 Research for
Gifted
7965030 Externship for
Gifted
7965040 Studies for
Gifted
AICE
International and US
History
Economics 1
Business Studies
Geography
82
59
17
1,476
21
305
9
7
4
96
10
52
16
Psychology 1 and 2
Biology 1
Advanced Placement
(AP)
Social Studies
Language Arts
Science
Mathematics
Visual Arts
Music
AP Foreign Languages
Spanish
French
Latin
Italian
Chinese
German
Japanese
Honors Mathematics
Honors Science
Honors Language Arts
Honors Social Studies
*FDOE data source
9
10
235
94
57
55
57
51
40
35
25,728
9,338
7,627
5,876
1,175
372
62
26
15
47
7
8
3
67
69
46
65
1,059
135
36
560
10
18
10
22,205
8,301
1.482
10,492
17
Goal IV Criterion: Guidance and Counseling

The state will provide strategies for guidance and counseling to meet the unique needs of
gifted learners.
Indicator IV.1: Gifted learners will be provided with differentiated guidance strategies to meet
their unique needs, to provide support, and encourage continued enthusiasm for learning.
Strategy IV.1.A: Resources related to the Guidance and Counseling for the Gifted
endorsement module will continue to be updated so materials are available related
to the unique characteristics of this population, such as underachievement or
perfectionism.
Strategy IV.1.B: Materials will continue to be available on the FDOE website for
guidance in understanding the unique social and emotional characteristics of a gifted
child.
Related Resources Available 2010
Gifted endorsement module, Guidance and
Counseling for the Gifted revised 2007
FDOE gifted education webpage resources
Workshop for parents (WOGI sponsored)
WOGI website link for parents, includes
Q&A column and podcast series
Related Resources Available 2012

Gifted endorsement modules, Guidance and
Counseling for the Gifted, Nature and Needs
of Gifted Students
FDOE gifted education webpage resources
Regional workshops for teachers and parents
N/A
Indicator IV.2: Currently consultation is the most common service provided for students in
grades 9-12 who are gifted and those services shall be carefully defined to establish
consistency in service to lower the number of gifted student dropouts.
Strategy IV.2.A: A clear definition of consultative services will be provided by the state
to include dropout prevention to ensure gifted students remain in school.
Strategy IV.2.B: Guidance and counseling strategies and consultative services for
secondary gifted learners will provide support for students to ensure appropriate and
rigorous course options are made available specific to their needs.
Strategy IV.2.C: The state will survey districts to determine intent and purpose of the
consultative services provided.
18
District Report of Dropout Strategies (August, 2010 survey)

2009
2010
District tracks gifted dropouts
3%
Consultative service for 9-12
unavailable
12,850 students
gifted (see program options)
19
2011
Goal V Criterion: Program Administration and Management

The state will provide a template to guide each district in development of their plan for
addressing the needs of students identified as gifted.
Indicator V.1: There will be an increase each year in the number of districts developing and
implementing a plan for gifted.
Strategy V.1.A: Technical assistance, guidance, and materials will be provided to
support districts electing to develop a plan for gifted.
Strategy V.1.B: The state will provide a template (see Appendix A 4) for use in
development of the district plan.
Gifted District Plans
2010
2011
Districts that have a gifted plan
9
N/A
District personnel attending regional
WOGI workshop for plan
development Fall 2010
37
N/A
2012
N/A
2013
66.7%
(16)
N/A
Indicator V.2: The state currently asks each district to designate a contact to coordinate
programs and services within the district and to collaborate with the FDOE. There will be an
increase in the number of these contacts who have the gifted endorsement.
Strategy V.2.A: Districts will be surveyed annually to determine the endorsement status
of the designated coordinator to provide leadership for the gifted program.
District Report of Gifted Program Management
2010
2011
2012
District contact gifted endorsed prior
48%
N/A
to 2000
District contact earned endorsement
14%
N/A
since 2000
District contact currently working on
7%
N/A
endorsement
Gifted status not available for district
31%
N/A
contact
2013
Indicator V.3: Because educators, parents and the community share responsibility for the
continued academic growth of gifted learners, districts will be encouraged to designate an
advisory support group to provide feedback related to the gifted program and services. (This
aligns with Goal II).
Strategy V.3.A: FDOE will survey districts to identify those with a gifted
advisory/support group.
Strategy V.3.B: Districts completing the Self-Assessment Tool will indicate the makeup of the group members to reflect stakeholders in the district.
20
Indicator V.4: There will be an increase in participation in the application process for gifted
competitive grants to encourage collaboration with the community and higher education
facilities.
Strategy V.4.A: Materials will be provided to districts to serve as a guide in preparation
of the application for each program.
21
Applications Received for Gifted Grants

2009
2010
2011
Collaborative Curriculum Challenge
34
9
N/A
Grant
Governors Summer Program
22
5
11
22
2012
3
2013
3
N/A
N/A
Goal VI Criterion: Professional Development

The state will ask districts to report data relative to educators who work with gifted
students to ensure they are appropriately certified and endorsed and provided with
current training specific to gifted education and all teachers have training on the
characteristics of gifted learners.
Indicator VI.1: The number of teachers with a gifted endorsement who provide service for
gifted students will increase.
Strategy VI.1.A: Districts will be asked to report teacher endorsement data annually.
Gifted Teacher Supply and Projected Shortages *
2009
2010
2011
Florida teacher endorsement course
25
27
completers
Projected number of positions to fill
77
130
Projected need
32%
21%
2012
*FDOE data: http://www.fldoe.org/evaluation/doc/crithire2011.doc
District Report of Teachers Providing Gifted Service (24 Districts Reporting)

2013
Teachers currently fully endorsed
3,415
Teachers currently out of field
930
Indicator VI.2: There will be an increase in the number of districts reporting professional
development opportunities to increase awareness of gifted student characteristics.
Strategy VI.2.A: Materials will continue to be available through the state gifted
specialist for use in training educators in gifted awareness and instructional strategies. .
Strategy VI.2.B: Districts will be asked to report training using these materials to
ensure general educational personnel are provided information relative to gifted.
Indicator VI.3: There will be an increase in the number of districts indicating they provide
professional development specific to the needs of teachers who work with gifted students,
including training in content areas for which they are responsible.
Strategy VI.3.A: Tools and materials for use in professional development specific to
gifted will be made available.
Strategy VI.3.B: Districts will be asked to report training specific for gifted.
Strategy VI.3.C: Information will be available to district coordinators to provide
updates on current issues of significance that could provide subsequent professional
development materials.
Strategy VI.3.D: State workgroups will be formed to research topics of interest as
indicated in an annual needs assessment survey conducted by FDOE. Each group will
be composed of educators who will research the topic for best practices and present a
summary product to be disseminated to all districts.
23
District Report of Professional Development (PD) Provided by Districts

August 2010 survey
2012/13
2013/14
PD for all teachers of the gifted is
38%
offered more than once a year
Annual PD is offered for all gifted
9%
teachers
PD is provided for some teachers and
11%
they train peers
PD is available one-on-one as needed
40%
for new teachers of gifted
No gifted specific training is available.
53%
Gifted teachers may take part in other
PD opportunities
Goal VII: Program Evaluation
The state will provide a Florida School District Self-Assessment Tool for district use as a
means of documenting progress in providing appropriate programs and services.
Indicator VII.1: Districts will implement the Florida School District Self-Assessment Tool
beginning in 2013.
Strategy VII.1.A: Technical assistance will be available to guide implementation of the
Self-Assessment Tool.
Strategy VII.1.B: FDOE will provide guidelines for district use in implementation of
the Self Assessment and program evaluation.
Strategy VII.1.C: Assessment Summary results will be posted on the FDOE website to
increase awareness of the determination of districts to appropriately meet the needs of
gifted learners.
Strategy VII.1.D: Comments will be compiled from districts Self-Assessments, to
determine the effectiveness of the tool and indications of the impact on future
programming and services in the district.
Strategy VII.1.E. FDOE will compile feedback from participating districts to guide
subsequent steps in future program evaluation.
24
Resource Guide
For the Education of
Gifted Students
in Florida
Bureau of Curriculum and Instruction

Division of Public Schools
Florida Department of Education
2013
25
Acknowledgements
In 2009, the Florida Department of Education (FDOE) invited Dr. Joyce VanTassel-Baska,
Professor Emerita of the College of William and Mary School of Education, to collaborate with
the Department in developing a state plan for gifted education. Following the model developed
in A Guide to State Policies in Gifted Education (2007), a small work group was convened to
share perspectives on the program direction and focus on a systematic approach to new
directions. The resulting report identified key elements which provided the frame for a
proposed plan. The resulting draft was sent to district coordinators for gifted in late 2009, and
the FDOE compiled the feedback and used the responses to form a draft for a subsequent plan
which was sent to stakeholders in January 2010. Feedback from that draft has served as a
guide to development of Floridas Plan for K-12 Gifted Education.
The purpose of this document is to assist local school districts in examining the quality of their
programs and services for gifted learners.
The intent is to provide a resource for school district staff in developing a plan for meeting the
needs of gifted learners in their district. It includes reference to current statutes and rules
relative to providing a free and appropriate education (FAPE) for students who have special
needs and who have met the state criteria for eligibility for special instructional programs. A
template for the district plan is included. Districts may also elect to implement the included
Self-Assessment Tool as a means for evaluating their current programs. This will provide a
means for assuring the community that the district intends to meet the learning needs of all
students, including those who are gifted, and will move the state toward consistent programs
that support advanced learning gains for all students.
Special thanks to Dr. Joyce VanTassel-Baska who set the course for determining what
significant gifted educational programs should address. Acknowledgement is also given to the
stakeholders of Florida gifted education including the designated gifted contact person in each
district and advocates who provided valuable guidance and feedback to the draft documents.
26
Resource Guide for the Education of Gifted Students in Florida

Table of Contents
Introduction: Development of a District Plan
I. Identification of Gifted Learners
A. Procedures for Nomination, Screening, Referral and Evaluation
B. Determining Need for Service
C. Exiting Gifted Service
II. Program Design and Service Delivery
A. Developing an Educational Plan (EP)
B. Guidelines for Placement/Program Design
III. Curriculum and Instruction
A. Curriculum Models
B. Instructional Materials
C. Grants Supporting Gifted
IV. Guidance and Counseling
A. Differentiated for Gifted Learners
B. Support for Students with Special Needs
V. Program Administration and Management
A. Development and Implementation of the District Plan
B. Establishing Community Support
VI. Professional Development
A. Certification and Endorsement
B. Teacher Competencies
C. Professional Development
VII. Program Evaluation
A. Criteria to Consider
B. The Florida School District Gifted Program Self-Assessment Tool
27
VIII. Appendix
A. Forms and Checklists
1. Twelve Traits of Giftedness
2. Assessing the EP for Students who are Gifted
3. Florida School District Gifted Program Self-Assessment Tool
4. District Plan for Gifted Education template
B. Common Terms in Gifted Education
C. Resources
1. References
2. NAGC-CEC Teacher Standards
3. Brief History of Gifted Education in Florida
4. Florida Statutes Relevant to Gifted
5. State Board of Education Rules Relevant to Gifted
6. NAGC Pre-K-Grade 12 Gifted Programming Standards
28
Introduction
The most serious societal threat to the cultivation of giftedness occurs when excellence of
performance or production is no longer deemed a standard. Abraham Tannenbaum
Florida Department of Educations Mission
The Florida Department of Educations mission is to increase the proficiency of all students
within one seamless, efficient system, by providing them with the opportunity to expand their
knowledge and skills through learning opportunities and research valued by students, parents,
and communities, and to maintain an accountability system that measures student progress
toward the following goals:
Highest student achievement
Seamless articulation and maximum access
Skilled workforce and economic development
Quality efficient services

Florida Department of Education Vision
The Florida Department of Education is committed to changing the culture of our schools from
PreK to postsecondary by raising the ceiling and raising the floor to better enable our students
for success in the 21st century.
Floridas Next Generation Pre K-20 Education Strategic Plan
Strengthen foundation skills

Improve quality of teaching in the education system
Improve college and career readiness
Expand opportunities for postsecondary degrees and certificates
Improve K-12 educational choice options
Align resources to strategic goals
Educating all children includes identifying appropriate practices for Florida youth who could,
should, and would benefit from gifted programs and services.
Educators who work with gifted students provide an appropriately challenging learning
environment with opportunities to impact the talents of these students. In the school district,
parents, school boards and community members partner in the responsibility for providing
support and resources for youth with exceptional abilities and potential.
These activities can succeed only with the joint commitment of teachers, parents, school
administrators, policymakers, and students who support improved academic opportunities.
29
Floridas Definition of Gifted

A student is determined to be eligible for gifted service as defined by current state rule, Rule
6A-6.03019, FAC, Special Instructional Programs for Students Who Are Gifted. This rule
states that a gifted student is one who has superior intellectual development and is capable of
high performance. The minimum evaluations for determining eligibility are: need for a
special instructional program, evidence of characteristics of the gifted, and evaluation
documenting intellectual development. In addition, districts may develop a plan to increase the
participation of students from under-represented groups in programs for the gifted. The plans
must be approved and must include evaluation procedures to document the minimum
evaluation requirements. For the purpose of the rule, under-represented populations are
defined as groups who are Limited English proficient, or who are from a low socio-economic
family.
Any student may be nominated as a potential candidate for gifted services. Following the
completion of assessment and evaluation, a team will convene to review the evaluations and
determine the students eligibility based on state criteria for eligibility for gifted. If the student
is determined to be eligible, written consent for placement must be obtained from the parent
before the student may receive gifted services. A parent may request that services not be
provided at the current time. Once determined eligible for gifted services, a public school
student is eligible to receive services any time during K-12. If the student does not meet state
criteria, he/she is determined ineligible for gifted services at the current time.
30
I. IDENTIFICATION OF GIFTED LEARNERS

The search for giftedness is to find children in our schools who because of their
exceptionalities that affect their ability to acquire and process information are ill served by the
regular grade level curriculum. J.H. Borland
Determination of whether a student meets eligibility requirements for gifted service is founded
on establishing how we define giftedness. While millions of students are considered gifted and
talented, interpretations regarding eligibility requirements for receiving service vary from one
state to another.
Floridas current definition requires an individually administered, standardized test of
intelligence, thus making IQ testing one component of eligibility. It is widely accepted that the
IQ is a standardized and objective means without bias to measure verbal reasoning,
quantitative reasoning, abstract/visual reasoning, and memory. The average composite IQ
score at any age is 100, with a standard deviation of about 15, depending on the instrument
manual. A score of 130 is therefore two standard deviations above the mean, as currently
required by rule. Districts have the option of developing an alternative plan for
underrepresented populations.
A. Procedures for Nomination, Screening, Referral and Evaluation
There are typically four steps in the process of identifying potentially gifted students and
determining eligibility for gifted services. Steps leading to the determination of eligibility are
nomination, screening, referral and evaluation (refer to chart on following page).
Step 1: A nomination may be made by a parent/guardian, general education teacher or other
school personnel, community members or self or peer nomination. Nomination indicates a
request that the student be considered as a potential candidate and initiates the process of
compiling information about the student. Nomination procedures assume parents and teachers
have adequate awareness of gifted education and the identification process and information
relative to characteristics of gifted students, including underrepresented populations in the
district. There are a variety of ways to address this including: brochures, website information,
teacher awareness of gifted characteristics, parent meetings, letters to parents, presentations to
school boards and PTA groups, curriculum night information, back to school night, newspaper
ads, or a district handbook. (See Appendix A1: Twelve Traits of Giftedness)
Step 2: Screening provides a measure to identify those students who might be referred for an
individual evaluation. Screening may be done with individual students or with groups of
students. Local districts have discretion in decision-making about determining a process for
increasing representation of underrepresented populations by assessing data about participation
at individual schools as well as the district as a whole. Most districts view screening as a way
to distinguish a students potential for eligibility. Districts may set a cut-off score for the
screening to reflect a students performance. Screening should include a review of existing
data and information about the student. The district should actively search for referrals among
typically underrepresented populations.
31
Determining Eligibility for Gifted Services

Step One: Nomination
Parent/Guardian, teacher or other school personnel, a community member or student
may nominate a candidate. This initiates the process of compiling information to
determine eligibility.
Step Two: Screening

The district has discretion in determining the screening process. Individual or group
assessments or compiled data may be used. The screening should include all students
who have the potential to evidence aptitude and achievement. Screening is likely to
include a checklist of gifted characteristics.
Student meets
Student does
not achieve
screening
criteria
measures.
screening
criteria.
Step Three: Referral
Student is referred by district
staff for individual evaluation
with parent consent.
Parent is notified
student did not meet
screening criteria.
Step Four: Intellectual

evaluation is administered by
psychologist.
Score
indicates
potential
eligibility.
Score is below
state rule
requirement.
Does student meet

districts alternative
plan for
underrepresented
populations?
No
Parent is
notified student
is not eligible at
this time.
32
Yes
Team of educators
reviews all
information about
student to determine
eligibility and plan for
EP development
meeting.
The screening process may include one or more of the following as determined by district
policy:
A test of intellectual ability
Review of school, district, or state assessments
Review of grades over a period of two or three years
Student interview
Formal or informal observation of demonstrated performance
Gifted characteristics/behaviors checklists
Review of portfolio of student class work and/or achievements
VPK assessment or school readiness screenings
Some instruments commonly used for screening include:
Cognitive Abilities Test (CogAT)
Gifted and Talented Evaluation Scales (GATES)
Gifted Evaluation Scale (GES)
Gifted Rating Scale (GRS)
Kaufman Brief Intelligence Test Second Edition (K-BIT-2)
Kingores Inventory
Naglieri Nonverbal Ability Test (NNAT)
Otis-Lennon School Ability Test (OLSAT)
Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS)
Screening Assessment for Gifted Elementary Students (SAGES)
Slosson Intelligence Test (SIT)
Step 3: A referral is the official request for an individual evaluation of a student who shows
indications of needing gifted education services, often based on the screening process. The
school staff initiates the formal move toward an individual evaluation. The Procedural
Safeguards for Students who are Gifted will be provided to the parent/guardian. If the
parent/guardian gives written consent, the student should be individually evaluated.
Step 4: An individual intellectual evaluation is required to determine eligibility for gifted
service. A licensed/certified school psychologist will provide an individually administered,
intellectual evaluation. The parent/guardian may choose to have the independent intellectual
evaluation administered by a private licensed/certified psychologist at his/her own expense.
The district shall consider the results of this independent evaluation in terms of whether it
aligns with other data about the student.
An individual evaluation is a way of collecting information about a students learning needs,
strengths, and abilities. It is used to make decisions about whether a student is eligible for
service. No decisions about services can be made until after the individual evaluation is
completed and reviewed. Some districts have a policy regarding re-testing if the student is
determined ineligible and may require a specified waiting period before repeating the process.
The district maintains data for use in reassessing students who are referred more than once.
33
The evaluation instruments in the Special Programs and Procedures (SP&P) document is a
representative list of individually administered, standardized instruments used in conducting
comprehensive evaluations. The document indicates districts are not limited to, or required to
use, the instruments included in this section. The procedures section provides guidance for
the district in selecting evaluation instruments; however, districts may elect to use other
instruments as long as these are selected and administered in accordance with Rule 6A.6.0331,
FAC.
During the individual evaluation step, information will be gathered to determine if the student
is eligible for gifted services. This information will include the individually administered,
intellectual evaluation and a standard gifted characteristics checklist to be completed by a
teacher familiar with the student. A checklist may also be done by parent/guardian/others as
directed by district policy. In addition, the team may wish to consider other factors in
determining a need for service, which could include:
Review of state or district assessments
Student interview
Formal or informal observation
Review of portfolio of student class work and/or achievements
The psychologist will select the intellectual evaluation for the student based on the districts
Policies and Procedures for the Provision of Specially Designed Instructions and Related
Services for Exceptional Students (SP&P) to ensure nondiscrimination. It is recommended that
the test administrator attend the initial educational plan (EP) meeting to discuss implications of
the test scores with the team participants and guide development of the initial EP to ensure it is
written to specifically address the students giftedness
Commonly used individually administered, standardized assessment instruments include:
Comprehensive Test of Nonverbal Intelligence (C-TONI)
Differential Abilities Scales (DAS-II)
Kaufman Assessment Battery for Children (KABC II)
Naglieri Nonverbal Ability Test, Individual Administration (NNAT)
Ravens Progressive Matrices Colored (CPM) and Standard Progressive
Matrices (SPM)
Reynolds Intellectual Assessment Scale (RIAS)
Stanford-Binet Intelligence Scale Fifth Edition (SB5)
Stanford-Binet Intelligence Scales for Early Childhood
Test of Nonverbal Intelligence -3 (TONI-3)
Universal Nonverbal Intelligence Test (UNIT)
Wechsler Preschool and Primary Scale of Intelligence, Third Edition (WPPSIIII)
Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV)
Wechsler Intelligence Scale for Children-Fourth Edition Spanish (WISC-IV
Spanish)
34
A significant consideration is the use of part scores or the standard error of measurement
(SEm). A technical assistance paper from the Florida Department of Education, Standard
Error of Measurement, is available at http://www.fldoe.org/ese/pdf/y1996-7.pdf. A second
technical assistance paper, Use of Part Scores with Tests of Intelligence, available at
http://www.fldoe.org/ese/pdf/y2005-9.pdf, provides further guidance.
Personnel trained in gifted education and/or with an understanding of the special needs of
gifted learners should meet regularly to determine eligibility of potential candidates. If the
student does not meet eligibility as required in state rule, the team of professionals might then
consider whether the student might be eligible under their alternative plan (referenced as Plan
B due to placement in Rule 6A-6.03019, FAC, Special Instructional Programs for Students
Who Are Gifted part (2)(b) for increasing representation of students who are considered underrepresented in gifted if their district has such a plan that has been state-approved. For this
purpose, the rule currently defines under-represented groups as those who are limited English
proficient or who are from a low socio-economic status family. The intent is to foster and
support students who are English-language learners or those from economically disadvantaged
backgrounds who may not have been exposed to the types of experiences necessary to acquire
knowledge.
Consideration in these cases should be given to:
Specific aptitude as well as general intellectual ability. Many students are not
identified as gifted but indicate a high potential or high ability.
Multiple criteria and instruments at the relevant level for screening and identification.
The use of multiple criteria improves the chance of recognizing students who excel in a
subject or specialized area. Teachers looking for talent and potential are more likely to
observe it in reviewing work portfolios and student records and by tracking student
interests and abilities.
Use of instruments sensitive to underrepresented populations, such as non-verbal
assessments.
Universal screening at all relevant levels of the K-12 continuum, specifically at least
twice in elementary primary and intermediate; at parent or district request, and
additionally, after annual review of those students scoring at level 5 on FCAT, or other
times as indicated in the districts SP&P.
Teachers should be trained on the use of checklists that focus on gifted student
behaviors indicative of general intellectual ability and specific aptitude areas in varied
cultures.
Some students identified as gifted may also be learning-disabled, physically
handicapped, behaviorally disordered, or underachieving.
English Language Learners
Nonverbal assessments may provide a more equitable method of assessment for a measure of
ability and achievement. The EP team participants shall consider the special needs of students
whose potential may be masked by their limited English proficiency. When the
parent/guardian is not fluent in English, it is important to provide an interpreter while the EP is
35
developed. Recommendations of the EP team should take into consideration the students
language and culture.
Suggestions for district leaders in gifted education:
Strive for proportionate representation from all groups of the local population.
Consider students raised with economic restrictions, ethnic/cultural differences, gender,
rural demographics, twice exceptional, and highly gifted. Compare the gifted
representation to the total population of the district. If current nomination and
screening methods are not effective in identifying students from special populations,
consider alternative assessment tools or strategies.
Collaborate with the English Language Learner (ELL) staff to identify strategies that
may be effective for this population.
Provide training for all educators on recognizing the characteristics of the gifted. When
general education teachers are asked to complete the checklist, have they been trained
on what criteria to consider and what behaviors might be expected?
Be proactive in screening students rather than waiting for nomination or referrals.
Review school, district and state test scores and track student progress.
Consider forming a team of professionals to review student records on a regular basis.
Transfer Students
Within-state
A gifted student who is transferring from one Florida public school district to another and who
has a current EP must be provided service. If the EP has expired, the receiving district will
need to initiate a new one. The EP should be reviewed and revised as determined necessary by
the receiving district based on current needs of the student.
From Out of State
Procedures for consideration of a transferring gifted student include the following:
If there is evidence that the student was determined eligible in another state and was
receiving gifted service, the district should consider whether the student would meet
Florida eligibility criteria. The district would determine eligibility for permanent
assignment based on the continued needs of the student, and whether the student does
or does not meet exit criteria.
It is significant to keep in mind when determining eligibility that many other states define
gifted with different criteria so it is necessary to assess the eligibility criteria to ensure
alignment with Rule 6A-6.03019(3), FAC.
Interstate Compact on Educational Opportunity for Military Children - Changing schools
can be an ordeal for military families and military children. Education curriculum and
education requirements can vary tremendously between states and between school districts.
The 2008 Legislature created a section in Florida Statute authorizing the Governor to execute
the Compact, and the rules became effective January 1, 2010, and were reauthorized May 11,
2010. Okaloosa County developed a matrix to serve as a guide in implementation. For more
information go to http://www.fldoe.org/military/.
36
The Compact assures that the receiving state school shall initially honor placement of the
student in educational programs based on current educational assessments conducted at the
school in the sending state or participation/placement in like programs in the sending state.
Such programs include, but are not limited to: 1) gifted and talented programs; and 2) English
as a second language (ESL).
The receiving school may perform subsequent evaluations to ensure appropriate
placement and continued enrollment of the student
To make a determination of eligibility, the evaluations required by Rule 6A-6.03019(3), FAC,
must be conducted if the previous data are more than three years old.
The district may elect to consider the student as being nominated for gifted and follow the
steps to initiate consideration for service in Florida.
B. Determining Need for Service
Rule 6A-6.03019 FAC, Special Instructional Programs for Students Who Are Gifted, specifies
that a student must evidence a need for a special program and expands that in section (3) to
state need for a special instructional program. The EP team makes this determination based
on all information compiled and presented to the team. The team may consider test scores and
evaluation data and feedback from the general education setting including: class performance,
feedback from the parent, information from the checklist, indication that the student is capable
of performing at a higher level of conceptualization and perception based on assessments
and/or observable divergent behaviors, distinguishing awards or recognitions.
C. Exiting Gifted Service
There may be occasion for an eligible student not to receive gifted services. Some of the more
common reasons:
A parent may elect to have the student remain in the current educational setting.
General academic programs for Advanced Placement (AP), International Baccalaureate
(IB), Advanced International Certificate of Education Program (AICE), honors or other
advanced courses may meet the students current academic needs. This would be a
decision of the EP team. The team would then determine whether the student has further
needs, such as goals to address characteristics of the gifted, including perfectionism,
underachievement, or social-emotional concerns that warrant unique service. In such
cases, the EP would indicate the students academic needs are currently being met through
general education programs, and the goals would specify the related service to be provided.
Typically, such service is monitored through consultation. The level of consultation would
be determined by the EP team based on the students individual need.
Before considering withdrawal of a student from gifted service, the EP team convenes to
discuss the decision and determine whether there will be a need for other support.
Once identified as eligible, a student may resume service at any time. In such cases the EP
team would convene to determine the current needs of the student and to develop new
goals.
37
II. PROGRAM DESIGN/SERVICE DELIVERY

The significant problems we face cannot be solved at the same level of thinking we were at
when we created them. Albert Einstein
A. Developing an Educational Plan (EP)
An educational plan (EP) is a plan written for each student who is identified as eligible for
gifted education services. EPs are developed for students identified solely as gifted.
The EP describes the students educational needs based on the strengths of the student and the
services that will be provided to supplement and build on the basic academic state standards to
ensure the student continues to make gains. School districts have the responsibility to provide
students who are gifted in grades K-12 with an EP to ensure the student has a free and
appropriate education (FAPE). The contents of the EP should provide detailed information
that is useful to the student, school personnel and to the parent/guardians.
An EP must provide:
A statement of the individual students present levels of performance which may include,
but is not limited to, the students strengths and interests, the students needs beyond the
general curriculum, results of the students performance on class work, district and state
assessments, school grades, and evaluation results;
A statement of measurable goals, including benchmarks or short term objectives.
A statement of the specially designed instruction to be provided to the student.
A statement of how progress toward the goals will be measured and reported to parents;
and
The projected date for the beginning of services, and the anticipated frequency, location,
and duration of those services.
Considerations in EP development, review and revision, include:
The strengths of the individual student and needs resulting from the students giftedness;
Results of recent evaluations and assessments that provide a gauge for determining where
the student is currently performing; and
For limited English students, special language needs as they relate to the EP.
The focus of the EP should be on the students giftedness and the strategies necessary to
ensure the individual student continues to make continual student progress and learning.
The EP for each individual student may be developed or revised at a minimum at least
every three years for students in K-8, at least every four years for students in grades 9-12
and when a student transitions to a higher level (elementary to middle and middle to high
school). These are outside timelines, and the EP team should make a decision about when
to reconvene based on the needs and goals for the individual student. A parent/guardian or
the school may request a review of the plan at any time to assure the student is provided an
38
appropriate education. It is expected that the EP team will determine when they need to
reconvene to address the students progress. For a student receiving full-time or full-class
service, the meeting will likely need to be scheduled within a year to determine whether the
plan has been effective and whether the student has accomplished the current goals.
Before the student begins to receive services, a meeting must be held to write the EP. The EP
team should include the following, as stated in Rule 6A-6.030191, FAC:
The parent/guardian of the student.
At least one teacher of the gifted program.
One regular education teacher who can provide input about the levels of performance in
the general curriculum.
A representative of the school district who is qualified to provide or supervise the
provision of specially-designed instruction to meet the unique needs of the student, and
is knowledgeable about the general curriculum and the availability of resources of the
school district.
An individual who can interpret the instructional implications of evaluation results.
Other individuals who may have knowledge or special expertise regarding the student
at the discretion of the parent/guardian or school district.
The student, as appropriate.
If the primary language of the parent/guardian indicates a need for an interpreter, one should be
provided.
In cases where the general education teacher is at a school other than where the student
receives gifted service, the general education teacher may provide information in writing to
inform the EP team about assessments and indicators of the students current levels of
performance to guide decisions about service.
The school district must notify the parent/guardians before each EP meeting in writing. The
written invitation serves as informed notice and contains the date, time and place for the
meeting, the reason for the meeting, who has been invited, and the fact that the
parent/guardians may invite anyone to the meeting who has pertinent information about the
gifted student. The district will also provide the parent/guardians with a copy of the
Procedural Safeguards for Exceptional Students Who Are Gifted, which explains the legal
rights of the parent/guardian, regarding the gifted education process.
The educational plan contains the following information to be discussed at the EP meeting and
written into the plan:
Present levels of performance - which is defined as statements of a students
performance in academic, social, emotional, or other areas including demonstrated skill
mastery grade levels. End of the year tests could serve to indicate levels of performance
in content areas. The statement of the students present level of educational
performance is the cornerstone of the EP. The purpose of the statement of present
levels is to determine how the student is currently performing. It provides unbiased data
from a variety of sources to identify the strengths of the student and guide decisions
about educational needs.
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Pre-assessment to determine levels of performance guides development of the goals for

the student, including benchmarks or short term objectives - individualization should be
focused on skill performance mastery, data collection, and criteria for determining
evidence of mastery for the student.
The students strengths - which may include learning styles, characteristics, test scores
or interest area(s).
Results of recent evaluations - to be used to establish base-line data.
Description of how the students progress toward the goals will be measured and when
the parent/guardian will be informed of the students progress toward the goals.
Gifted education services - including participation in regular education programs.
Initiation, duration, frequency, and location of services specifying the contact time
spent with gifted peers.
Signatures of attendees.
Present levels of performance specifically reference how the student is performing in classes.
The data presented to the team should indicate educational performance for the last one or two
years, pertinent information, work, and formal or informal assessments that document priority
educational needs to ensure the student will continue to make academic progress.
An appropriate way to determine service for a student is to ask How is this student gifted?
and provide service to meet those educational needs. All students who are gifted are not gifted
in all areas. As for other ESE areas, it is understood that the range of disabilities in a district
are likely to vary widely with a range of services. In the same way, students who are gifted are
likely gifted in different ways. If a limited continuum of service is available, the task is to then
determine how best to meet the needs of the learner.
The parent/guardian receives a copy of the EP. The EP should be accessible to each teacher
responsible for implementation. In addition, each teacher of the student shall be informed of
the specific responsibilities related to the implementation. The EP must be implemented as
soon as possible after the EP meeting. An EP must be in effect before specially designed
instruction is provided for the student. The teacher(s) of the gifted student would be
responsible for implementation of the EP.
Gifted students benefit from being grouped with their intellectual peers for a significant part of
their instructional day, so this should be a consideration of the team.
Gifted education should be based on the unique needs of the student, not the students
classification.
See Appendix A2 for Assessing the Educational Plan (EP) for Students who are Gifted,
which provides a guide to development of a significant EP.
B. Guidelines for Placement/Program Design
Once it is determined that a student is eligible to receive service, the educational plan (EP)
team will meet to determine what steps to take to ensure an appropriate education to meet the
40
needs of the student. The EP team is responsible for ensuring a meaningful connection
between identification and the service to be provided so the student continues to make gains.
Students identified as gifted receive services through different types of service delivery
models. Service refers to what a gifted student receives that differs from non-gifted students.
The district determines which models to use and the frequency of services as guided by the EP
teams determination of appropriate services for the student.
Continuum of Appropriate Service Delivery Models
Service for students should be provided through a defensible program that offers meaningful
content, learning opportunities employing higher-level thinking skills, and advanced skills to
foster the intellectual growth of the student. Because gifted students are exceptional education
students, they require a qualitatively different education that is not typically available in the
general education classroom. As no single service delivery option meets the needs of all gifted
students, the district should offer multiple service delivery options.
An effective approach to programming for gifted learners should be seen as a combination of
three elements: accelerative approaches, in which instruction is matched to the competence
level of students; enrichment approaches, in which opportunities for the investigation of
supplementary materials are given; and individualization, in which instruction is matched
specifically to the learners achievement, abilities, and interests. (Feldhusen, 1998)
Courses cited as Gifted (advanced academics) in the Course Code Directory are designed to
meet the needs of students who have met state eligibility criteria. Programs for students who
are gifted should encompass instructional and related services that provide significant
adaptations in curriculum, methodology, materials, equipment, or the learning environment
(Rule 6A-6.0311, FAC). Gifted students learn at an accelerated pace which requires a need to
explore topics in depth which could be accomplished with options that might include clusterskill grouping, curriculum compacting, contracting, original research, independent studies, or
special classes.
Service may be provided in a variety of programs:
1) Gifted /Self-Contained Class (K-12) Advanced Academics/Gifted Course Code
The teacher of the gifted provides total instruction in these models in which all of
the students have met gifted eligibility.
Content and pacing should be differentiated to the degree that activities are clearly
intended for students evidencing a need beyond the general curriculum as indicated
by their individual EP.
Full-time classes or programs offer an opportunity for the teacher to adapt the curriculum
to provide rigor and challenge in the content areas. Knowing that all students have met
eligibility requirements ensures that the teacher might preassess and practice curriculum
compacting and other instructional strategies to nurture and support a more complex and
integrated curriculum. Classes may have same or mixed grade levels.
41
2) Resource Room or Pull-out (K-6 - no course code)

The setting is other than the general education classroom for the special
instructional period.
Curriculum should have an academic content-based foundation, and focus on
activities as related to the EPs of the students.
Content and pacing should be differentiated to the degree that activities are clearly
intended for students evidencing a need beyond the general curriculum.
The teacher of the gifted provides total instruction in these models in which all of
the students have met gifted eligibility.
Resource Rooms or Pull-out programs allow gifted students to meet with intellectual peers
to work on critical thinking and problem-solving skills, to address community problems or
to work on challenging curriculum, such as Junior Great Books, Algebraic thinking,
Invention Convention or simulations based on content areas. Enrichment programs (based
on Renzullis Enrichment Triad Model or the Purdue Three Stage Enrichment Model) are
widely used in a resource room. Students are guided through independent investigations
through in-depth concept development. Enrichment should be well-articulated and extend
the regular curriculum by adding depth and rigor. Enrichment programs that keep learning
on a superficial level (such as having activities without connection to a content area) may
lose credibility for the program.
3) Advanced Content Class for gifted and non-gifted students (6-12) (general content
course code)
Students are grouped on the basis of achievement and interest in specific content
area, and the class may include students who have and who have not been identified
as gifted. The district may set criteria for class participation.
The district should develop criteria for the course, showing clearly how the content,
pacing, process skills emphasis, and expectations of student outcomes differ from
other courses in the same content area.
If the course is identified on the EP as providing the service for a student who is
gifted, the gifted-endorsed teacher must clearly document in the lesson plans the
differentiation provided as necessary to match the students EP goals.
Self-contained content classes provide challenging and more in-depth work in a specific
content area. It is important to ensure that students in these classes are placed because it is
an area of personal strength rather than a placement because of the students gifted status.
4) Cluster Grouping (general education course code)
Identified gifted students with strengths in the same content area(s) placed as a
group - typically three to six identified students with similar strengths - into an
otherwise heterogeneous general classroom. If there are more than six students,
more clusters could be formed based on their areas of strength.
Classroom teacher has the gifted endorsement in addition to the required
certification.
The gifted-endorsed teacher clearly documents in lesson plans the curriculum
modifications/differentiation for students who are gifted to address the EP goals.
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Cluster Grouping may be an effective way to meet the needs of learners in situations where
a small number of students need to be served and a full-time class is not warranted. In this
case, a cluster of students with similar abilities are grouped together with a teacher who
then designs learning activities and projects to meet their needs.
5) Support Facilitation (no course code)
The teacher provides services one-on-one. The teacher meets with an individual
student or small group of students within a traditional classroom but not as a coteacher.
The teacher of the gifted provides support for the gifted students achievement in
the general classroom.
Gifted-endorsed teacher, general classroom teacher, and the gifted student (as
appropriate) collaboratively plan the development of challenging assignments that
substitute for or extend core curriculum objectives to meet the needs of the student.
The teacher documents curriculum modifications through (a) separate lesson plans,
(b) time log of collaborative planning, and (c) individual student contracts.
The teacher of the gifted may provide support facilitation by working and moving
among two or more classrooms working with teachers and students identified as
gifted as needed.
Frequency and intensity of support varies based upon students and/or educators
need for assistance. Services may include revised lessons, independent research or
related activities for gifted learners.
6) Mentorship/Internship (secondary option)
Gifted students work with mentors to explore career professions of interest.
Gifted endorsed teacher supervises mentorship/internship experiences based on
Course Number: 7965030, Externship for Students who are Gifted.
An individual student contract should document (a) the work to be done, (b)
learning objectives, (c) dates and amount of time the student will be participating in
the internship/mentorship, (d) means by which students learning will be assessed,
and (e) responsibilities of the gifted education teacher and mentor.
7) Dual Enrollment/Virtual courses
Individual gifted student EPs should document (a) reason(s) the student needs a
more advanced curriculum than could be provided on the school campus, (b)
learning objectives for the gifted student, (c) dates and amount of time (in
segments) the student will participate in the joint enrollment arrangement, and (d)
means by which the gifted students learning will be assessed.
8) Consultation (9-12)(a service model with no course code)
A teacher of the gifted meets regularly with students and/or teachers to plan,
implement, and monitor instructional alternatives designed to ensure that the
student who is gifted achieves successful accomplishment of gifted goals in
Advanced Placement, Honors, International Baccalaureate or other academically
rigorous programs.
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Teachers providing consultation are required to maintain a record of the students,

teachers, courses, and services provided for students who are gifted as aligned with
the students EP goals. Consultation is intended to support the student. A teacher
of the gifted monitors the students progress to ensure the gifted student achieves
successful accomplishment of the gifted goals in the general education setting. The
consultation teacher is required to maintain a record of the services as related to the
EP goals. Consultation occurs at least once a month or more frequently as
determined by the EP team for the needs of the student. The intent is for a student
whose academic needs are being appropriately met in general educational programs
and advanced courses to have a contact who ensures the students specific EP goals
are being addressed.
Appropriate Program Models

All students should be expected to master basic curriculum. Pulling a student from a content
class to go to a resource center that does not address state standards with depth and complexity
may prevent increased knowledge and skill development. All students are entitled to learn by
receiving direct instruction at the necessary level. Typical instruction using grade-level
materials is not likely to meet the needs of advanced learners. Children who have mastered the
majority of the grade-level basic skills must be provided with advanced opportunities.
VanTassel-Baska (1986, 1995) and VanTassel-Baska, Zuo, Avery, & Little (2002) studied
experimental and control classes of students in grades two through eight across the country.
Experimental classes were taught with a specially-created, integrated language-arts curriculum
with high-level literary analysis and interpretation, persuasive writing, and linguistic
competency. Results showed the experimental classes made significant gains on all
assessments while the control groups showed no significant gains.
Levels of service could begin with modifying the curriculum in the classroom, special classes,
enrichment opportunities, pull-out programs in a specific area of the students strength.
Opportunities for highly gifted students (usually considered those with IQs of 145 and above)
may need a broader range of options or a more individualized approach to ensure continued
academic gains.
Student assessment must match the program. Since gifted students are not universally gifted,
the programs, too, should indicate those differences. A student whose level of performance
indicates a predominant strength in math and mastery of grade-level standards would not be
best served in a program that focuses on language arts or interdisciplinary units of study. The
goals on that students EP should indicate how advanced math instruction will be received
using math skills in independent projects to ensure the student continues to make gains in
mathematics. Continued motivation to learn comes with being successful when completing
rigorous tasks, preferably with intellectual peers. Modifications could be provided through
tiered assignments, flexible grouping, curriculum compacting, interest centers, higher levels of
questioning and alignment with the goals of the Frameworks for K-12 Gifted Learners,
planning progress for the student from the Know, Understand, Perform, and Accomplished
levels, as appropriate.
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Class size should align with all other content area classes if core content is addressed in the
class. Special programs with a history of success in meeting the needs of gifted learners
include:
Magnet or special schools which enable a district to pool resources at one site to meet
student needs. The district provides transportation to the site.
Differentiated Curriculum is referenced as a means of meeting the specific needs of the
learner. Training for differentiated instruction should identify ways to differentiate for
students with disabilities and strategies effective for differentiating specifically for the
gifted. In a class with gifted and non-gifted students, the gifted teacher must indicate in
lesson plans how the curriculum is differentiated for students who are gifted as required.
When EP goals are student specific, the goals would be the factor in determining the
necessary differentiation. An effective curriculum for gifted learners is a basic curriculum
with modifications to meet the needs of students. Students who are gifted may learn more
rapidly with far less practice and may be curious about exploring topics in greater depth.
There should be sufficient time for self-directed learning and making more connections
across topics, disciplines, events and cultures.
Individualized programs can be appealing to students. Curriculum compacting when the
student evidences mastery of basic benchmarks and standards, learning contracts, or
selecting engaging materials at a higher level can be effective.
Special classes could be appropriate for students with interests or talents requiring intense
programming. AP, IB, AICE programs, honors courses, dual enrollment with a college,
career education and virtual courses may provide an opportunity for the student to develop
abilities and interests. The four courses in the Course Code Directory specifically for
gifted students in grades 9-12 allow students to delve into a specific topic. For example,
students may work with a mentor at the school or in the community through the externship
program (Course 7965030); develop higher-order thinking skills and leadership in the
Skills course (7963090); complete independent research methodology using primary and
secondary resources to produce original documents (7965010); or practice sophisticated
levels of communication and assess the humanities - fine arts and philosophy (7965040).
Academic Competitions and Programs help students expand creative and critical
thinking skills and develop leadership and teamwork skills and may be added to, but not be
the total focus of the curriculum. Some of the more widely-known include Future Problem
Solving (FPS), simulations, Junior Great Books, Odyssey of the Mind, Invention
Convention, debate, 4-H, Junior Achievement, Math Olympiad, Knowledge Master,
Science and History Fairs, chess tournaments and the Stock Market game. While
secondary schools are more likely to offer extended options, teachers at the elementary
level may need to be proactive in seeking programs for students.
The K-12 program for gifted learners must be comprehensive, structured, and sequenced
between, within, and across grade levels. The district offers multiple service delivery options
as no single service meets the needs of all gifted students.
The district should establish a protocol for assessing proficiency to guide decisions regarding
appropriate service. Competence and skills should determine access to academic experiences
rather than age. For example, the district may determine it is appropriate to accelerate a
45
student who evidences mastery of grade level skills in one content area or to move the student
to a higher grade if there is evidence of proficiency across content areas.
Results of the April 2010 survey indicate a wide range in frequency and duration of service.
K-2 students, for example, may receive from one hour to 29 hours of service each week,
while middle grades students may receive anywhere from less than one hour to as much as 27
hours per week of contact with other gifted students. A Guide to State Policies in Gifted
Education (2007), referenced by Dr. Van Tassel-Baska, recommends minimum contact time
be specified for a student to receive gifted service.
The recommendations are based on policies in that document:
K-2
3-5
Grades 6-12
Consultation 9-12
four hours per week (or the yearly equivalent)

five hours per week (or the yearly equivalent)
one class-period duration or equivalent daily
at least every two weeks
The district plan should specify an appropriate minimum amount of contact time to assure
sufficient opportunity to meet the programs goals and objectives. Flexible grouping
arrangements in all content areas and grade levels ensure that students learn with and from
their intellectual peers. Early identification and intervention for all students and particularly
for underrepresented populations of gifted learners are crucial in realizing and developing
their full potential.
Secondary Programs
There are particular challenges in providing service for secondary gifted students. With most
teachers having a preservice focus on content, there may have been minimal training in
providing differentiated curriculum or instructional strategies to meet the needs of gifted
learners. Adaptations within the curriculum may require further professional development in
adapting the curriculum to meet the needs of these students for a challenging program.
Districts should consider the benefits of career and technical education for gifted learners.
Benefits of these programs for the high-ability student include:
1. Rigor with relevance with integrated academics - Broad career areas identify
knowledge and skills students need for success in the field.
2. A reason to learn - Learning experiences provide a purpose and meaningful choices.
3. Competition, teamwork, leadership, and recognition are fostered through Career and
Technical Student Organizations (CTSO) - Within CTSOs, there are opportunities for
personal commitment and real-world community involvement and experiences.
4. Reduced dropout rate - Students who report being bored or disengaged with school
indicate classes are not interesting or meaningful. Career and technical education
programs present real-world connections that can be motivating.
Honor classes, AP, IB programs, AICE, dual enrollment, career and technical programs and
externships offer multiple options to meet student needs for academic challenge. Teachers for
46
these courses who have the gifted endorsement are likely prepared to provide differentiation
for students who are gifted. EP teams should consider what additional programs/services will
be meaningful for the individual student to continue to make gains.
Guidelines:
1. Programming for gifted students must be an integral part of the school program and the
general education school day.
Services for gifted students should supplement and build on the basic academic
standards and the knowledge learned in general education classrooms.
Gifted students should be provided with curricular experiences at all grade levels to
ensure continual student progress and learning.
2. Rather than a single program for gifted learners, a comprehensive K-12 program should
provide a continuum of services.
The K-12 program for gifted learners must be comprehensive, structured, and
sequenced between, within, and across grade levels.
School districts should offer multiple service delivery options as no single service
meets the needs of all gifted students.
Options include ability or cluster grouping, self-contained full-time classes, honors
classes, magnet schools, AP classes, etc.
Gifted students are included in flexible grouping arrangements in all content areas
and grade levels to ensure that they learn with and from their intellectual peers.
Early identification and intervention for underrepresented populations of gifted
learners are crucial in realizing and developing their full potential.
3. There should be an optimal match of student ability to program service and teacher
expertise.
4. Curriculum in the gifted program should relate to and be aligned with the state content
standards.
A well-defined scope and sequence is articulated for all grade levels and subject areas
in the core curriculum.
The differentiated curriculum enables gifted students to meet or exceed state
standards with development of critical and creative thinking, problem solving and
research skills, advanced content and authentic products.
Teachers must differentiate, replace, supplement, compact, and/or modify curricula to
facilitate higher level learning goals for the gifted.
A program of instruction should consist of advanced content and appropriately
differentiated teaching strategies to reflect the accelerated learning pace and
advanced intellectual processes of gifted learners.
Alignment processes should include acceleration of standards, providing greater
complexity, deepening the challenge level, and providing creative opportunities.
Diverse and appropriate learning experiences must consist of a variety of curricular
options, instructional strategies, and materials.
Instructional strategies should be inquiry-based and engaging to gifted learners.
The differentiated curriculum is provided with appropriate materials and technology.
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5. Authentic assessment of gifted student learning should occur regularly.

Use of performance-based tools to assess learning should be employed in classrooms.
Pre-testing enables the teacher to implement curriculum compacting, subject
acceleration, flexible pacing, and other strategies to meet the needs of the student.
Collection of portfolio artifacts may represent the accumulation of long-term high
level skills.
Standardized testing in core areas of the curriculum attest to gifted student growth
(e.g., critical thinking).
Above-level testing allows students to demonstrate what they know, as well as what
they are ready to learn. Above-level testing is the most accurate assessment to
prescribe appropriate curriculum for gifted students.
6. Acceleration should be an essential element of gifted curriculum and instruction.
The overwhelming research evidence in favor of acceleration makes the intervention a
highly valued option for all schools. The evidence is compelling that for highly motivated
gifted students acceleration must be an option; therefore, all schools need to have written
policies that allow the possibility of the various forms of acceleration as an academic
intervention for carefully selected high ability students. (2009 Colangelo. Guidelines
for Developing an Academic Acceleration Policy)
The 18 forms of acceleration and their definitions are listed and overviewed in Volume II
of A Nation Deceived. They include:
1. Early Admission to Kindergarten (See Section 1003.21, (2) F.S. for
guidelines)
2. Early Admission to First Grade
3. Grade-Skipping
4. Continuous Progress
5. Self-Paced Instruction
6. Subject-Matter Acceleration/Partial Acceleration
7. Combined Classes
8. Curriculum Compacting
9. Telescoping Curriculum
10. Mentoring
11. Extracurricular Programs
12. Correspondence Courses
13. Early Graduation
14. Concurrent/Dual Enrollment
15. Advanced Placement
16. Credit by Examination
17. Acceleration in College
18. Early Entrance into Middle School, High School, or College
A flexible instructional pace allows for accelerated learning, as appropriate.

Accelerative opportunities should be provided for early entrance to first grade,
48
middle, and high school; subject and grade skipping; and early matriculation to
college.
Learning opportunities should consist of an advanced continuum of differentiated
curricular options, instructional approaches and resource materials.
The district has developed a policy and procedures for acceleration. The Iowa
Acceleration Scale may be a helpful tool for use in making a decision about whether
acceleration is appropriate for the student. Information about the scale is available at
www.accelerationinstitute.org.
Specific acceleration options for high school students include: College Boards
Advanced Placement Program (AP), the International Baccalaureate Program (IB),
Advanced International Certificate of Education Program (AICE), Dual Enrollment
and Early Admission, and virtual classes. While these are not gifted-specific
services, it could be determined by the EP team that these classes meet the academic
needs of the student.
7. Gifted programs should offer options within and beyond the core curriculum.
Independent study, competitions, and one-to-one mentorships should be considered
program options.
Programs should include non-core areas of the curriculum such as foreign language
and the arts as appropriate.
The gifted program should coordinate with Science, Technology, Engineering, and
Mathematics (STEM) initiatives relevant to gifted learners.
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III. CURRICULUM AND INSTRUCTION

The cornerstone of education is the flexibility to recognize the needs of the individual child.
A Nation Deceived, volume 1
The curriculum is the core of service for students who are gifted and must be qualitatively
different from the general education programs as indicated in Section 1003.01 (3)(b), Florida
Statutes, (F.S.). Special education services means specially designed instruction and such
related services as are necessary for an exceptional student to benefit from education. The
development of appropriate programming for gifted students must include core elements
directed to the specific needs of the learners. Curriculum selected for use for gifted learners
should be challenging and ensure that critical thinking and problem-solving are clearly a
priority.
State Board Rule 6A-6.0311, FAC., states special programs for exceptional students will
encompass instruction and related services which provide significant adaptations to meet
individual learning needs of exceptional students. In addition, Section 1003.57, F.S., specifies
each district school board- local education agency (LEA)- is responsible for providing an
appropriate program of special instruction, facilities, and services for all exceptional students
including diagnosis and evaluation; special instruction, classes, and services. (1)(c) specifies
A student may not be given special instruction or services as an exceptional student until after
he or she has been properly evaluated and found eligible as an exceptional student in the
manner prescribed by rules of the State Board of Education.
A. Curriculum Models
Floridas Frameworks for K-12 Gifted Learners provides guidelines supporting a challenging
and rigorous curriculum that enhances the state standards. The goals of the Frameworks are
defined by expected outcomes for gifted students. Each goal specifies the mastery expected by
the time the student graduates:
Goal 1 - The student will be able to critically examine the complexity of knowledge:
the location, definition, and organization or a variety of fields of knowledge.
Goal 2 - The student will be able to create, adapt, and assess multifaceted questions
in a variety of fields/disciplines.
Goal 3 The student will be able to conduct thoughtful research/ exploration in
multiple fields.
Goal 4 The student will be able to think creatively and critically to identify and
solve real-world problems.
Goal 5 The student will be able to assume leadership and participatory roles in both
gifted and heterogeneous group learning situations.
Goal 6 The student will be able to set and achieve personal, academic, and career
goals.
Goal 7 The student will be able to develop and deliver a variety of authentic
products/performances that demonstrate understanding in multiple fields/disciplines.
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These goals are arranged by content (goals 1 and 2), process (goals 3 and 4), affect (goals 5
and 6) and product (goal 7). The Frameworks are available at
http://www.fldoe.org/bii/Gifted_Ed/.
Learning opportunities should consist of an advanced continuum of differentiated curricular
options, instructional approaches and resource materials. The classroom provides an
atmosphere of inquiry and discovery, with emphasis on problem solving and reflection and
critical thinking, rather than mere coverage of the content. Students should be required to
stretch themselves to succeed, with a blend of individualized and group activities including
contact with experts in the field. Gifted students often have deeper interest in a topic that may
go beyond traditional classroom instruction or resources.
As outlined in the Parallel Curriculum Model (PCM), the key to providing a qualitatively
differentiated curriculum involves:
Opportunities to learn the core knowledge (enduring facts, concepts, principles, and skills)
within a discipline.
Opportunities to learn about the numerous relationships and connections that exist across
topics, disciplines, events, time, and cultures.
Opportunities to transfer and apply knowledge using the tools and methods of the
scholar, researcher, and practitioner.
Opportunities for students to develop intrapersonal qualities and develop their affinities
within and across disciplines.
The PCM addresses ascending intellectual demand to meet the needs of learners as they
become more advanced, providing tasks that call for a higher degree of complexity and
understanding and products calling for evidence of increased understanding.
The Integrated Curriculum Model (ICM) for Gifted Learners was developed by the Center
for Gifted Education at the College of William and Mary. The development of exemplary
curriculum frameworks and units of study for classroom use with high ability learners has been
an emphasis at the Center. The curriculum is designed to respond to gifted learners
characteristics of precocity, intensity, and complexity through its three dimensions of advanced
content, higher level processes and product development, and interdisciplinary concepts,
issues, and themes. The ICM is comprised of three interrelated dimensions. The ICM has
been translated into a curricular framework and teaching units in language arts, social studies,
and science. More information on this model is at http://cfge.wm.edu/curriculum.htm.
B. Instructional Materials
District plans should assure that appropriate materials and resources are available to support
the gifted program. Materials and resources for students who are gifted should align with and
extend the content standards and provide opportunities to study topics in depth. Programming
options should be available when a student demonstrates competence in a basic skill area.
Gifted students should be allowed to make continuous progress by testing out of previously
mastered material. Ability, achievement and aptitude tests may serve as a guide in determining
the students present level of development and where instruction should begin to ensure
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continued learning gains. Decisions about instructional materials should be based on what the
student needs to continue to make academic gains.
Cluster grouping may enable a group of advanced readers to select from above grade-level
reading materials. The district should ensure appropriate instructional materials are available
for providing rigor and challenge beyond the general curriculum, as stated in the identification
rule. Some specific special materials being used include the William and Mary Curriculum for
Gifted (based on the ICM referenced above), Junior Great Books, Accelerated Math
(Renaissance Learning), MathCounts, Sunshine Math Superstars, and science resources listed
at http://www.fldoe.org/bii/oms.asp. The primary consideration should be finding an optimal
match between the students ability and the appropriate instructional level.
Curriculum compacting allows teachers to streamline learning activities for students who
demonstrate proficiency. When preassessment indicates achievement beyond the intended
curriculum, the teacher may provide enriched and enhanced curriculum to provide challenge
and enable students to move at a faster rate. The student who is gifted should have
opportunities to explore topics in greater depth, draw generalizations, and work to solve realworld problems.
C. Grants Supporting Gifted
Challenge Grant Program for the Gifted
The Department of Education supports districts in developing curriculum for gifted learners.
The Collaborative Curriculum Challenge Grant Projects are intended to enhance academic
achievement of students who are gifted through the innovative redesign of instruction and
meaningful collaboration. Each school district is eligible to apply for funds to initiate a
redesign of instruction for students who are gifted. A summary of the results of prior programs
is available from FDOE so a program may be replicated.
Program Year
2007-08
2008-09
Programs
Broward - Meeting the Needs of Gifted Students and Teachers

Escambia - Just Imagine
Flagler - A Quest in Archeological Findings
Hillsborough - Curriculum Revision
Miami Dade - Outdoor Science
Pinellas - Diverse Environment Network
St. Lucie - Technology for Middle Grades
Suwannee - Career Exploration for Middle School Gifted
Collier - Rigor Plus for middle schools
Florida State University Lab School - Chemistry Integration
Highlands - Art Exploration
Lee - Gopher the Cache!
Marion - Water Wonderland (environment)
Miami-Dade - Physical Science/Physics Continuum
Orange - Forensic Fusion
Palm Beach - Puentes Al Mundo
Polk - Implementing the Frameworks (redesign of curriculum)
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2009-2010
2010-2011
2011-2012
2012-2013
Volusia: Legendary Florida (integrated curriculum)

Alachua - Rural Globalization Through Technology
Brevard - Canine Commando Challenge
Broward - Bald Eagle Project
Hernando - Collaboration with the Community
Highlands - ENGAGE Connections with the Community
Marion - Academy of Law and Government
Miami-Dade - Cultivating the Arts
Orange - Writing Through the Ages
Orange - Disease Detectives
Pinellas - Ancient Civilizations, Virtual Investigations: A 21st
Century Collaboration
Florida State University Lab - Space Technology and Engineering
Miami-Dade - The Gifted Program Exploring Science Project
Osceola - Fostering Opportunity and Renewal in Gifted Education
Volusia - Design Thinking: From Insights to Innovation
Miami-Dade- Gifted Program Exploring Science (GPEX)
Osceola- The Gift of Reading
Volusia- Design Thinking II: From Insights to Innovation
Miami-Dade- The Gifted Program Exploring Science Project
Osceola- Learning and Living a Parallel Curriculum
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IV. GUIDANCE AND COUNSELING

"Counseling gifted students and their families is one of the most challenging and rewarding
functions for a counselor. Gifted students have tremendous variability not only in their
cognitive capacity, but in their affective development. While there are clearly common themes
to the social-emotional issues confronting gifted students, there are profound individual
differences among gifted students Nicholas Colangelo
A. Differentiated for Gifted Learners
Students who are gifted need affective as well as cognitive growth. Section 1003.01 (3)(a),
Florida Statutes (F.S.), defines an exceptional student as any student determined eligible for a
special program in accordance with rules of the State Board of Education (SBE). Section
(3)(b) defines special education services to mean specially designed instruction and such
related services as are necessary for an exceptional student to benefit from education.
Appropriate counseling services might address issues related to characteristics of giftedness,
including perfectionism, underachievement, exploration of cultural identity and value system
issues related to identification, or social-emotional support. Technical assistance paper FY
2006-10, Counseling as a Related Service 312765
(http://sss.usf.edu/resources/format/taps/2011/2011_134.pdf), addresses this topic. An
individual evaluation is sometimes required to assist the EP team in determining the need for
related service. Related services are provided for gifted students through district funds.
Counseling and guidance services should be offered to gifted learners at all levels of
programming.
Teachers, parents, administrators, and services personnel should be provided with

information and training regarding the characteristics of gifted students and their related
socio-emotional development.
Gifted teachers incorporate strategies to support affective learning in their classrooms.
Counselors and others with specific training in the socio-emotional needs of gifted students
should provide counseling and guidance services at all levels of schooling.
Guidance and counseling services to meet the socio-emotional needs of gifted students are
ongoing, K-12. Characteristics typical of the gifted learner provide some direction for the
services: perfectionism, underachievement, lack of self-confidence of gifted girls, a
tendency to be introverted, family emotional factors, and learning disabilities. Gifted
children are aware that they are not like their age peers and may struggle with social
adjustment.
Referrals are made to community resources/professionals for special needs as necessary

Academic planning and career planning should be provided by the secondary level.
Curriculum that outlines services in academic development, career development, and

personal/social development for gifted students should be developed and implemented.
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Gifted students should receive college/career exploration and development experiences

throughout grades 6-12.
Gifted students from low income backgrounds should receive guidance in selecting college
opportunities and financial aid by grade 9.
High performing students may become frustrated at having to select a major field of study
or a career path when they have a wide variety of interests and skills and it becomes
difficult to narrow that path. Appropriate guidance should be available. The middle school
course for Advanced Academics and Career Development would be advised.
Social-emotional guidance services should be offered to underrepresented populations at

all levels of programming.
Gifted students who are at risk or who do not display satisfactory performance in regular or
gifted classes should be monitored and provided with appropriate intervention services.
Parents are provided information and support.
Teachers, administrators, school services personnel, and parents/guardians are trained to
collaborate in implementing intervention strategies for at-risk students. These intervention
strategies can take place at home, at school, or in the community.
Transition counseling services by teachers, counselors and administrators are provided and
documented.
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B. Support for Students with Special Needs

The Twice-Exceptional Student
An educational plan (EP) is a written plan developed for students identified solely as gifted.
For gifted students who are also identified as having a disability, commonly referred to as
being twice exceptional, an Individual Educational Plan (IEP) is written, unless it is a disability
which is not eligible for special education through the Individuals with Disabilities Education
Act (IDEA). Under those circumstances, a 504 plan might be appropriate. For a twiceexceptional student, the gifted goals are addressed on the IEP. A teacher of the gifted must
attend the IEP meeting to provide input into the gifted goals for the student.
The largest percentage of twice-exceptional students are the gifted with specific learning
disabilities. NAGC recognizes three types of students who could be identified as gifted
learning disabled: 1) identified gifted students who have subtle learning disabilities, 2) students
with a learning disability but whose gift has not been identified, and 3) unidentified students
whose gifts and disabilities may be masked by average achievement (NAGC position papers).
Identification may become difficult when the student is bright enough to be somewhat
successful in the classroom despite learning disabilities.
The focus on these students is in three areas: appropriate identification, instruction and
remediation for the disability, and a continuing need for social and emotional support and
fostering the area(s) of giftedness.
While students who are gifted often show inattention symptoms in learning environments that
are not sufficiently challenging, students with ADHD typically show inattention symptoms
regardless of the environment. It is critical that diagnosticians be aware of the characteristics
of ADHD and how they can be present among the gifted population in order to prevent missed
diagnosis or misdiagnosis (Webb et al., 2005).
In cases when a student who is gifted exhibits characteristics as a student with a disability, the
student has rights outlined under IDEA 2004 and Procedural Safeguards for Students with
Disabilities. All guidelines for the gifted goals on the IEP are consistent with the other goals
including terms of reporting progress to parents/guardians. Some gifted students have a
medical diagnosis that requires special accommodations in the general classroom setting, but
the student does not have a disability. Those students may be considered for services with a
504 Plan. A gifted student may have an EP as well as a 504 Plan. A student who is gifted may
not have accommodations unless the student has a 504 Plan.
Underachievers
It is important to consider underachievement as a factor in determining services for students.
Underachievement may result when a gifted student exhibits behaviors that prevent the student
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from achieving their potential. Most commonly it is defined as a discrepancy between

performance and an ability or achievement measure.
There are three types of underachievers: those with low grades and test scores despite
indication of high ability, low test scores with high grades, and low performance despite high
test scores in some subjects.
gifted classes should be monitored and provided with appropriate intervention services.
Parents should be provided information and support.
Gifted Dropouts
Studies indicate that gifted students drop out for the same reasons other students do. They
don't like school or are bored, they're failing school, they're pregnant, they want to get a job,
their parents didn't finish school, their home life doesn't particularly support learning, etc. The
dropout rate for these students places them at risk and is indicative of consideration by the EP
team in providing support for at-risk students.
Related Services
Gifted students may demonstrate a need for related services in order to accomplish their
gifted goals. As part of the EP meeting, the team would determine whether a related service is
essential for the student to benefit from the gifted service and for the student to accomplish the
goals on the EP.
Related services may include:
Occupational Therapy
Physical Therapy
Counseling
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V. PROGRAM ADMINISTRATION AND MANAGEMENT

Goals are dreams with deadlines." Diana Scharf Hunt
A. Development and Implementation of the District Plan
To ensure an appropriate educational opportunity for learners, each district is encouraged to
develop a plan for meeting the needs of gifted students in their district. The comprehensive K12 Gifted Plan should include policies and procedures for identification, assessment of
students, curriculum and instruction, service delivery, teacher preparation, evaluation, support
services, and parent and community involvement.
This document may serve as a guide for development of a district plan. A template to guide
formatting the plan is also available (see Appendix A4).
The district plan should specify the following components:
I.
Identification of Gifted Learners
II.
Program Design and Service Delivery
III.
Curriculum and Instruction
IV.
Guidance and Counseling
V. Program Administration and Management
VI.
Professional Development
VII.
Program Evaluation
The district determines the plan for meeting the needs of students who are gifted and
determines the continuum of services to be offered based on the number of students to be
served, specific needs of the students and the educators available to provide service. The state
of Florida requires that a student who is eligible must receive service K-12.
Section 1003.57(1)(b), Florida Statutes (F.S.), requires that district school boards submit to the
FDOE proposed procedures for the provision of special instruction and services (SP&P) for
exceptional students once every three years. Approval of this document by FDOE is required
by Rule 6A-6.03411, Florida Administrative Code (F.A.C.), as a prerequisite for districts use
of weighted cost factors under the Florida Education Finance Program (FEFP). Information
requested for the district gifted plan is intended to identify how the district provides oversight
to ensure that the program and services address the needs of gifted learners with a degree of
consistency across the district to benefit students.
Section 111(b)(2)(C)(v) of the Elementary and Secondary Education Act (ESEA) states that
progress for students who are gifted should be measured. Thus the district should indicate how
they will monitor progress and thus determine whether services being provided are clearly
showing a measure of success.
Districts may find the NAGC Standards for Pre-K Grade 12 Gifted Program Standards
(Appendix C6) helpful in reviewing the quality of their programming for gifted students.
These
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standards provide minimum as well as exemplary standards for determining measures of

program quality.
Districts electing to implement the Florida School District Gifted Program Self Assessment
Tool (Appendix A3) may find this an effective means for opening discussions about current
programs and services to determine whether they are meeting the needs of students.
Designating a gifted endorsed coordinator with expertise in the field responsible for all aspects
of the program is indicative of the districts intent to focus on this special population.
For compliance requirements for gifted programs in Florida, see Exceptional Student
Education Compliance Self-Assessment: Processes and Procedures Manual, 2009-10.
Management of the gifted program is coordinated by the designated district contact.
Responsibilities of the district contact would include:
Oversight of screening practices leading to identification of students with potential
from all populations.
Oversight of the program and service models necessary to meet the needs of
students.
Review of EPs for all students who are gifted in the district to ensure programs are
appropriate to meet their needs and that EPs are compliant, and progress toward
goals reported to parents.
Leadership in supervising the implementation of innovative teaching strategies to
enable curriculum modifications and identification of appropriate instructional
materials.
Professional development related specifically to gifted education.
Ensuring staff development and in-service programs are provided related to
identification, curriculum and instruction, pedagogy and gifted research about best
practices, and rule/ policy changes for administrators, counselors, placement
specialists, general educators, and parents of the gifted.
Coordinate transition EPs.
Develop district policy regarding placement and program management.
Review of assessments to chart progress of students who are gifted to ensure
continued measurable gains and evaluate program effectiveness.
B. Establishing Community Support
A broad-based committee representing educators, parents, and community members should
meet regularly to review and discuss ways to support the program. Because they share
responsibility for the continued academic growth of gifted learners, the designation of an
advisory/support group for gifted education enables the district to maintain the connection and
involve stakeholders in the outcomes. The group could be composed of members of any
stakeholder group including parents; educators of the gifted; community and business leaders;
specialists in the building, such as the librarian, art teacher, technology coordinator, reading
specialist; school board members; and/or university staff.
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Parents want to know how the school and district intend to provide an appropriate education
for their children. One primary role of the parent/guardian is to serve as an advocate for the
child. To meet that need, the district should provide the community with:
Information regarding the process for nominating a child.
Information related to awareness of the characteristics of a gifted learner.
An overview of the continuum of services available in the district.
A local advisory group that may include, but not be limited to, gifted educators and
administrators, general education teachers and administrators, school psychologists,
parents, and community members.
Meetings school based and/or district-wide - to provide an overview of the program
and to address parent concerns. Administrators and/or educators who work with the
gifted may present information related to:
o Eligibility.
o Program services.
o Volunteer opportunities.
o Addressing needs related to characteristics of the gifted learner.
o Addressing social and emotional concerns of advanced students.
o Special programs and activities available.
o Topics of concern specific to parenting a gifted learner.
o Suggestions that might be used in the home to enrich learning experiences.
o Networking with other parents to support the program.
Parent/guardians could be invited to take part in the district plan to:
Understand gifted regulations, parent/guardian rights, and procedural safeguards.
Be knowledgeable of the school districts board policy on gifted education.
Advocate for the districts gifted program.
Volunteer as a resource and provide information about special materials, events and
facilities to help meet gifted students needs.
Encourage and support students in the process of selecting and participating in learning
alternatives that promote excellence.
Advocate for appropriately accelerated and enriched curriculum.
Encourage the student to develop the skills necessary to become an independent lifelong learner.
Play a role in the District Self-Assessment as a member of the team.
Remember that the role of a parent/guardian changes as the student reaches different
ages/grades.
Advocate effectively for gifted. It is imperative that parent/guardians and educators
become partners rather than adversaries. When students experience problems in school
it is important to address the problem while remembering that education involves the
school and the student with parent/guardian support.
District meetings involving community members could include invited local experts in a given
field to assist in evaluating student products and provide meaningful feedback to students.
Partnerships with local scientists, historians, communication experts, writers, architects, and
businesses allow the student to become familiar with standards and expectations in that field.
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Subject-specific community groups could be asked to partner with a class or school or program
to provide an expert point of view. More importantly, community involvement fosters a sense
of community partnership with the school district. The district should facilitate the connection
for students with appropriate mentors at all grade levels to address special interests and
abilities of the students.
Resources for parents are available at these sites:
The National Association for Gifted Children (NAGC) is an organization addressing the
unique needs of students who are gifted. On this site, you may access the Mile Marker
series, which is a guide to understanding giftedness and talent development. This series is
designed to help parents find useful, up-to-date, practical information and resources at
www.nagc.org.
The Florida Department of Education website provides a direct link to rules and statutes,
publications and resources for gifted. Of particular interest might be the rules for eligibility
and development of an educational plan (EP) and the Handbook for Parents of Students
who are Gifted at http://www.fldoe.org/bii/Gifted_Ed/.
Supporting Emotional Needs of the Gifted (SENG) focuses primarily on the adults in the
lives of gifted children. SENG provides information on identification, guidance, and
effective ways to live and work with gifted individuals at www.SENGifted.org.
The National Parent Information Network (NPIN) is a project of the ERIC system and is
administered by the National Library of Education and the U.S. Department of Education.
The mission of NPIN is to provide access to research-based information about the process
of parenting, and about family involvement in education at
http://ecap.crc.illinois.edu/eecearchive/books/fte/npin.html .
Hoagies' Gifted Education Page is a resource guide for the education of gifted children with
links to resources on nearly every aspect of gifted education available on the Internet, plus
annotations and first hand information provided by parents at www.hoagiesgifted.org.
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VI. PROFESSIONAL DEVELOPMENT

Research indicates that teachers who have received training in gifted education are more
likely to foster higher-level thinking, allow for greater student expression, consider individual
student strengths and weaknesses, and provide a variety of learning experiences to challenge
students. This vital expertise that benefits all students is not developed merely as a result of
one-hour training sessions; refining teacher skills requires high-quality professional
development, time, materials, and continued support. National Association for Gifted
Children
A. Certification and Endorsement
All K-12 teachers providing service to students who are gifted must meet the highly qualified
certification requirements for the grade/course content and have the gifted endorsement. If the
course is not based in a specific content area, certification must be for the age/grade of the
students. A teacher of the gifted who is out-of-field must take at least two courses each year to
meet endorsement requirements. Parents must be notified by the administration at the
beginning of the year when the teacher is currently out of field.
All teachers should be academically qualified, caring and supportive of students. State Board
Rule 6A-4.01791, FAC., establishes requirements for a teacher of the gifted to align with
content of the course and gifted endorsement which involves completion of three semester
hours each in five courses:
Nature and Needs of Gifted Students to include student characteristics; cognitive,
social, and emotional needs; and history and research.
Curriculum and Instructional Strategies for the Gifted to include modification of
curriculum content, instructional process, student products, and learning environment.
Guidance and Counseling for the Gifted to include motivation, self-image,
interpersonal skills, and career options for gifted students.
Education of Special Populations of Gifted Students such as minorities,
underachievers, handicapped, economically disadvantaged, and highly gifted to include
student characteristics and programmatic adaptations.
Theory and Development of Creativity to include elements of creativity such as
fluency, flexibility, originality, and elaboration.
There are several options available for teachers to obtain the gifted endorsement. Endorsement
classes are available through:
Colleges and universities through on-line and on-campus courses
Florida Diagnostic and Learning Resources Systems (FDRLS) Centers or an
educational consortium
Local school district in-service training
On-line options
To provide support for district coordinators in ensuring teachers are highly qualified, FDOE:
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Continually revises the five required endorsement courses to reflect current research
and practices.
Supports availability of the endorsement courses online specifically intended for
districts unable to provide the courses through in-service programs.
B. Teacher Competencies
Teacher competencies for working successfully with gifted students (i.e., CEC-NAGC Teacher
Standards in Appendix C2) are correlated with the state-approved professional development
program and the courses in rule. Districts should seek and hire teachers, administrators, and
coordinators who hold the gifted endorsement or are working to complete it following the
guidelines above.
Hansen and Feldhusen (1994) concluded that teachers who have a specific training in gifted
education are more likely to demonstrate these competencies:
Fast pacing of instruction
Emphasis on creativity and thinking skills
Teacher-student interactions
Appropriate motivational techniques
Student directed activities, and
Use of media and models in teaching
Gifted educations professional organizations have designated Standards for Graduate
Programs in Gifted Education (National Association for Gifted Children [NAGC], 1995) and a
set of joint standards for initial teacher preparation standards in gifted education (Council for
Exceptional Children, The Association for the Gifted [CEC-TAG], and NAGC, 2004).
(Appendix C2). These standards are correlated to the contents of the state endorsement
modules.
NAGC released a position paper identifying the competencies needed by teachers who work
with gifted students. The paper clearly states that all children deserve the highest quality of
instruction possible and that such instruction will only occur when teachers are aware of and
able to respond to the unique qualities and characteristics of the students they instruct. Gifted
and talented students present a particular challenge and often experience inadequate and
inappropriate education. To provide appropriate learning experiences for gifted and talented
students, teachers need to possess:
a knowledge and valuing of the origins and nature of high levels of intelligence,
including creative expressions of intelligence;
a knowledge and understanding of the cognitive, social, and emotional characteristics,
needs, and potential problems experienced by gifted and talented students from diverse
populations;
a knowledge of and access to advanced content and ideas;
an ability to develop a differentiated curriculum appropriate to meeting the unique
intellectual and emotional needs and interests of gifted and talented students; and
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an ability to create an environment in which gifted and talented students can feel
challenged and safe to explore and express their uniqueness.
Additionally, FDOE offers updates through newsletters and conference calls with district
contacts, as well as presentations, to ensure districts have access to current information related
to gifted education. District coordinators may use this information in professional
development in the district.
C. Professional Development
On-going professional development should be available for teachers and for
administrators and other personnel working with gifted students.
Administrators, counselors, and support staff should participate with teachers in on-going
professional development focused on gifted learners. Districts could provide specific training
related to their roles and responsibilities in the program of services for gifted students.
Alternative delivery models for professional development could be offered as well (e.g.,
Webcasts, online modules). Districts should support professional development in gifted
education (e.g. staff development, workshops, and in-service courses) with knowledgeable and
credentialed trainers.
Trained district coordinators are also resources. The local coordinator should have a high level
of expertise to guide implementation of innovative teaching strategies. District coordinators
attend meetings and conferences related specifically to gifted education to be aware of current
practices and research in the field related to effective instructional strategies for subsequent
sharing with district staff. Districts should establish a policy for release time for professional
staff and other personnel to allow attendance as part of ongoing professional development
programs dealing with gifted education. Teacher coaching models should be employed as a
follow-up to training.
Once a teacher accomplishes the gifted endorsement there is currently no specific requirement
for further professional development to ensure the teacher remains current in the field, which
makes it critical for the district to provide access to renewed resources. The district
coordinator plays a key role in ensuring ongoing staff development and in-service programs are
provided related to identification, curriculum and instruction, pedagogy and gifted research
about best practices, and rule/ policy changes. Without training programs addressing gifted
education, teachers may not be prepared to meet the needs of students.
The district should provide staff development opportunities to address this need to ensure
teachers at all levels have an understanding of the characteristics of gifted students and the
challenge of providing meaningful learning experiences and rigorous curriculum. Training
enables teachers to modify curriculum appropriately with appropriate instructional materials.
The Collaborative Curriculum Challenge Grant funds may be used for professional
development (including planning or training in an innovative or exemplary program) and
64
development of resources not currently available that are determined necessary to meet
instructional objectives. Professional development must be part of the strategic plan for the
district. The effectiveness of the training should be evident over a multi-year period.
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VII. PROGRAM EVALUATION

Program evaluation is the systematic study of the value and impact of services provided.
Carolyn Callahan
A. Criteria to Consider
In addition to ongoing FDOE monitoring for compliance with legislative policy governing
gifted education, districts should engage in continuous self-monitoring efforts as well as
periodic reviews by the FDOE. District self-monitoring, as recommended in the NAGC
Aiming for Excellence guide, should be used along with state and district data to evaluate
compliance. Program design should ensure each student shows at least one years academic
growth each year.
In 2010, NAGC released the updated Pre-K-Grade 12 Gifted Programming Standards
(Appendix C6) to guide districts in examining the quality of their programming for students
who are gifted. The standards are also available at the NAGC website at www.nagc.org.
The Florida Department of Education provides the Florida School District Gifted SelfAssessment Tool (Appendix A3) to assist districts in aiming for the highest standards in
providing an appropriate education for gifted students. Self assessments will be reviewed
along with regular FDOE monitoring to determine the impact of programs and services on
student performance and gains.
As specified in Aiming for Excellence: Gifted Program Standards (2001), guiding principles
for assessment include:
An evaluation must be purposeful.
The district provides ongoing student and program assessment that reflects the
programs philosophy, goals, and standards.
Gifted student outcomes, both cognitive and affective, are addressed and
tracked in the gifted program.
Program assessment occurs on a regular basis.
The results are used for continuing program development.
An evaluation must be efficient and economic.
Districts provide sufficient resources, time, personnel and support to conduct a
program evaluation.
An evaluation must be conducted competently and ethically.
All components of the program are periodically reviewed by individuals
knowledgeable about gifted learners and who have competence in the
evaluation process.
The assessment reports the strengths and weaknesses found in the program.
Individuals involved in the assessment are given every opportunity to verify
information and the resulting interpretation.
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The evaluation results must be made available through a written report.

Results of the program assessment are presented to the local Board of Education
and are accessible to all constituencies of the program.
The intent of the self-assessment presents the results and enables follow-through
by stakeholders in the district.
B. Florida School District Gifted Program Self-Assessment Tool
The Florida School District Gifted Self-Assessment Tool may serve to open discussions in
the district about coordinating services to effectively meet the needs of students and to address
appropriate programs and services for students who are gifted. This tool identifies the
following components:
Identification - (Goal I)
Placement and Development of the Educational Plan (EP) (Goals II, III)
Service Delivery (Goals II, III, IV, V)
Personnel Preparation (Goals III, V, VI)
Parent and Community Involvement (Goals V, VII)
Program Evaluation Design (Goals V and VII)
The District Self-Assessment Tool provided (Appendix A3) is based on policy and programs
identified from state and national guidelines for meeting the needs of gifted learners. The
district may use this tool to assess ongoing practices and to initiate a study of the value and
impact of services in the district and move toward meeting the highest standards. Assessing
the current status may indicate specific areas to address further to meet the needs of students
for future assessments as well as highlight areas where the district is meeting and exceeding
expectations.
The district may determine that it would be helpful to bring in one or two outsiders to take part
in the self-assessment process. This has some advantages in giving a greater degree of
objectivity and perhaps experiences derived from working with other programs. Knowing
what has worked in other settings may provide a different point of view. However, a local
evaluation provides local knowledge and a stronger stake in the findings. Regular evaluation
of the program should serve as a guide to reinforce positive practices and point out areas in
need of further reflection. The goal is to ensure the district is striving to meet the needs of the
gifted learners in the most appropriate way.
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Appendix A1
Key Elements in Policy Development
Key Elements in Identification Policy
An operational definition of gifted and talented
Use of multiple criteria
Use of instruments that are sensitive to the inclusion of underrepresented groups such
as low socioeconomic status (SES), minority, and English Language Learners (ELL)
A match between identification processes and operational definition
A match between placement options and operational definition
The arts and other specific domains
A connection between identification, curriculum and service
A process of decision making
A process for appeals
Key Elements in Program and Curriculum Policy
Includes specific grouping arrangements to match the program and to meet the needs of
gifted learners
Specifies a minimum number of minutes per week of contact time for gifted
program/service
Describes appropriate curriculum options
Links gifted curriculum to existing state content standards
Embeds higher-level thinking processes within content areas
Matches student assessment approaches to curriculum objectives
Acknowledges program modifications for at-risk and highly gifted learners
References social-emotional support as part of program services
Includes appropriate guidance and counseling services related to academic and career
planning
Requires shared leadership
Key Elements in Personnel Preparation Policy
Requires teachers who work directly with gifted learners to complete university-based
coursework in gifted education
Links gifted course work to National Association for Gifted Children and Council for
Exceptional Children (CEC/NAGC) standards for teacher preparation
Addresses program leadership that includes coursework in educational leadership
Calls for on-going, comprehensive professional development for program
administrators and teachers of the gifted
Provides regular professional development in gifted education for all school personnel
Key Elements in Program Management: Assessment/Evaluation Policy
Includes regular state review of LEA plans
Requires that LEA plans address:
o Screening, identification, and referral processes
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o Program provision employed at each grade level , K-12

o Goals and student outcome assessment process for each program model
o Contact time for each model
o Pupil-teacher ratios for classes
o Gifted teacher planning time
o Professional development plans for educators working with gifted learners
o Counseling and guidance
o Program evaluation design
Describes an SEA monitoring plan that involves all districts and requires regular on-site
visits
Requires LEAs to submit an annual progress report to the SEA containing program and
student evaluation data
Source: A Guide to State Policies in Gifted Education (2007) A service publication of the
National Association for Gifted Children.
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Appendix A2: Assessing the Educational Plan (EP) for Students who are Gifted
6A-6.030191, F.A.C. Development of Educational Plans for Exceptional Students who are Gifted.
Educational Plans (EPs) are developed for students identified solely as gifted. Parents are partners with schools and school district personnel in developing,
reviewing, and revising the educational plan (EP) for their child. Procedures for the development of the EPs for exceptional students who are gifted, including
procedures for parental involvement, shall be set forth in each district's Policies and Procedures for the Provision of Specially Designed Instruction and Related
Services to Exceptional Students document and shall be consistent with the following requirements.
(1) Role of parents. The role of parents in developing EPs includes:
Expectation stated in rule
(a)Providing critical information regarding the strengths of their
child; (b) Expressing their concerns for enhancing the education of
their child so that they receive a free appropriate public education
(c) Participating in discussions about the child's need for specially
designed instruction;
(d) Participating in deciding how the child will be involved and
progress in the general curriculum;
(e)Participating in the determination of what services the school
district will provide to the child and in what setting.
Satisfactory
Notation such as Parent indicates
student likes to read
Or
Parent wants child to do well in
school
Or
District developed form
Exemplary
Obvious reflection of parent input regarding
students hobbies and outside interests as well
as favorite subjects enjoying a challenging
class
Or
Documentation of discussion reflects specifics
such as concern that child is doing more in math
at home than in school; reading higher level
books independently, etc. or parents note child is
being challenged in a particular class
(2) Parent participation. Each school board shall establish procedures which shall provide for parents to participate in decisions concerning the EP.
Such procedures shall include the following:
(a) Each district shall take the following steps to ensure that one
(1) or both of the parents of a student who is gifted is present or is
afforded the opportunity to participate at each EP meeting:
1. Notifying parents of the meeting early enough to ensure that
they will have an opportunity to attend; and
2. Scheduling the meeting at a mutually agreed on time and place.
(b) A written notice to the parents must indicate the purpose,

time, location of the meeting, and who, by title and or position, will
be attending. The notice must also include a statement informing
the parents that they have the right to invite an individual with
special knowledge or expertise about their child.
(c) If neither parent can attend, the school district shall use other
methods to ensure parent participation, including individual or
Satisfactory
Insufficient notification of time
Or
Exemplary
Copy of original letter with response from parent
indicated and notation of a follow-up reminder(s)
or phone call(s) to parent.
Parent called day before meeting to

confirm
Or
Parent requests alternate time and no
response is indicated
Letter includes required information:
Purpose of meeting
Time for meeting
Specific location for meeting
Name and title of each person who will

attend
Statement informing parent of right to invite
conference telephone calls.

(d) A meeting may be conducted without a parent in attendance if
the school district is unable to obtain the attendance of the
parents. In this case, the district must have a record of its
attempts to arrange a mutually agreed on time and place such as:
1. Detailed records of telephone calls made or attempted and the
results of those calls; 2. Copies of correspondence sent to the
parents and any responses received; or 3. Detailed records of
visits made to the parents' home or place of employment and the
results of those visits.
(e) The district shall take whatever action is necessary to ensure
that the parents understand the proceedings at an EP meeting,
which may include arranging for an interpreter for parents and
students who are deaf or whose native language is a language
other than English.
(f) The district shall give the parents a copy of the EP at no cost to
the parents.
others
Indication that parent was asked

and requested interpreter but no
evidence of interpreter being present.
Documentation that parent was asked if

interpreter is requested; with documentation
interpreter attended meeting.
Clear indication that a copy of the EP is provided

to parent at the time of the meeting.
(3) Educational plan (EP) team participants. The EP team shall include the following participants:
(a) The parents of the student in accordance with subsection (2)
of this rule;
(b) One regular education teacher of the student who, to the
extent appropriate, is involved in the development and review
of a students EP. Involvement may be the provision of written
documentation of a students strengths and needs.
(c) At least one teacher of the gifted program;
(d) A representative of the school district who is qualified to
provide or supervise the provision of specially designed
instruction to meet the unique needs of students who are
gifted, is knowledgeable about the general curriculum, and is
knowledgeable about the availability of resources of the
school district. At the discretion of the school district, one of
the student's teachers may be designated to also serve as
the representative of the school district;
(e) An individual who can interpret the instructional implications
of evaluation results who may be a member of the team as
described in paragraphs (3) (b)-(d) of this rule;
(f) At the discretion of the parent or the school district, other
individuals who have knowledge or special expertise
regarding the student. The determination of knowledge or
Satisfactory
Parent(s) attended and signed
Exemplary
Parent(s) attended and signed
Parent letter indicates regular

education teacher is invited and
attends or notation that teacher
submitted written report.
Or
Teacher of the gifted serves as the
regular education teacher for full-time
service model.
Teacher of the gifted invited and
attends.
Indication of an LEA representative
attending.
Regular education teacher invited, attends,

provides documentation of present levels of
performance, primarily in the curriculum area
indicated as one of the students areas of
strength.
Or
Regular education teachers report is attached or
referenced to document students present levels
of performance and special needs.
Teacher of the gifted invited and attends.
At initial EP meeting, psychologist is

present to appropriately interpret
instructional implications of eligibility
(IQ) evaluation results
And
Indication of LEA representative or
71
Indication that the LEA representative attending

is one with authority to describe and offer
appropriate service at alternate sites in the
district to assure a continuum of service.
At initial EP meeting, psychologist is present to
appropriately interpret instructional implications
of eligibility (IQ) evaluation results.
special expertise of any individual shall be made by the party

who invites the individual to be a member of the EP team;
and
(g) The student, as appropriate.
teacher attending to interpret

classroom, district and state
assessments.
Documentation of notice to parent
that others may be invited.
Documents student was invited.
And
Indication of LEA representative or teacher
attending to interpret classroom, district and
state assessments.
Documentation of notice that others may be
invited (Guidance counselor, private therapist,
tutor, coach, etc.)
Student invited and/or attended meeting.
(4) Contents of Educational Plans (EPs). EPs for students who are gifted must include:
(a) A statement of the student's present levels of performance
which may include, but is not limited to, the student's strengths
and interests, the student's needs beyond the general curriculum,
results of the student's performance on state and district
assessments, and evaluation results;
Satisfactory
Indication of the most recent FCAT
scores and other classroom or district
assessments
(b) A statement of goals, including benchmarks or short term

objectives;
Minimum of two goals are included

with minimum of two benchmarks per
goal with nominal alignment to needs
of the student as indicated by (4)(a)
(c) A statement of the specially designed instruction to be

provided to the student;
A statement indicating student will

have access to a differentiated
curriculum and/or compacted
curriculum
(d) A statement of how the student's progress toward the goals

will be measured and reported to parents; and
Statement that progress will be

reported annually.
Or
Specific rubric or criteria chart
completed by teacher
Or
Checklist indicating students
progress toward mastery
Projected date for beginning of
(e) The projected date for the beginning of services, and the
72
Exemplary
Present levels of performance may include
strengths/ interests in academic areas, needs
beyond the general curriculum as documented
by tests or evaluations, student's performance on
state and/or district assessments, any other
evaluation results; indications of where student is
performing above grade level peers or finishing
more quickly than others.
At least two goals included which clearly align to
the indicated special needs of the student. At
least two benchmarks per goal which clearly
describe the necessary skills the student will
need to evidence mastery to accomplish the
stated goals.
Statement of a specific specially designed
instruction aligned to the goals for the student.
Alternate class placement; integrated
interdisciplinary units; synectics; simulations,
problem-based learning; curriculum compacting,
etc. The Parallel Curriculum Model provides
further information.
Progress is charted as indicated in the goals and
benchmarks. The EP indicates students
progress toward the goals will be reported at
least each grading period to ensure parent is
informed about students progress.
Projected date for the beginning of services
anticipated frequency, location, and duration of those services;
services (example: 3/7/09)

Anticipated frequency(example
1 4 times weekly)
Location (example: classroom)
Duration of services (example:
this year)
(example: 3/7/2009)
Anticipated frequency (example: 250
minutes per week Monday through Friday)
Location (example: resource classroom at
name of school)
Duration of services (example: resource
room daily prior to 6/7/2011)
(5) Considerations in EP development, review and revision. The EP team shall consider the following:
(a) The strengths of the student and needs resulting from the
student's giftedness.
Satisfactory
Student needs logical thinking
activities and problem solving
activities to learn new information
Exemplary
The need for service and the service to be
provided is based on current levels of
performance and specific goals to be provided Example: Current and ongoing class projects
and work reveal that student is at the Know level
of Goal Three of Frameworks. Goals indicate
student will be working toward the Perform level
and benchmarks indicate skills to be taught to
ensure success at this goal.
(b) The results of recent evaluations, including class work and

state or district assessments.
One form of evaluation cited:

example: FCAT scores are 4s in math
Specific examples provided evidencing student

evaluations, example: FCAT writing scores are
stable at level 3. Student samples and rubrics in
portfolio indicate fluency in writing. One goal for
student then states that student will work from
the Know level of Evaluation in Goal 6 toward the
Understand level to use evaluation of previous
tasks to improve performance in personal writing
and progress to level 4..
(c) In the case of a student with limited English proficiency, the

language needs of the student as they relate to the EP.
Notation that student is not fluent in

English
Or
Indicating ESOL level and the types
of modifications/adaptations that will
be made to the instruction.
Specifics provided to indicate the ELL level of

student and requirements to meet the needs of
the student
(6) Timelines. Timelines for EP meetings for students who are gifted shall include the following:
Satisfactory
(a)An EP must be in effect at the beginning of each school year.
Initial EP written for maximum period.
73
Exemplary
Team determines goals may be accomplished in
(b) An EP shall be developed within thirty (30) calendar days

following the determination of eligibility for specially designed
instruction and shall be in effect before the provision of these
services.
(c) Meetings shall be held to develop and revise the EP at least
every three (3) years for students in grades K-8 and at least every
four (4) years for students in grades 9-12. EPs may be reviewed
more frequently as needed, such as when the student transitions
from elementary to middle school and middle to high school or if
the student's parent or teacher requests a review.
EP is developed within a couple of

weeks following determination of
eligibility for special instruction
EP is written to align with the
minimum periods stated.
one year, so will reconvene.

Upon determination of eligibility, notification is
sent to parent to set up meeting for initial
placement and EP development.
The EP team documents when they feel they will
need to meet to review the EP. The time and
type of service the student is to receive is
considered. Due to the goals and projections of
how long it might take for the student to
accomplish those goals, team sets a date to
reconvene to review students progress.
(7) EP Implementation. An EP must be in effect before specially designed instruction is provided to an eligible student and is implemented as soon as
possible following the EP meeting.
(a) The EP shall be accessible to each of the student's teachers
who are responsible for the implementation.
(b) Each teacher of the student shall be informed of specific
responsibilities related to implementing the student's EP.
Satisfactory
Notation that EP is in school files
Notation that EP is in school files
74
Exemplary
Indication that teachers who will provide service
are provided with a copy of the EP to enable
tracking progress.
Indication that each teacher who impacts the
learning of the student is provided with a copy of
the EP to enable tracking/reporting progress.
Florida School District Gifted Program Self Assessment Tool

Purpose
The purpose of this document is to assist local school districts in examining the quality of their programming and services for gifted
learners. These standards represent professional consensus on critical practice and serve as guidelines for: (1) basic requirements for
high-quality programming for gifted learners; (2) program development; and (3) measuring the effectiveness of programming.
Structure of the Document
The Standards are divided according to the following aspects of gifted programming and service delivery:
1) Identification,
2) Placement and Development of the Educational Plan (EP)
3) Program Design and Management
4) Personnel Preparation, and
5) Parent and Community Involvement
The self-assessment is designed to guide school districts in judging their current program status in relation to the research-based
standards. A guide for programs in Florida is available listing the core research-based themes extracted from the NAGC Policy Guide
which includes models for a continuum of services model to be implemented K-12 with relevant research references supporting the
nature of interventions based on general intellectual ability and specific aptitudes.
The intent is to provide the most appropriate educational experience possible for gifted learners in Florida.
Part I is a survey of the district to present a profile of the current status and infrastructure of the program.
Part II is an assessment instrument for addressing each of the aspects of the standards of the current program.
Achievement Levels
Bronze: 40 -65 percent
Silver: 66-85 percent
Gold: 86 100 percent
Florida School District Gifted Self Assessment Tool

Profile of the District Part I
1. Number of schools with students identified as eligible for gifted service. :
Elementary: #________ out of __________________ schools
Middle:
#________ out of __________________ schools
High schools: #________ out of __________________ schools
Total schools: #________ out of __________________ x 100 = __________ %
1 point: 1-33% of total schools
2 points: 34 66% of total schools
Score ___________
2. Identify the number of schools in the district currently providing gifted services:
Number of schools:
Elementary: __________out of __________________ schools
Elementary magnet serves students from
#________of those schools
Middle:
__________ out of __________________ schools
Middle magnet serves students from
#_______ of those schools
High schools: __________ out of __________________ schools
Total schools: __________ out of __________________ x 100 = __________ %
1 point: 1-33% of total schools
Score ___________
3. How often is the School Board provided with information about gifted programs and services?
Not briefed (0 points)
Once per year (1 point)
Twice per year (2 points)
More than twice per year (3 points)
Score ____________
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4. The district has adopted a policy for screening to ensure equal access
Not yet in place (0 points)
Random screening is done (1 point)
Screening is done at select schools where representation is historically low (2 points)
District-wide screening is the standard policy (3 points)
District-wide screening is standard policy and staff reviews district disproportionality data as a guide (4 points)
Score _____________
5. The district has a specific policy for development of the educational plans.
EP development is conducted at group meetings or with small groups of students with similar strengths (1 point)
EP development meetings are standardized and focused on meeting the needs of the student (2 point)
EP development is individualized specifically to ensure measurable academic gains for the student (3 points)
Score _____________
6. Does your district website include a direct link to gifted education?
Not sure (0 points)
Gifted is posted at the ESE link (1 point)
Gifted is an independent link (2 points)
Gifted is an independent link with resources for parents and educators (3 points)
Score _____________
7. The district conducts awareness training related to the characteristics and special needs of gifted learners.
It is a school decision and may or may not take place (0 points)
It is a district session and attendance is optional (1 point)
A session takes place at every school (2 points)
Score _______________
8. The district supports a gifted advisory group.
77
There is a district group outside of the school system (1 point)

Contact name _____________________________________
Contact information for this person _________________________
There is a group supported by the school district and a district person is a liaison for the group (2 points)
Contact name _____________________________________
Contact information for this person ___________________________
Name of district liaison __________________________________
Score ______________
9. How often does the group meet?
Once a year (1 point) Twice a year (2 points)
Quarterly (3 points)
Monthly (4 points)
Score ______________
10. Identify the membership of the district advisory group: (required but no point value)
Membership Representation
Parents
Teachers
Administrators
students
School board
Community groups
Other (indicate)
% age of total group
11. The district monitors progress of gifted learners.

As part of a review of all students progress (1 point)
Regularly as an isolated data piece (2 points)
Bonus: Results of gifted achievement are shared with the public (1 extra point)
Means of determining student gains ___________________________________
78
Score _______________
12. Transition EPs are monitored by the district
Elementary site develops EPs for students going to middle school and middle schools write EPs for students
transitioning to high school (1 point)
Transition EPs are written in collaboration between the two sites (2 points)
Indicate how that is accomplished: __________________________________________________
_______________________________________________________________________________
Score ______________
13. The district provides guidelines on measurable academic learning opportunities for gifted curriculum. The district plan
identifies placement and courses and indicates how progress of shall be measured.
No current guidelines in place determination is left to EP team (0 points)
Gifted service options are available at all grade levels (1 point)
The district monitors and measures progress of gifted learners to ensure academic gains K-12. (2 points)
Bonus: The Florida Frameworks for K-12 Gifted Learners is used to document student gains (1 added point)
Score ______________
14. Acceleration is an essential element of gifted curriculum and instruction. A flexible instructional pace allows for
accelerated learning as appropriate.
There is no written district plan addressing acceleration (0 points)
Policies exist for: (check all that apply)
_____ ability grouping and/or clustering
_____ cross-graded classes based on areas of strength in a specific subject
_____ multi-grade classes with specially designed curriculum
_____ full time programs with differentiated curriculum
_____ subject acceleration
_____ use of the Iowa Acceleration Scale as appropriate
_____ grade level acceleration
_____ early matriculation to college
_____ dual enrollment
_____ AP courses
79
_____ IB programs
_____ AICE programs
_____ specific consideration of K to grade 1 placement
_____ assessment tools (such as end of year tests) are used to determine advanced placement
_____ community mentors or externships
_____ other : specify : __________________________
0- 3 checks (0 points)
4- 8 checks (1 point)
9 or more checks (2 points)
Score _________
BONUS: If your district has a success story related to collaboration that involves two or more of the standards please describe it here:
(2 points)
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
TOTAL SCORE FOR PART I: _______________________
80
Self Assessment Checklist Tool for Florida

Standards for Gifted Education Part II
Checklist directions: Place a checkmark in one of the four columns according to the degree of evidence of the program
component. The first column from the left is Not Evident (NE); the second column is Some Evidence (1); the third column is
Nearly Complete (NC); and the fourth column is In Place (IP). Measurement points for each indicator are shown.
Standard: Identification
(NE)
0
(SE)
1
(NC)
2
(IP)
3
Components of a Program for Gifted Education

Identification
All parents and staff receive information and training annually about the nomination process,
including the characteristics of gifted students.
Assessments are responsive to students economic conditions, gender, developmental
differences, handicapping conditions, and other factors that mitigate against fair assessment
practices.
A committee, including the gifted coordinator or designee, makes final determinations on
individual student eligibility for services.
Personnel trained in gifted education meet at regular intervals to determine eligibility,
identification and placement of individual candidates.
An individual assessment profile is developed for each identified child to evaluate appropriate
placement in the gifted program. The individual assessment profile reflects the learning
characteristics, potential and performance levels, interests, learning style, and educational
needs of the student.
Policy and procedures exist for consideration for a student exiting the program, interventions
are implemented and a meeting is held with the parents and student.
The nomination/referral process is ongoing and includes all students K-12.
An assessment/identification process (screening) is in place to ensure that all potential students
with high abilities are appropriately assessed for identification as gifted. All children are
eligible for the nomination process regardless of socio-economic, linguistic or cultural
background, and/or disabilities.
81
Teachers completing checklists are instructed in general intellectual and specific

aptitudes/characteristics of gifted students that serve as look fors in the classroom.
Standard: Placement and Development of the Educational Plan
(NE)
0
(SE)
1
(NC)
2
(IP)
3
Component of a Program for Gifted Education

Placement and Development of the Educational Plan (EP)
Programs for gifted learners provide services that are an integral part of the school day.
Services for gifted students are designed to supplement and build on the basic academic
standards and the knowledge learned in regular classrooms at all grade levels.
Gifted students are provided with multiple service delivery options and curricular experiences
at all grade levels to ensure continual student progress and learning as no single service meets
the needs of all gifted students.
There is a match of student strengths and ability to program/ teacher expertise.
Teachers differentiate, replace, supplement, and/or modify curricula to facilitate higher level
learning goals for the gifted as documented in lesson plans. The differentiated curriculum
provides for balanced development of critical and creative thinking, problem solving, research
skills, advanced content, and authentic and appropriate products.
A program of instruction consists of advanced content and appropriately differentiated
teaching strategies to reflect the accelerated learning pace and advanced intellectual processes
of gifted learners.
Standard: Service Delivery
(NE)
1
(SE)
2
(NC)
3
(IP)
4

Program Design and Management
A comprehensive K-12 Gifted Plan includes policies and procedures for identification and
assessment of students, curriculum and instruction, service delivery, teacher preparation,
evaluation, support services, and parent involvement.
Acceleration is provided as an essential element of gifted curriculum and instruction. A
flexible instructional pace allows for accelerated learning as appropriate. Policies exist for
grade skipping, ability grouping, early matriculation, and dual enrollment.
82
Programs for the gifted include non-core areas of the curriculum such as foreign language and
the arts, independent study, competitions, and one-to-one professional apprenticeships.
Time to work with intellectual peers for portions of the school day is required.
A gifted-endorsed coordinator is designated responsible for all aspects of the program.
Appropriate instructional materials are available to support the gifted program, extend the
content standards and provide opportunities for studying topics in depth.
Guidance and counseling services to meet the socio-emotional needs of gifted students are
ongoing, K-12. Counselors and others with specific training in the socio-emotional needs of
gifted students provide counseling and guidance services at all levels of schooling.
Curriculum that outlines services in academic development, career development, and
personal/social development for gifted students is developed and implemented. Gifted students
receive college/career exploration throughout grades 6-12.
gifted classes are monitored and provided with appropriate intervention services. Teachers,
administrators, school services personnel, and parents/guardians collaborate in implementing
intervention strategies for at-risk students.
Standard: Personnel Preparation
(NE)
0
(SE)
1
(NC)
2
(IP)
3

Personnel Preparation
The district seeks and hires teachers and administrators endorsed in gifted education.
All teachers working with gifted learners have met the requirements for the grade and content
of the course/grade being taught and have the gifted endorsement.
The district sponsors professional development in gifted education (e.g. workshops,
conferences, and courses) with knowledgeable and credentialed consultants and trainers.
The district has established a policy for released time for professional staff and other personnel
to allow for attendance at professional development programs dealing with gifted education.
The district provides specific training for counselors, administrators, and other personnel
involved in the decision-making related to their roles and responsibilities in the program of
services for gifted students. Administrators, counselors, and support staff participate with
teachers in the on-going professional development program dealing with gifted learners.
83
Teacher competencies for working successfully with gifted students (i.e., CEC-NAGC Teacher
Standards) are correlated with the professional development program.
Classrooms containing gifted learners are periodically monitored for use of appropriate
differentiation.
84
Standard: Parent and Community Involvement

(NE)
1
(SE)
2
(NC)
3
(IP)
4

Parent and Community Involvement
A broad-based planning committee representing educators, parents, and community members
meets regularly to assess and support the program.
Open meetings are scheduled as recommended by the committee to maintain connections and
provide information to parents about gifted programs and services.
Community partnerships have been established to work with gifted programs.
Standard: Program Evaluation
(NE)
1
(SE)
2
(NC)
3
(IP)
4

Program Evaluation
The district provides ongoing student and program assessment consistent with the programs
philosophy, goals, and standards.
All components of the program are periodically reviewed by individuals knowledgeable about
gifted learners and who have competence in the evaluation process. The results are used for
continuing program development.
The district plan contains a clear description of performance expectations for gifted students at
each grade level.
The district uses multiple, traditional and non-traditional strategies to assess gifted student
performance. These include standardized and criterion-referenced achievement tests,
questionnaires, checklists, observation scales, interviews, and performance-based measures.
The results of the program evaluation are presented to the local Board of Education and are
accessible to all constituencies of the program.
The gifted program evaluation report for all educational services involving gifted students
includes both strengths and weaknesses of the program and is accompanied by a plan with
implications for improvement and renewal over time.
SCORE FOR PART I: _______________________
85
SCORE FOR PART II: _______________________
TOTAL SCORE FOR PARTS I AND II ____________________
86
Appendix B: Common Terms in Gifted Education

The following list was adapted from:
Frequently Used Terms in Gifted Education on the National Association for Gifted
Students website www.nagc.org/index/aspx?ic+565
A Glossary of Gifted Education by Steven M. Nordby on the website
http://members.aol.com/svennord/ed/GiftedGlossary.htm
Gifted Glossary on the Texas Association for the Gifted and Talented website
www.tagt.affiniscape.com/displaycommon.cfm?an=1&subarticlenbr=16&printpage=t
Glossary of Useful Terms on the Institute for Educational Advancement website
www.educationaladvancement.org/resources/search/glossary.php
504 plan
An individualized plan for a student with a disability who may not meet the eligibility criteria
for exceptional student education (ESE) but who requires accommodations under Section 504
of the Rehabilitation Act of 1973, which requires identification, evaluation, provision of
services, parental notification, and procedural safeguards
Ability Grouping
Students of like ability in a specific content area based on observed behavior or performance
are grouped together in order to be taught at a pace that matches their learning rates.
Acceleration
Grade level or subject level advancement to meet the learners needs. Includes various means
for advancing through material or grade levels ahead of normal progress. May include subject
or grade acceleration, curriculum compacting, early graduation, etc.
Achievement
Accomplishment of performance; the realization of potential.
Accountability
Students, teachers, administrators, and other school personnel are responsible for instructional
outcomes. Students who are gifted need to learn skills and basic information when they have
not evidenced mastery.
Adequate Yearly Progress (AYP)
Specifies minimum progress for grade level students during the school year, based on gradelevel academic standards. Does not address progress for students already above grade level.
AD/HD Attention Deficit/ Hyperactivity Disorder (AD/HD)
Attention-deficit/hyperactivity disorder (AD/HD) is a condition affecting children and adults
that is characterized by problems with attention, impulsivity, and overactivity. Often
diagnosed instead of giftedness in children who cannot sit still when they lose interest in
school. A child who is AD/HD may not be diagnosed because they have been classed as gifted.
Advanced Placement (AP) Classes

A national program developed by the College Board where high school students may take
courses and examinations that meet criteria established by institutions of higher education.
Affective Curriculum
Curriculum that focuses on personal/social awareness and adjustment, and includes the study
of values, attitudes, and self.
Advanced International Certificate of Education (AICE)
The Cambridge Advanced International Certificate of Education (AICE) program prepares
young people for honors degree programs. It is a certificate which requires the study of
subjects drawn from three curriculum areas. Cambridge AICE offers students the opportunity
to tailor their studies to their individual interests, abilities and future plans within an
international curriculum framework. The Cambridge AICE program was successfully piloted
between 1997 and 2000 in Florida where it continues to receive legislative support and
funding.
Aptitude
Innate ability. The terms intelligence, ability, and aptitude are often used interchangeably.
Aspergers Syndrome
Sometimes discussed as high-functioning autism or Autism-spectrum disorder.
Asynchrony
A term used to describe disparate rates for physical, cognitive, and emotional development
often displayed by gifted students.
At-risk
Students whose needs either go unmet or serve as barriers to talent recognition or development,
putting them in danger of underachieving or dropping out
Authentic Assessment
Process of evaluating student learning using assessments that more closely resemble real-world
tasks such as a portfolio or performance demonstration instead of traditional tests.
Autonomous Learner
A self-directed student; a learner who makes positive educational decisions which further
his/her learning.
Benchmark
Statements of major milestones for learning for each of the Next Generation Sunshine State
Standards for the academic subject areas. Benchmarks or objectives are used on EPs to
designate indications of progress toward the goals for the student.
Blooms Taxonomy
88
Six levels of thinking developed in 1956 by Benjamin Bloom and often used to develop
curriculum for gifted learners. Moving from basic to high levels of thinking, they are
knowledge, comprehension, application, analysis, synthesis, and evaluation. The taxonomy has
since been updated reflecting relevance to 21st century work.
Brainstorming
Often considered Fluency -An activity used to generate many, varied, and unusual ideas that
are accepted without criticism.
Bureau of Curriculum and Instruction (BCI)
The organization within the Florida Department of Education that includes the offices of
Healthy Schools, Humanities (which includes gifted), Instructional Materials, Library Media
Services, and Mathematics & Science. The mission is to provide leadership, coordination, and
technical assistance for implementing legislation, State Board of Education policy and rule,
and Department initiatives pertaining to curriculum and instruction for Florida students and
teachers. Services are provided for district and school staffs, parents and citizens, DOE staff,
other state agencies, college faculty, and professional education associations. Our goal is for all
Florida students to receive a high quality education that will prepare them to be active citizens,
critical thinkers, and lifelong learners. The website is located at http://www.fldoe.org/bii/.
Bureau of Exceptional Education and Student Services (BEESS)
The organization within the Florida Department of Education that deals with programs for
exceptional students, including students with disabilities; student services, including
counseling and school psychology; and juvenile justice programs. The website is located at
http://www.fldoe.org/ese/. BEESS oversees monitoring and dispute resolution for all ESE
students, including gifted.
Cluster Grouping
Groups of students (at least three or four) with similar needs, abilities, or interests in a grade
are grouped together in a heterogeneous class with a teacher who has training in providing
appropriate instructional strategies for gifted to allow the teacher to more effectively
differentiate instruction.
Collaborative Learning /Cooperative Learning
A teaching strategy in which students work in small groups on differentiated tasks so they may
share expertise and effort in order to create a common product. Each participant has a
determined role in working toward the group goal. It is important to differentiate tasks
appropriately. This is not synonymous with group work.
Consultation
General education teachers and gifted teachers and/or the student meet regularly to plan,
implement, and monitor instructional alternatives designed to ensure success and progress
toward EP goals for a student who is gifted. Consultation is intended for students in grades 912 to supplement appropriate educational programs rigorous enough to meet the needs of a
gifted learner.
Creativity
89
A mental process involving the generation of new ideas or concepts, or new associations of the
creative mind. From a scientific point of view, the products of creative thought (sometimes
referred to as divergent thought) are usually considered to have both originality and
appropriateness of developing new, uncommon, or unique ideas.
Criterion-referenced Testing
Assessment that compares the students test performance to his/her mastery of the content or
skill rather than comparing to other students.
Critical Thinking
The analysis of complex problems or ideas that leads to understanding and decision making.
Curriculum Compacting
A strategy to modify the grade-level curriculum by eliminating material students evidence they
have previously learned. In doing so, students who demonstrate high levels of achievement are
provided with time for differentiated enrichment or acceleration activities.
Differentiation
Modifying curriculum and instruction according to content, process, product, and learning
environment to meet individual student needs. Differentiated instruction is a philosophy a
teacher uses to meet the unique needs of every learner. Even within a self-contained gifted
class there should be differentiation in the curriculum.
Dual Enrollment
High school students taking college courses, often for college credit. Dual enrollment can
provide high school students benefits such as greater access to a wider range of rigorous
academic and technical courses, savings in time and money on a college degree, efficiency of
learning, and enhanced admission to and retention in college.
Due Process Rights
Rights that give school personnel and parents ways to solve problems and settle disagreements.
They include: the right to participation, the right to have notice, the right to give consent, and
the right to a due process hearing. The hearing is a formal meeting run by an impartial hearings
officer, where parents and school officials can resolve disagreements fairly.
Educational Plan (EP)
An individualized written plan that describes the specific learning needs of a student who is
gifted to ensure assessment, placement, curriculum and appropriate instruction as well as the
related services that will be provided to that student.
Enrichment
Activities that go beyond the basic curriculum to incorporate more complex, higher-level
thinking, and sophistication, abstractness, depth instead of the general curriculum (different
nor more).
90
Exceptional Student Education (ESE)

The name used in Florida to describe special education services and programs for students with
a disability and students who are gifted.
Flexible Grouping
An instructional strategy where students are grouped for appropriate instruction based on
similar abilities and interests . It allows the student to move in and out of various grouping
patterns depending on course content and student needs.
91
Free Appropriate Public Education (FAPE)

A federal regulation (34 CFR 300.17) that specifies that all children with disabilities, age 3
through 21, including children with disabilities who have been suspended or expelled from
school, are entitled to a free and appropriate public education. Florida extends the right to
FAPE to include students who are gifted.
Gifted
One of the Exceptional Student Education (ESE) programs in Florida. A student who is gifted
has high cognitive abilities, learns more easily than do other students, and needs a special
instructional program and services in order to make appropriate educational progress. In order
to be eligible for programs and services for students who are gifted, a student must meet all the
requirements listed in Florida State Board of Education Rule 6A-6.03019 Special Instructional
Programs for Students Who Are Gifted.
Heterogeneous Grouping
The practice of grouping students into classes at random without regard to abilities.
Highly Gifted
Commonly the reference is made to levels of giftedness. IQ score ranges are generally
accepted as: 130-144 gifted; 145 159 highly gifted; 160 and above profoundly gifted.
Homogeneous Grouping
Grouping students by common need, ability or interest.
Independent Study
Self-directed learning strategy where the teacher acts as guide and the student takes an active
role in designing and managing his/her own learning.
Individualized Educational Plan (IEP)
A written plan that describes the individual learning needs of a student with disabilities and the
services that will be provided to that student. A twice exceptional student would have an IEP
which includes gifted goals.
Intelligence
The ability to learn, reason, and solve problems - to deal with cognitive complexity.
Intelligence Quotient (IQ)
IQ was previously determined by dividing the mental age (result from an intelligence test) by
the chronological age times 100, now calculated from a statistical deviation table.
Traditionally, an average IQ is considered to be 100. The spread of scores is measured by the
standard deviation. For historical reasons, the standard deviation on most IQ tests is set at 15
(sometimes 16). A score of 110 means the person is in the top 25 percent of the population, a
score of 120 is in the top 7 percent and a score of 130 or higher is in the top 2 percent. See
highly gifted.
Integrated Instruction
92
Involves combining aspects of two or more traditionally separate areas of study. For example,
the study of Rome in history class combined with study of Roman mythology in an English
class.
International Baccalaureate (IB)
A pre-university program for highly-motivated secondary school students that can be
completed to earn college credit. IB emphasizes critical thinking and understanding of other
cultures and points of view. A diploma is awarded at the completion of the IB program which
allows graduates access to universities worldwide.
Learning Contract
A strategy which allows students an option to eliminate material already mastered. The student
selects from a variety of product options and moves at an individual pace evidencing mastery
of content through enrichment and acceleration.
Learning Style
A students preferred mode of learning, such as auditory, kinesthetic, or visual-spatial.
Magnet Schools
Special public schools that offer a concentrated curriculum in designated areas of study
drawing students from a wider geographical area. Typically for science, performing arts, or
math/science, some magnet schools have been established to meet the specific learning needs
of the gifted.
Mentorship
An option for meeting a students needs by designating a volunteer adult member of the
community who shares expertise or interest with a student of similar career or field of study
aspirations to enable the student to develop increased knowledge in the field. Students may
develop a product from the experience.
Next Generation Sunshine State Standards (NGSSS)
Statements of expected learning for Florida students in the areas of language arts, mathematics,
science, social studies, health and physical education, the arts, and foreign languages. The
standards are available at http://www.fldoe.org/bii/curriculum/SSS/.
Norm-Referenced Test (NRT)
An assessment or test that compares one individuals results with a large group of individuals
who have taken the same assessment. A norm-referenced test provides an estimate of the
tested individual as compared to his or her peers with respect to the trait being measured.
Examples include the SAT and typical IQ tests.
Perfectionism
An intrinsic motivation that through striving for perfection leads to outstanding
accomplishments. This is healthy perfectionism. Perfectionism that tends to be disabling is
extrinsically motivated by a belief that one is worthless in the eyes of others unless one can
present oneself and ones work perfectly.
93
Portfolio Assessment
An alternative or supplement to traditional measures of giftedness, portfolios offer a collection
of student work over time that can help to determine achievement and progress. Many of the
elements found in portfolios cannot be captured by a standardized test.
Problem-Based Learning
An instructional method in which students often collaborate to find solutions to real-world or
imaginary scenarios (based in truth) using critical and creative thinking.
Procedural Safeguards
State Board Rule 6A-6.03313, FAC., Procedural Safeguards for Exceptional Students who are
Gifted ensures that parents have specific rights to act as partners for their childs education and
are entitled to file a complaint if they feel their the school district has violated a state
requirement regarding the education of their child.
Product
The method used for a student to evidence acquired knowledge.
Pull-Out Program
A program which takes a student out of the regular classroom during the school day for special
programming services.
Related services
Transportation and such development, corrective, and other supportive services as are required
to assist a child to benefit from special education, including, but not limited to, speechlanguage pathology and audiology services; psychological services, including counseling;
orientation and mobility services; and medical services for diagnostic or evaluation purposes.
Rubric
A chart composed of criteria for evaluation and levels of fulfillment of those criteria. A rubric
allows for some standardized evaluation according to specified criteria.
Scaffolding
A support system that enables student to succeed with tasks they find genuinely challenging.
This may include study guides, step-by-step directions, modeling, or other strategies to support
the student.
Simulation
A unit of study where students learn curricular content by imitating or living it as real life.
Social-Emotional Needs
Gifted and talented students may have affective needs that include heightened or unusual
sensitivity to self-awareness, emotions, and expectations of themselves or others, and a sense
of justice, moral judgment, or altruism. Counselors working in this area may address issues
such as perfectionism, depression, underachievement, or career planning.
94
Standardized test
A test designed to be administered, scored, and interpreted the same way, no matter where or
when it is given. Some examples are college entrance examslike the ACT or SATor
statewide tests like the FCAT.
Support Facilitation
The teacher provides services via in class one-on-one. In class one-on-one is defined as
follows: Teacher meets with an individual student or small group of students on an
individualized basis within a traditional classroom but not as a co-teacher.
Telescoping Curriculum
Student is provided instruction that involves less time than is normal (e.g., completing a one
year course in one semester, or three years of middle school in two). Telescoping results in
advanced grade placement and is planned to fit a precise time schedule.
Tiered Lessons
A differentiated instructional strategy in which all students work toward the same goal, but
activities are geared toward each students level of understanding.
Twice Exceptional
Used to describe a student who is gifted and who meets one or more of the requirements for
eligibility for services under state criteria for a student with a disability. . Characteristic is a
student who evidences high performance or potential combined with a disability that inhibits
the students full ability to achieve. The most common is a learning disability. Other common
disorders include auditory processing problems, autism spectrum disorders, dyslexia,
emotional and behavioral disabilities, and visual processing deficits.
Underachievement
Evidenced when there is a significant difference between a students performance and an
ability to perform at a much higher level.
95
References and Resources

A Guide to State Policies in Gifted Education. (2007). A Service Publication of the National
Association for Gifted Children.
Aiming for Excellence: Gifted Program Standards: Annotations to the NAGC Pre-K-grade 12
Gifted Education Program Standards. (2001) Edited by Mary S. Landrum, Carolyn
Callahan, and Beverly Shaklee. Waco, TX: Prufrock Press
Colangelo, N., Assouline, S.G., & Gross, M.U.M. (2004). A nation deceived: How schools
hold back Americas brightest students (Vols.1 & 2). The Templeton National Report on
Acceleration. Iowa City, IA: The Connie Belin & Jacqueline N. Blank International Center
for Gifted Education and Talent Development.
Delcourt, M.A.B., Lloyd, B.H., Cornell, D.G., & Goldberg, M.D. (1994). Evaluation of the
effects of programming arrangements on student learning outcomes (Research Monograph
94108). Storrs: National Research Center on the Gifted and Talented, University of
Connecticut.
Essential Readings in Gifted Education series. (2004) A joint publication of Corwin Press and
the National Association for Gifted Children. Sally Reis, series editor. Thousand Oaks, CA:
Corwin Press.
Feldhusen, J.F.. (1998). Strategies and methods for teaching the talented. In J. VanTasselBaska (Ed.), Excellence in educating gifted and talented learners (pp. 363-379). Denver,
CO: Love.
Floridas Frameworks for K-12 Gifted Learners. (2007). A publication of the Working on
Gifted
Issues (WOGI) grant project through the Florida Department of Education.
Guidelines for Developing an Academic Acceleration Policy. [Brochure]. Washington, D.C.:
Institute for Research and Policy on Acceleration. Belin-Blank Center for Gifted Education
and Talent Development. National Workgroup on Acceleration. (2009).
Hansen, J.B., & Feldhusen, J.F., (1994). Comparison of trained and untrained teachers of gifted
students. Gifted Child Quarterly, 38, 115-123.
Iowa Acceleration Scale Manual: A Guide for Whole-Grade Acceleration (K-8). Assouline, S.,
Colangelo, N., Lupkowski-Shoplik,A. & Lipscomb, J. (1999). Scottsdale, AZ: Great
Potential Press.
Kaplan, S. (1989). Competency cluster for the teachers of the gifted. CAG Communicator,
19(4), 13-14.
96
Kitano, M., Montgomery, D., VanTassel-Baska, J., Johnsen, S.K. (2008). Using the national
gifted education standards for pre-K-12 professional development. Thousand Oaks, CA:
Corwin.
Kolloff, P.B. (1989, October). A comparison of self-contained and pull-out models. Paper
presented at National Association for Gifted Children Annual Convention. Cincinnati, OH.
Landrum, M.S., and Shaklee, B.(eds). (1998). Pre-K-Grade 12 gifted program standards.
Washington, DC: National Association for Gifted Children.
National Association for Gifted Children (NAGC) Position Papers. www.nagc.org.
National Association for Gifted Child (NAGC) Pre-K-Grade 12 Gifted Program Standards.
www.nagc.org.
Robinson, A., Shore, B.M., & Enerson, D.L. (2007). Best Practices in Gifted Education: An
Evidence-Based Guide. Waco, TX: Prufrock Press.
Rogers, K. (1999). Effective Teachers of the Gifted. Gifted Child Quarterly, 22, 11.
Sousa, D. (2001) (2nd edition). How the gifted brain learns. Thousand Oaks, CA: Corwin Press.
Sternberg, R.J. (1982). Science and math education for the gifted: Teaching scientific
thinking to gifted children. Roeper Review 4, 4-6.
Tomlinson, C. (1997). What it means to teach gifted learners well. Instructional Leader.
May.
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C.A., Kaplan, S.N., Renzulli, J.S., Purcell, J., Leppien, J., & Burns, D. (2002). The
parallel curriculum: A design to develop high potential and challenge high-ability learners.
Thousand Oaks, CA: Corwin.
VanTassel-Baska, J. (1986). Effective curriculum and instructional models for talented
students.
Gifted Child Quarterly, 30, 164-169.
VanTassel-Baska, J. (1995). The development of talent through curriculum. Roeper Review,
18,
98-102.
VanTassel-Baska, J., Zuo, L., Avery, L.D., & Little, C.A. (2002). A curriculum study of
giftedstudent learning in the language arts. Gifted Child Quarterly, 46, 30-44.
97
Webb, J. T., Amend, E. R., Webb, N., Goerss, J., Beljan, P., & Olenchak, F. R. (2005).
Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD,
Aspergers, Depression, and other disorders. Scottsdale, AZ: Great Potential Press.
98
NAGC-CEC Teacher Knowledge and Skill Standards

for Gifted and Talented Education
Standard 1: Foundations
Educators of the gifted understand the field as an evolving and changing discipline based on
philosophies, evidence-based principles and theories, relevant laws and policies, diverse and
historical points of view, and human issues. These perspectives continue to influence the field
of gifted education and the education and treatment of individuals with gifts and talents both in
school and society. They recognize how foundational influences affect professional practice,
including assessment, instructional planning, delivery, and program evaluation. They further
understand how issues of human diversity impact families, cultures, and schools, and how
these complex human issues can interact in the delivery of gifted and talented education
services.
Standard 2: Development and Characteristics of Learners
Educators of the gifted know and demonstrate respect for their students as unique human
beings. They understand variations in characteristics and development between and among
individuals with and without exceptional learning needs and capacities. Educators of the gifted
can express how different characteristics interact with the domains of human development and
use this knowledge to describe the varying abilities and behaviors of individuals with gifts and
talents. Educators of the gifted also understand how families and communities contribute to the
development of individuals with gifts and talents.
Standard 3: Individual Learning Differences
Educators of the gifted understand the effects that gifts and talents can have on an individuals
learning in school and throughout life. Moreover, educators of the gifted are active and
resourceful in seeking to understand how language, culture, and family background interact
with an individuals predispositions to impact academic and social behavior, attitudes, values,
and interests. The understanding of these learning differences and their interactions provides
the foundation upon which educators of the gifted plan instruction to provide meaningful and
challenging learning.
Standard 4: Instructional Strategies
Educators of the gifted possess a repertoire of evidence-based curriculum and instructional
strategies to differentiate for individuals with gifts and talents. They select, adapt, and use these
strategies to promote challenging learning opportunities in general and special curricula and to
modify learning environments to enhance self-awareness and self-efficacy for individuals with
gifts and talents. They enhance the learning of critical and creative thinking, problem solving,
and performance skills in specific domains. Moreover, educators of the gifted emphasize the
development, practice, and transfer of advanced knowledge and skills across environments
throughout the lifespan leading to creative, productive careers in society for individuals with
gifts and talents.
Standard 5: Learning Environments and Social Interactions
Educators of the gifted actively create learning environments for individuals with gifts and
talents that foster cultural understanding, safety and emotional well-being, positive social
99
interactions, and active engagement. In addition, educators of the gifted foster environments in
which diversity is valued and individuals are taught to live harmoniously and productively in a
culturally diverse world. Educators of the gifted shape environments to encourage
independence, motivation, and self-advocacy of individuals with gifts and talents.
Standard 6: Language and Communication
Educators of the gifted understand the role of language and communication in talent
development and the ways in which exceptional conditions can hinder or facilitate such
development. They use relevant strategies to teach oral and written communication skills to
individuals with gifts and talents. Educators of the gifted are familiar with assistive
technologies to support and enhance communication of individuals with exceptional needs.
They match their communication methods to an individuals language proficiency and cultural
and linguistic differences. Educators of the gifted use communication strategies and resources
to facilitate understanding of subject matter for individuals with gifts and talents who are
English learners.
Standard 7: Instructional Planning
Curriculum and instructional planning is at the center of gifted and talented education.
Educators of the gifted develop long-range plans anchored in both general and special
curricula. They systematically translate shorter-range goals and objectives that take into
consideration an individuals abilities and needs, the learning environment, and cultural and
linguistic factors. Understanding of these factors, as well as the implications of being gifted
and talented, guides the educators selection, adaptation, and creation of materials, and use of
differentiated instructional strategies. Learning plans are modified based on ongoing
assessment of the individuals progress. Moreover, educators of the gifted facilitate these
actions in a collaborative context that includes individuals with gifts and talents, families,
professional colleagues, and personnel from other agencies as appropriate. Educators of the
gifted are comfortable using technologies to support instructional planning and individualized
instruction.
Standard 8: Assessment
Assessment is integral to the decision-making and teaching of educators of the gifted as
multiple types of assessment information are required for both identification and learning
progress decisions. Educators of the gifted use the results of such assessments to adjust
instruction and to enhance ongoing learning progress. Educators of the gifted understand the
process of identification, legal policies, and ethical principles of measurement and assessment
related to referral, eligibility, program planning, instruction, and placement for individuals with
gifts and talents, including those from culturally and linguistically diverse backgrounds. They
understand measurement theory and practices for addressing the interpretation of assessment
results. In addition, educators of the gifted understand the appropriate use and limitations of
various types of assessments. To ensure the use of nonbiased and equitable identification and
learning progress models, educators of the gifted employ alternative assessments such as
performance-based assessment, portfolios, and computer simulations.
Standard 9: Professional and Ethical Practice
100
Educators of the gifted are guided by the professions ethical and professional practice
standards. They practice in multiple roles and complex situations across wide age and
developmental ranges. Their practice requires ongoing attention to professional and ethical
considerations. They engage in professional activities that promote growth in individuals with
gifts and talents and update themselves on evidence-based best practices. Educators of the
gifted view themselves as lifelong learners and regularly reflect on and adjust their practice.
They are aware of how attitudes, behaviors, and ways of communicating can influence their
practice. Educators of the gifted understand that culture and language interact with gifts and
talents and are sensitive to the many aspects of the diversity of individuals with gifts and
talents and their families.
Standard 10: Collaboration
Educators of the gifted effectively collaborate with families, other educators, and related
service providers. This collaboration enhances comprehensive articulated program options
across educational levels and engagement of individuals with gifts and talents in meaningful
learning activities and interactions. Moreover, educators of the gifted embrace their special role
as advocate for individuals with gifts and talents. They promote and advocate for the learning
and well-being of individuals with gifts and talents across settings and diverse learning
experiences.
101
Appendix C-3
A Brief History of Gifted Education in Florida
1956 Provision for state and local funds for gifted programs adopted in rule
1968 Gifted added to the definition of exceptional student education
1975 Mandate for gifted education under exceptional student education
1977 Rule 6A-6.03019, Florida Administrative Code (FAC.), Special Instructional
Programs for Students Who Are Gifted adopted establishing eligibility criteria
1981 Challenge Grant established
1983 Pilot projects initiated to address underrepresented populations following a
notice from the Office of Civil Rights (OCR)
1991 Rule 6A-6.03019, FAC., Special Instructional Programs for Students who are
Gifted revised to include option for developing alternative plans to address
underrepresentation
1992 First attempt at eligibility rule revision
1992 Gifted endorsement requirement - Rule 6A-4.01791, FAC., Specialization
Requirements for the Gifted Endorsement adopted
1995 Legislature requests OPPAGA report entitled, Review of Floridas K-12 Gifted
Program
1994-1996 OPPAGA Reports Part I and Part II, 95-45 and 96-06, addressed:
o District policies and procedures
o Delayed identification (grade 3)
o Funding issues
o Districts offering service K-8 only
o Impact of Plan B
2002 After multiple workshops and meetings held between 1990- 2002, the rule
was revised to define underrepresented populations as limited English
proficiency (LEP) and low socio-economic status families (SES)
2004 Rule 6A-6.030191, FAC., Development of Educational Plans for Exceptional
Students who are Gifted, and Rule 6A-6.03313, FAC., Procedural Safeguards for
Exceptional Students who are Gifted adopted
2005 The Office of Civil Rights (OCR) questions Plan B policies. FDOE responds
that the state requires districts to evaluate all eligible students under Plan A and
permits them to implement an alternative plan if the student meets specific
criteria determined by the district.
2006 Rule development workshop process initiated for Rule 6A-6.03019, FAC.
The work group met to address the eligibility rule for gifted. The proposed draft
was presented at regional hearings in November and feedback was compiled
through January 2007.
2006 Guaranteed allocation funding for high school gifted students leveled
2007 OPPAGA study requested by legislature
102
Florida Statutes Relevant to Gifted
Section 1003.01 (3)(a), Florida Statutes, (F.S.), defines exceptional student as any
student determined eligible for a special program in accordance with rules of the State
Board of Education (SBE). Section (3)(b) defines Special education services to mean
specially designed instruction and such related services as are necessary for an
exceptional student to benefit from education. Examples of services are cited.
Section 1003.21, (2) F.S., indicates children must attain the age of 5 years on or before
September 1 of the school year to be eligible for admission to public kindergarten.
Those who have attained the age of 6 years of age on or before September 1 and have
completed requirements for kindergarten may progress according to the districts
student progression plan.
Section 1003.429, F.S., describes accelerated high school graduation options.
Section 1003.57, F.S., specifies each district school board- local education agency
(LEA) - is responsible for providing an appropriate program of special instruction,
facilities, and services for all exceptional students including diagnosis and evaluation;
special instruction, classes, and services and entitles the parent to a due process hearing.
(1)(e) specifies A student may not be given special instruction or services as an
exceptional student until after he or she has been properly evaluated, classified, and
placed in the manner prescribed by rules of the SBE.
Section 1008.31, F.S., indicates that it is the intent of the Legislature that (1)(b) the
performance accountability system include individual student learning gains and (2)(a)
that the mission shall be to increase the proficiency of all students within one seamless,
efficient system by allowing students to expand their knowledge and skills through
learning opportunities and research of value to students, parents and the community.
Section 1008.32, F.S., indicates that it is the intent of the Legislature that the SBE shall
have the authority to request and receive information, data, and reports from the school
districts to enforce all laws and rules.
Section 1008.33, F.S., indicates that the academic performance of all students has a
significant effect on the state school system and the SBE shall enforce accountability
requirements to improve the academic performance of all districts, schools, and
students.
Section 1011.62, F.S., establishes for each district a guaranteed allocation to provide
students who are gifted in grades K-8 a free appropriate public education and indicates
that a districts expenditure of funds from the allocation for gifted students in grades 9
through 12 may not be greater than the amount expended for these students during the
2006-07 fiscal year.
103
Section 1011.75, F.S., and Rule 6A-7.099, Florida Administrative Code (FAC.),
address support for the Collaborative Curriculum Challenge Grants, the Governors
Summer Program, and the Working on Gifted Issues (WOGI) project.
Section 1012.42, F.S., specifies that the LEA shall assist any teacher out-of-field to
pursue competencies as necessary. Parents of all students taught by an out-of-field
teacher shall be notified in writing.
104
State Board of Education Rules Relevant to Gifted
Rule 6A-1.0503, FAC., Definition of Qualified Instructional Personnel directs that a

teacher out of field shall complete at least six semester hours or the equivalent (two
courses) each calendar year until requirements are complete.
Rule 6A-4.01791, FAC., establishes specialization requirements for gifted endorsement

academic class. The requirement is for a bachelors or higher degree with certification
in an academic class coverage and completion of three semester hours each in five
courses in gifted education:
o Nature and needs of gifted students
o Curriculum and instructional strategies for teaching gifted students
o Guidance and counseling of gifted students
o Educating special populations of gifted students
o Theory and development of creativity
Rule 6A-6.03019, FAC., defines gifted as one who has superior intellectual
development and is capable of high performance. Specifies criteria for eligibility to
include:
o a need for a special program (clarified to indicate a special instructional
program)
o a majority of characteristics of gifted students according to a standard scale or
checklist
o evidence of superior intellectual development as measured by an intelligence
quotient of two standard deviations or more above the mean on an individually
administered test of intelligence
o Or the student is a member of an under-represented group and meets the criteria
in an approved school district plan for increasing their participation.
Rule 6A-6.030191, FAC., sets criteria for development of educational plans (EPs) for
students who are gifted.
Rule 6A-6.0311, FAC., states special programs for exceptional students encompass
instruction and related services which provide significant adaptations in one or more of
the following: curriculum, methodology, materials, equipment, or environment
designed to meet individual learning needs of exceptional students.
Rule 6A-6.0312, FAC., provides that exceptional students (ESE) enrolled in basic
courses shall be counted at ESE special program cost factors only if the class is taught
by a qualified teacher in a special program for those students.
Rule 6A-6.0331, FAC., indicates the states goal is to provide full educational
opportunities and a free appropriate public education (FAPE) to all school age students
who are gifted and specifies LEAs must ensure that all students who are gifted and in
need of specially designed instruction are identified, located, and evaluated, and
appropriate education made available if it is determined the student meets state
105
eligibility criteria and procedures be set forth in the ESE Policies and procedures
document. Specifies the LEA is responsible for conducting evaluations within a
reasonable period of time to determine eligibility and determining the educational needs
of the student beyond the general curriculum. Evaluation instruments are not to be
discriminatory and are administered appropriately. In developing an educational plan
(EP) for a student, districts shall draw upon data and information from a variety of
sources and examples are provided. A student may not be denied eligibility for gifted if
the determinant factor is limited English proficiency.
Rule 6A-6.03313, FAC., Procedural Safeguards for Exceptional Students who are
Gifted provides parents with information regarding their rights in decisions regarding
their childrens education. These rights align with rights of parents of students with
disabilities with provisions for
o Prior notice before identification, evaluation, placement or provision of
services
o Content and provision of the procedural safeguards
o Informed parent consent
o Parents opportunity to examine records and participate in meetings
o Evaluations obtained at private expense
o State complaint procedures
o Due process hearings.
Rule 6A-6.0334 addresses IEPs and EPs for transfer students.
Rule 6A-6.03411, FAC., provides definitions related to ESE and ensures FAPE be
provided for students who are gifted in kindergarten through grade twelve and
establishes policies and procedures for evaluations and EP development.
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Education of Gifted Students

The Florida State Plan

II. A Resource Guide for Gifted Education

Bureau of Curriculum and Instruction

The Florida Plan for K-12 Gifted Education

Highest student achievement

Florida Plan for K-12 Gifted Education

Goal 5: Monitoring to ensure students are making learning gains

Florida Plan for K-12 Gifted Education

Florida Statutes Relevant to Gifted

Section 1003.429, F.S., describes accelerated high school graduation options.

Florida Plan for K-12 Gifted Education

Florida Plan for K-12 Gifted Education

A Brief History of Gifted Education in Florida

Florida Plan for K-12 Gifted Education

Floridas Goals and Expectations for Gifted Education

Florida Plan for K-12 Gifted Education

Metrics for the Florida Gifted Performance Plan

State K-12 Gifted Membership Compared to State Total *

Indicator I.2: The number of districts reporting implementation of district-wide screening

Florida Plan for K-12 Gifted Education

Implementation of Screening Strategies

Florida Plan for K-12 Gifted Education

Goal II Criterion: Program Design/Service Delivery

Florida Plan for K-12 Gifted Education

Average Contact Hours per Week 2013

Florida Plan for K-12 Gifted Education

Districts Reporting a Gifted Support Group

Florida Plan for K-12 Gifted Education

Goal III Criterion: Curriculum and Instruction

Implementation of Electronic EP Systems

Florida Plan for K-12 Gifted Education

Curriculum Materials Specific for Gifted

Summary FCAT Math

Florida Plan for K-12 Gifted Education

Summary FCAT Reading 2.0

Summary FCAT Science 1.0

Summary FCAT Science 2.0*

Summary FCAT Writing 1.0

Florida Plan for K-12 Gifted Education

Middle School Gifted Student Course Enrollment *

Florida Plan for K-12 Gifted Education

High School Gifted Student Course Enrollment *

7963090 Skills for

Florida Plan for K-12 Gifted Education

Florida Plan for K-12 Gifted Education

Goal IV Criterion: Guidance and Counseling

Related Resources Available 2012

Florida Plan for K-12 Gifted Education

District Report of Dropout Strategies (August, 2010 survey)

Florida Plan for K-12 Gifted Education

Goal V Criterion: Program Administration and Management

Florida Plan for K-12 Gifted Education

Florida Plan for K-12 Gifted Education

Applications Received for Gifted Grants

Florida Plan for K-12 Gifted Education

Goal VI Criterion: Professional Development

*FDOE data: http://www.fldoe.org/evaluation/doc/crithire2011.doc

District Report of Teachers Providing Gifted Service (24 Districts Reporting)