 | Remain in the regular education
program with no changes |
| Remain in the regular education
program with differentiated instruction |
| Participate in enrichment experiences
in certain subjects |
| Receive gifted support services in
the regular education program with differentiated instruction |
| Participate in an academic program
which supplants some or all of the regular education program |
| Receive differentiated instruction beyond what is
provided in the regular classroom in the areas of communication, critical
thinking, research, and problem solving |
| Provide opportunities to gifted students to participate in the ongoing
development of the Gifted Individual Program (GIEP) |
| Collect, analyze, and utilize data in order to appropriately challenge all
gifted students at their current instructional levels |
| Challenge gifted students' thinking skills and problem-solving skills
`through appropriate questioning techniques, inquiry-based learning
activities, rich classroom discussions, and problem-based learning activities |
| Provide differentiated activities, such as tiered assignments, curriculum
compacting, and learning contracts |
| Implement flexible grouping practices based upon gifted students' needs,
interests, and abilities |
| Provide a diversity of resources, flexible and purposeful learning
experiences, and partnerships with various school and community organizations
|
| Utilize state-of-the-art technology to support appropriate services for
gifted students |
| Provide opportunities for gifted students to explore and expand upon
special interests |
| Provide ongoing professional development time for teachers working with
gifted students |
| Provide planning time for teachers to develop differentiated educational
programs |
| Create projects and performance-based assessments with rubrics that
embrace high academic standards |
