Target 9-10 Acceptable 7-8 Unacceptable 0-6

6.2 Beginning gifted Student makes specific Describes strategies Little discussion of
1 c. What historical, legislative and theoretical perspectives support your selection

education commentaries on how used with some theory and historical

professionals foundational reference to theory or perspective when
understand how knowledge, historical historical perspective. addressing strategies
foundational legacies, and current chosen.
knowledge, issues impact the
education and the
perspectives, and general welfare of
historical and current Discussion addresses
student with gifts and
Discussion addresses one of the following:
issues influence talents.
two of the following: specific historical
professional practice
specific historical events, theories of
and the education
events, theories of intelligence, giftedness,
and treatment of
intelligence, giftedness, and/or creativity, and
individuals with gifts
and/or creativity, and professional or student
and talents both in
Discussion addresses professional or student program standards. OR
school and society
specific historical program standards. includes an inaccurate
events, theories of description of relevant
intelligence, giftedness,
of models and strategies?

historical perspective,
and/or creativity, and practice, or theory.
professional or student
program standards.

6.3 Beginning gifted Uses multiple models of Uses multiple models of Processes discussed will
education assessment and assessment and not identify most
2 a. What process would you go through to determine what the

professionals model multiple performance performance examples students from

respect for diversity, examples for but does not make the underrepresented
understanding that it identification and link to populations. Discussion
is an integral part of program development underrepresented of instruction does not
needs are of the gifted students in your school?

societys institutions and service delivery and populations. Discusses include tenets of
and impacts learning makes specific culturally responsive culturally responsive
of individuals with reference to teaching in general but practice.
gifts and talents in underrepresented does not include
the delivery of gifted populations. Integrates specific strategies or
education services. cultural competencies models.
into instruction, such as
providing choice, UDL,
learning style
preferences and
capitalizing on students
primary language.
 1.1 Beginning gifted Discusses how culture Discusses how culture General discussion of
education might impact the might impact the culture without
professionals learning of children learning of children reference to the impact
determine what the needs are of the gifted
2a. What process would you go through to

understand how from diverse from diverse on learning or culturally

language, culture, backgrounds and backgrounds and relevant practice.
economic status, addresses the need to addresses the need to
family background, be culturally responsive. be culturally responsive.
and/or area of Discussion also includes
students in your school?

disability can processes to identify

influence the students from low SES
learning of areas and students that
individuals with gifts are twice exceptional.
and talents.

4.1 Beginning gifted Clearly identifies an The process chosen for Process for
education appropriate process for identification and needs identification lacking in
2a. What process would you go through to determine what the needs

professionals referral and assessment will identify one or more areas: a)

understand that identification of gifted giftedness in the referral, b) variety of
some groups of learners, including majority population, but assessment
individuals with gifts those from diverse or may not accurately instruments, c)
and talents have underrepresented assess the needs of identification of
been backgrounds. Discusses those students from students from
underrepresented in underrepresentation as underrepresented underrepresented
gifted education related to assessment. groups or diverse populations.
are of the gifted students in your school?

programs and select Specifies assessment backgrounds.

and use technically instruments to be used References to
sound formal and in multiple domains and Student mentions underrepresentation
informal alternative assessments underrepresentation are vague and unrelated
assessments that but fails discuss to specific assessment
minimize bias in appropriate assessment instruments.
identifying students instruments or
for gifted education strategies.
programs and
services.
 4.2 Beginning gifted Describes the processes Describes the processes Describes assessment in
education of learning assessments of learning assessments general, without
How would you go about developing a long-term plan to meet his
2b. What would your short-term plan be to meet Gabes needs?

professionals use for gifted learners, for gifted learners, specific description of
knowledge of including alternative including differentiated differentiated
measurement assessment approaches, and alternative assessment OR
principles and qualitative and assessment approaches,
practices to quantitative qualitative and Inaccurate description
differentiate approaches, describes quantitative approaches of assessment
assessments and specific examples of procedures and
interpret results to differentiated strategies
guide educational assessment.
decisions for
individuals with gifts
and talents.
needs?

4.3 Beginning gifted Includes a discussion of Includes a discussion of Fails to include a

backgrounds, students who are highly gifted and students
what the needs are of the gifted students in your school?
Be specific concerning assessment recommendations for

education each of the following: a) each of the following: a) discussion of one of the
2a. What process would you go through to determine

professionals the accuracy of the accuracy of following:

collaborate with measurement measurement
students from culturally and linguistically diverse

colleagues and instruments, b) test instruments, b) test accuracy, bias, variety in

families in using bias, c) qualitative and bias, c) qualitative and assessments OR does
multiple types of quantitative quantitative not discuss assessment
assessment assessments in regard assessments in regard for referral or progress
information to make to referral and progress to referral OR progress monitoring.
identification and monitoring for monitoring for
who are twice-exceptional.

learning progress instructional decision instructional decision

decisions and to making. making.
minimize bias in
assessment and
decision-making.
 4.4 Beginning gifted Specifically, and Discusses assessments Fails to include

How would you go about developing a long-term plan to meet

education accurately, discusses for planning long-term discussion of
professionals use assessments for or short-term goals. assessment for planning
2b. What would your short-term plan be to meet Gabes

assessment results to planning long-term and Includes discussion of purposes or relevant

develop long- and short-term goals. factors relevant in factors for assessment
short-range goals Includes discussion of assessment decisions, decision-making
and objectives that factors relevant in such as diverse student
take into assessment decisions, needs and strengths,
consideration an such as diverse student cultural relevance and
individuals abilities needs and strengths, the environment.
and needs, the cultural relevance and
learning the environment.
environment, and
other factors related
to diversity
his needs?
needs?

5.1 Beginning gifted Student clearly Strategies described to Does not address the
education describes and discusses not address the needs needs of all learners.
3a. explain how you would provide differentiation in terms of acceleration, enrichment, and

professionals know specific strategies of all learners, includes

principles of including descriptions of some, Vague descriptions of
evidence-based, differentiation, but not all strategies strategies limited
differentiated, and enrichment, compacting (differentiation, discussion of strategies
accelerated practices and acceleration for enrichment, compacting for problem-solving,
and possess a gifted learners (includes and acceleration) may creative thinking and
repertoire of specific examples) and not provide specific performance skills.
instructional includes discussion of examples of strategies.
strategies to enhance strategies for teaching Includes reference to
compacting (including learning contracts) for gifted students.

the critical and problem-solving, problem-solving,

creative thinking, creative thinking and creative thinking and
problem-solving, and performance skills for performance skills and
performance skills of all gifted learners, discussion of twice-
individuals with gifts including those who are exceptional learners.
and talents. twice-exceptional
 3.1 Beginning gifted Discussion of curriculum Weak in one of the Superficial discussion of

instruction and explain how you would provide differentiation in terms of acceleration,
education development includes following areas: organization of
professionals clear examples of cross- includes clear examples curriculum; fails to
understand the role disciplinary skills to of cross-disciplinary address within and
enrichment, and compacting (including learning contracts) for gifted students.
3a. choose a grade level with which you are comfortable and a specific unit of

of central concepts, meet the needs of a skills to meet the needs across-grade level
structures of the variety of gifted of a variety of gifted challenges; lack of
discipline, and tools learners; includes an learners; includes an specificity regarding
of inquiry of the accurate discussion of accurate discussion of outcomes of the
content areas they both within and across- both within and across- educational experience
teach, and use their grade level challenges grade level challenges for gifted learners.
understanding to (horizontal and vertical) (horizontal and vertical)
organize knowledge, and discusses potential and discusses potential
integrate cross- outcomes of the outcomes of the
disciplinary skills, learning experience. learning experience
and develop
meaningful learning
progressions within
and across grade
levels.

3.2 Beginning gifted Includes specific Includes strategies for Weak in more than one
education strategies for creating creating challenging of the following areas:
themes, creativity and problem solving as well as
3b. b. How would you address cross-curricular

professionals design (and/or modifying learning opportunities tiering, compacting,

appropriate learning existing curricula to and addresses most of enrichment, contracts,
and performance create) challenging, the following, tiering, acceleration,
performance skills for gifted learners?

modifications for complex, and creative compacting, mentoring.

individuals with gifts opportunities for gifted enrichment, contracts,
and talents that learners in both acceleration,
enhance creativity, academic and non- mentoring.
acceleration, depth academic domains
and complexity in
academic subject
matter and
specialized domains.
 3.3 Beginning gifted Appropriately discusses Appropriately discusses Fails to discuss one of
3a. How you would provide differentiation in terms
education use of pre-assessment, use of pre-assessment, the following:

(including learning contracts) for gifted students?

professionals use formative and formative and
Preassessment,
of acceleration, enrichment, and compacting

assessments to summative assessment summative assessment

select, adapt, and for informing for informing formative or summative
create materials to instruction in both instruction in both assessment to guide
differentiate general and specialized general and specialized instruction for gifted
instructional curricula for gifted curricula for gifted learners in general and
strategies and learners. Outlines learners. Does not specialized curriculum
general and specific examples of use include examples of use OR discusses use of
specialized curricula of assessment of assessment assessment in general
to challenge information to guide information to guide without specific
individuals with gifts instruction. instruction. reference to the needs
and talents. of gifted learners.

3.4 Beginning gifted Provides appropriate Provides appropriate Fails to provide

creative or highly gifted students pose to teachers? How could
acceleration, enrichment, and compacting (including learning
contracts) for gifted students? 3d. What challenges do highly

education examples of each of the examples of most (4-5) appropriate examples

professionals following for meeting of the following for for most (4-5) of the
you meet those challenges and better meet the needs of
3a. How you would provide differentiation in terms of

understand that the needs of gifted meeting the needs of following for meeting
individuals with gifts learners (tiering, gifted learners (tiering, the needs of gifted
and talents compacting, compacting, learners (tiering,
demonstrate a wide enrichment, contracts, enrichment, contracts, compacting,
range of advanced acceleration, acceleration, enrichment, contracts,
knowledge and mentoring) mentoring) acceleration,
performance levels mentoring)
and modify the
general or
specialized
curriculum
appropriately.
those students?

5.5 Beginning gifted Includes examples of Refers in general terms Does not refer to
your answer with specific examples of
for gifted learners? Be sure to support

education affective education to affective education affective education

affective learning into the curriculum
3c. c. How would you incorporate

professionals use strategies such as self- strategies such as self- strategies. OR reference
instructional awareness, awareness, to affective education
strategies that bibliotherapy, character bibliotherapy, character does not meet the
strategies and resources.

enhance the education, service education, service special learning needs

affective learning and self- learning and self- of gifted students, such
development of direction. direction. Describes but as perfectionism, self-
individuals with gifts does not provide any concept, motivation,
and talents. examples. over excitability and
asynchronous
development.
comments
Rater
Total Score