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.
Creating a Comprehensive and Defensible Budget for Gifted Programs and Services
Creating a Comprehensive and Defensible Budget for Gifted Programs and Services
Money is a terrible master but an excellent servant.
Except for administrators, few educators are as sensitive to the state of the school budget as are practitioners in the field of gifted education. The reason for this sensitivity is well-known. In many states, the health of gifted education programs and the practitioners who work in them fluctuates with the health of the local and state economy. A little more than half (58%) of the states in the United States allocate money for gifted education (Council of State Directors and National Association for Gifted Children, 2003). In the remaining ...
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