Summary
Contents
Subject index
Awards:
2006 Texas Association for the Gifted and Talented Legacy Book Award
THE comprehensive guide to establishing or strengthening a gifted program!
Whether you are developing a new program from the ground up or need to restructure an existing one, Designing Services and Programs for High-Ability Learners will help you every step of the way with detailed guidelines, practical tips, templates, action plans, and suggestions for strategic planning teams as well as for the sole practitioner.
Consolidating the sage advice and up-to-date research of 29 leaders in the field, this comprehensive and highly practical guide takes the guesswork out of providing appropriate services and programming for high-ability students from elementary through high school.
Each chapter addresses a key feature of gifted programming, from identification to evaluation and advocacy, and includes
Definition, Rationale, and Guiding Principles of the key feature; Attributes That Define High Quality for assessing effectiveness; Flawed Example of the key feature and strategies to improve the example; Revised Example, illustrating implementation of high-quality attributes; Strategic Plan for Designing or Remodeling the key feature, delineating the steps involved; Template for Getting Started, helping you take the first steps of a complex process; Must-Read Resources
Informed planning allows you to tailor services to the specific needs of your students, whether you're in a rural, urban, or suburban community. Superintendents, administrators, teachers, and advocates will find Designing Services and Programs for High-Ability Learners invaluable in defending, developing, and monitoring high quality gifted services and programs.
Comprehensive Program Design
Comprehensive Program Design
Always design a thing by considering it in its next larger context—a chair in a room, a room in a house, a house in an environment, an environment in a city plan.
I 1972, Commissioner of Education Sidney P. Marland's report to Congress noted that fted education students “require differentiated educational programs and/or services beyond those normally provided by the regular school program to realize their contribution to self and society” (Marland, 1972, p. 2). More than 30 years have passed since the Marland Report; and hundreds of books have been written about how to develop the comprehensive program plans to which Marland referred.
Based on the mountain of information that has accrued since 1972, what should programs ...
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