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Pre-K-Grade 12 Gifted Programming Standards

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Pre-K-Grade 12 Gifted Education Programming Standards     

Why does gifted education need standards?

Standards provide a basis for policies, rules, and procedures that are essential for providing systematic programs and services to any special population.  While standards may be addressed and implemented in a variety of ways, they provide important direction and focus to the endeavor of program development.  They also help define the comprehensiveness necessary in designing and developing options for gifted learners at the local level.  Because these standards are grounded in theory, research, and practice paradigms, they provide an important base for all efforts on behalf of gifted learners at all stages of development.

The 2010 programming standards have been developed with input from a variety of stakeholders over the past two years and integrate principles and concepts from the initial program standards, which were developed in 1998, and the national NAGC-CEC/TAG teacher preparation standards.  You will note an increased focus on diversity and collaboration – two powerful principles that guide high quality programs and services.  The new standards use student outcomes for goals, rather than teacher practices.  Both revisions create stronger standards and keep them in line with the thinking in education standards generally.

NAGC is extremely pleased to provide the standards and accompanying resources to school leaders and advocates to improve services for our high-ability students.


Click here to download standards in booklet form   cover k12 booklet  

The Six Gifted Programming Standards

1. Learning and Development
2. Assessment
3. Curriculum Planning & Instruction
4. Learning Environments
5. Programming
6. Professional Development  

The Standards at a Glance

1. Learning and Development:  

Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes.

Related Resources                                                        Guiding Questions 

2. Assessment: 

Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains.

Related Resources                                                        Guiding Questions 

3. Curriculum planning and Instruction: 

Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes. 

Related Resources                                                        Guiding Questions 

4. Learning Environments: 

Learning environments foster personal and social responsibility, multicultural* competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes.

Related Resources                                                        Guiding Questions 

5. Programming: 

Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners with gifts and talents and (b) programming that meets their concomitant needs.  Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.

Related Resources                                                        Guiding Questions 

6. Professional Development: 

All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge and skills using the NAGC/CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards.  They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time, funding for continuing education, and substitute support.  These practices are judged through the assessment of relevant student outcomes.

Related Resources                                                        Guiding Questions