Table 1

Suggestions aligned with the 2019 Pre-K-Grade 12 Gifted Programming Standards and QM Emergency Remote Instruction Checklist for K-12

2019 Pre-K-Grade 12 Gifted Programming Standards

QM’s recommended actions for instructors


3.1.1. Educators use local, state, and national content and technology standards to align, expand, enrich, and/or accelerate curriculum and instructional plans.


5.1.5. Educators leverage technology to increase access to high-level programming by providing digital learning options and assistive technologies.

Use Emergency Remote Instruction Checklist for K-12 as a prioritized checklist for remote teaching.

  • You probably have known your students’ computer skills and digital literacy skills. Comb through the first part of the ERI Checklist, Preparing for Success. Much of the work relies on the instructor to provide explicit instructions in the LMS.
  • Continue to the second part of the checklist to prepare for a smooth transition for remote teaching.
  • Go through “Longer Term Considerations” when you anticipate teaching remotely for a longer period.


3.1.8. Educators consider accommodations and/or assistive technologies to provide equal access to learning opportunities with twice-exceptional learners and other students with developmental differences.

K-12 SRS 7.4 Course instructions articulate or link to the institution’s accessibility policies and services.

  • Explain to students how to access the district or school accessibility services.
  • Be responsive to students who have accommodations and need assistance in accessing digital course materials.


If you have students who have accommodations:

  • Document the accommodations you provide in your virtual classroom.
  • When in doubt, double-check with the learning specialist in your building or district on any necessary actions you need to take to ensure equal learning opportunities.

3.1.7. Educators integrate a variety of technologies for students to construct knowledge, solve problems, communicate and express themselves creatively, and collaborate with others in teams locally and globally.


4.5.3. Educators ensure access to advanced communication tools, including assistive technologies, and use of these tools for expressing higher-level thinking and creative productivity.


4.5.4. Educators provide an environment where students use technology to communicate responsibly and express themselves creatively using the platforms, tools, styles, formats, and digital media appropriate to their goals.

K-12 SRS 5.3 Learning activities provide opportunities for learner-instructor and learner-learner interaction.

  • Create a sense of community by encouraging and guiding students to engage in online discussions.

Reflect on your course design based on these questions:

  • What are the opportunities for my advanced students to interact with one another synchronously and asynchronously?
  • How can I help students make sure that their discussions are productive?

Note. K-12 SRS = Specific review standards from the QM K-12 rubric (Quality Matters, 2019)