- Subject index
The updated, comprehensive guide to developing or enhancing gifted programming How do we ensure we are meeting the needs of gifted students? The educational landscape has changed dramatically since Designing Services and Programs for High-Ability Learners was first published in 2006. This updated and revised second edition of the landmark guidebook provides educators and administrators with the comprehensive, practical advice they need to support gifted learners, and includes new perspectives based on recent research and the updated National Association for Gifted Children Programming Standards. Written by leading experts, each chapter focuses on a key feature of high-quality gifted programs, from identification to evaluation and advocacy, and takes into account current trends in education, such as the • Focus on diversity and the efforts needed to ensure underrepresented populations are screened for gifted education • Collaboration with special education, families, and community members to ensure all students have access to programming and services • Use of technology, especially in rural communities • Development of local policies to support gifted education Whether you are developing a new program or restructuring an existing service, this guidebook will help you meet the needs of today’s gifted students.
Chapter 5: Comprehensive Program Design
Comprehensive Program Design
A comprehensive program design (CPD) is a thoughtful, unified service delivery plan that has a singular purpose: to identify the many, varied ways that will be used to meet the needs of high-potential students. This plan is formulated by a variety of stakeholders, including faculty, administrators, and parents. A high-quality program design takes into consideration (a) the unique learning profiles of students identified for gifted education services within a school district, (b) the level of challenge in the regular curriculum for all students, (c) the ways in which high-potential students are already being served within and outside the district, and (d) the areas in which high-potential students are lacking in services (Karnes & Bean, 2015). ...