NAGC standards Target (9-10)
6.2 Beginning gifted education Student makes specific
professionals understand how
foundational knowledge,
perspectives, and historical
and current issues influence
professional practice and the
education and treatment of
individuals with gifts and
talents both in school and
society
6.3 Beginning gifted education
professionals model respect
for diversity, understanding
that it is an integral part of
societys institutions and
impacts learning of individuals
with gifts and talents in the
delivery of gifted education
services.
Foundations
NAGC 5, 6
5.1 Beginning gifted education
professionals know principles
of evidence-based,
differentiated, and
accelerated practices and
possess a repertoire of
instructional strategies to
enhance the critical and
creative thinking, problem-
solving, and performance skills
of individuals with gifts and
talents.
1.1 Beginning gifted education
professionals understand how
language, culture, economic
status, family background,
Assessment
and/or area of disability can
NAGC 1,4
influence the learning of
individuals with gifts and
talents.
Acceptable (7-8)
Describes strategies
commentaries on how
foundational knowledge,
historical legacies, and current
issues impact the education
and the general welfare of
student with gifts and talents.
Links to theory (citations) are
numerous and evident
Student is aware of the
growing diversity of the
student body in general, and
how educators demonstrate
cultural responsiveness in
particular.
Student understands how not
all students are exposed to
similar opportunities for
enrichment.
Student clearly describes and
discusses specific strategies
including differentiation,
enrichment, compacting and
acceleration for gifted learners
(includes specific examples)
and includes discussion of
strategies for teaching
problem-solving, creative
thinking and performance skills
for all gifted learners, including
those who are twice-
exceptional
Clearly understands how a
dominant culture might impact
the learning of children from
diverse backgrounds and
addresses the need to be
culturally responsive to
students of different cultures,
family backgrounds, languages,
and/or undervalued dialects,
when assessing students from
CLD backgrounds.
Unacceptable (0-6)
Little discussion of theory and
used with some historical perspective when
reference to theory addressing strategies chosen.
or historical
perspective.
No link to theory and research
Links to theory and
research are limited
Discusses meeting References to diversity are
the needs of gifted very vague and lacking in
students in general, detail. Cultural responsiveness
with some reference is not mentioned.
to diverse
populations, but
unclear
understanding of
culturally
responsiveness in
delivering instruction
Strategies described Does not address the needs of
to not address the all learners.
needs of all learners, Vague descriptions of
includes descriptions strategies limited discussion
of some, but not all of strategies for problem-
strategies solving, creative thinking and
(differentiation, performance skills.
enrichment,
compacting and
acceleration) may
not provide specific
examples of
strategies. Includes
reference to
problem-solving,
creative thinking and
performance skills
and discussion of
twice-exceptional
learners.
References to No mention of cultural
cultural responsiveness or the impact
responsiveness are of failing to do so on diverse
made but lacking in student populations.
detail.
NAGC standards Target (9-10) Acceptable (7-8) Unacceptable (0-6)

4.1 Beginning gifted education
professionals understand that
some groups of individuals
with gifts and talents have
been underrepresented in
gifted education programs and
select and use technically
sound formal and informal
assessments that minimize
bias in identifying students for
gifted education programs and
services.
4.2 Beginning gifted education
professionals use knowledge
of measurement principles
and practices to differentiate
assessments and interpret
results to guide educational
decisions for individuals with
gifts and talents.
Clearly identifies an The process chosen Process for identification
appropriate process for for identification and lacking in one or more areas: a)
referral and identification of needs assessment referral, b) variety of
gifted learners, including those will identify assessment instruments, c)
from diverse or giftedness in the identification of students from
underrepresented majority population, underrepresented populations.
backgrounds. Discusses but may not References to
underrepresentation as related accurately assess the underrepresentation are vague
to assessment. Specifies needs of those and unrelated to specific
assessment instruments to be students from assessment instruments.
used in multiple domains and underrepresented
alternative assessments groups or diverse
backgrounds.
Student mentions
underrepresentation
but fails discuss
appropriate
assessment
instruments or
strategies.
Describes the processes of Describes the Describes assessment in
learning assessments for gifted processes of learning general, without specific
learners, including alternative assessments for description of differentiated
assessment approaches, gifted learners, assessment OR
qualitative and quantitative including Inaccurate description of
approaches, describes specific differentiated and assessment procedures and
examples of differentiated alternative strategies
assessment. assessment
approaches,
qualitative and
quantitative
approaches

4.3 Beginning gifted education
professionals collaborate with
colleagues and families in
using multiple types of
assessment information to
make identification and
learning progress decisions
and to minimize bias in
assessment and decision-
making.
Includes a discussion of each of
the following: a) the accuracy
of measurement instruments,
b) test bias, c) qualitative and
quantitative assessments in
regard to referral and progress
monitoring for instructional
decision making.
Includes a discussion Fails to include a discussion of
of each of the accuracy, bias, variety in
following: a) the assessments OR does not
accuracy of discuss assessment for referral
measurement or progress monitoring.
instruments, b) test
bias, c) qualitative
and quantitative
assessments in
regard to referral OR
progress monitoring
for instructional
decision making.
 NAGC standards
4.4 Beginning gifted education
professionals use assessment
results to develop long- and
short-range goals and
objectives that take into
consideration an individuals
abilities and needs, the
learning environment, and
other factors related to
diversity
3.1 Beginning gifted education
professionals understand the
role of central concepts,
structures of the discipline,
and tools of inquiry of the
content areas they teach, and
use their understanding to
organize knowledge, integrate
cross-disciplinary skills, and
develop meaningful learning
progressions within and across
grade levels.
Instruction
NAGC 3, 5
3.2 Beginning gifted education
professionals design
appropriate learning and
performance modifications for
individuals with gifts and
talents that enhance
creativity, acceleration, depth
and complexity in academic
subject matter and specialized
domains.
Target (9-10)
Specifically and accurately
discusses assessments for
planning long-term and short-
term goals. Includes discussion
of factors relevant in
assessment decisions, such as
diverse student needs and
strengths, cultural relevance
and the environment.
Discussion of curriculum
development includes clear
examples of cross-disciplinary
skills to meet the needs of a
variety of gifted learners;
includes an accurate discussion
of both within- and across-
grade level challenges
(horizontal and vertical) and
discusses potential outcomes
of the learning experience.
Includes specific strategies for
creating (and/or modifying
existing curricula to create)
challenging, complex, and
creative opportunities for
gifted learners in both
academic and non-academic
domains
Acceptable (7-8) Unacceptable (0-6)
Discusses Fails to include discussion of
assessments for assessment for planning
planning long-term purposes or relevant factors
or short-term goals. for assessment decision-
Includes discussion making
of factors relevant in
assessment
decisions, such as
diverse student
needs and strengths,
cultural relevance
and the
environment.
Weak in one of the Superficial discussion of
following areas: organization of curriculum;
includes clear fails to address within and
examples of cross- cross grade level challenges;
disciplinary skills to lack of specificity regarding
meet the needs of a outcomes of the educational
variety of gifted experience for gifted learners.
learners; includes an
accurate discussion
of both within- and
across-grade level
challenges
(horizontal and
vertical) and
discusses potential
outcomes of the
learning experience
Includes strategies Weak in more than one of the
for creating following areas: tiering,
challenging learning compacting, enrichment,
opportunities and contracts, acceleration,
addresses most of mentoring..
the following, tiering,
compacting,
enrichment,
contracts,
acceleration,
mentoring.
 NAGC standards
3.3 Beginning gifted education
professionals use assessments
to select, adapt, and create
materials to differentiate
instructional strategies and
general and specialized
curricula to challenge
individuals with gifts and
talents.
3.4 Beginning gifted education
professionals understand that
individuals with gifts and
talents demonstrate a wide
range of advanced knowledge
and performance levels and
modify the general or
specialized curriculum
appropriately.
5.5 Beginning gifted education
professionals use instructional
strategies that enhance the
affective development of
individuals with gifts and
talents.
comments
Rater
Total Score
Target (9-10)
Appropriately discusses use of
pre-assessment, formative and
summative assessment for
informing instruction in both
general and specialized
curricula for gifted learners.
Outlines specific examples of
use of assessment information
to guide instruction.
Provides appropriate examples
of each of the following for
meeting the needs of gifted
learners (tiering, compacting,
enrichment, contracts,
acceleration, mentoring)
Includes examples of affective
education strategies such as
self-awareness, bibliotherapy,
character education, service
learning and self-direction.
Acceptable (7-8) Unacceptable (0-6)
Appropriately Fails to discuss one of the
discusses use of pre- following:
assessment, Preassessment, formative or
formative and summative assessment to
summative guide instruction for gifted
assessment for learners in general and
informing instruction specialized curriculum OR
in both general and discusses use of assessment in
specialized curricula general without specific
for gifted learners. reference to the needs of
Does not include gifted learners.
examples of use of
assessment
information to guide
instruction.
Provides appropriate Fails to provide appropriate
examples of most (4- examples for most (4-5) of the
5) of the following following for meeting the
for meeting the needs of gifted learners
needs of gifted (tiering, compacting,
learners (tiering, enrichment, contracts,
compacting, acceleration, mentoring)
enrichment,
contracts,
acceleration,
mentoring)
Refers in general Does not refer to affective
terms to affective education strategies.
education strategies
such as self-
awareness,
bibliotherapy,
character education,
service learning and
self-direction.