How to Champion Your Gifted Child: Everything You Need to Know!
By Teagan Taylor
You are your child’s #1 support system, and with that often comes a daunting amount of responsibility. However, as parents, we love our children dearly and want what’s best for them, even if that means knocking down barriers and asking hard questions. If you’re a parent of a gifted child, this especially holds true, as gifted education tends to be misunderstood, misrepresented, and underfunded.
Looking for ways to advocate for the unique needs of your gifted or potentially gifted child? Well this post is your one stop shop! This is a great time for advocacy as the school year ramps up with testing and classes are getting underway. We are here to provide some insight since change only happens when multiple stakeholders work together for the best of our future generations!
Over several weeks, we will share 5 important topics that parents are often curious about when seeking to advocate for their gifted child. For each topic are questions educators have received from parents over the years, and also questions generated by Chat GPT. We do our best to address these questions and provide you some valuable resources, so click away at the links! Happy reading!
Topic 3: Program Models & Options
Q: “What types of programs are available for gifted students in North Carolina?”
A: There are various public school (and public charter) gifted programming options in North Carolina, depending on the district/LEA (Local Education Agency) and their state approved local AIG Plan. These plans are revised every 3 years, and each district/LEA works with the state (NCDPI) to ensure their AIG and advanced programming aligns with the NC AIG Program Standards. As part of the rationale for these program standards, NCDPI states: “AIG programs in North Carolina are embedded within and responsive to the local context of an LEA and, as a result, give rise to differences among programs across the state. Therefore, the AIG Program Standards are critical in providing a statewide framework for quality programming, while still honoring local flexibility”. Learn more about the specific types of programs near you by searching HERE for your district/LEA’s AIG Plan! The National Association for Gifted Children (NAGC) also has national Gifted Programming Standards.
For gifted students who do not attend public schools or if you think your child needs a different environment, there are homeschool, private school, and independent school options, such as Scholars Academy in Albemarle, NC.
There are also numerous summer programs geared towards gifted learners. See NCAGT’s “Unique Enrichment Opportunities for Gifted Students” blog series (Post One, Two, Three and Four)!
Q: “How do the different program models (e.g., pull-out, full-time, enrichment) work and what are potential drawbacks to each?”
A: Gifted programming comes in many shapes and sizes. See the types/descriptions below:
The pull-out model is when gifted students are pulled from their general education class for separate services anywhere from once to several times a week for a limited amount of time. This is a very common program model that larger districts tend to use. During this time, a gifted certified teacher provides instruction in the form of enrichment. This model has some benefits, but it may not be the most comprehensive way of meeting the needs of our gifted students, who are gifted all day, everyday.
The full-time model is when a full class of ability-grouped gifted students are served by a gifted certified teacher everyday in school with curriculum that is at their level. It may be one class/homeroom per grade level at a school, or it may be a school just for identified gifted students. This model has a lot of benefits, but there are also downsides such as gifted students not working with other types of students. And this model may not be possible due to a school’s scheduling and teacher constraints.
The enrichment model is when all students of all kinds receive enrichment services geared towards their abilities and/or interests, beyond the normal curriculum. The Schoolwide Enrichment Model (SEM) is a good example. The SEM is usually a separate class option during the school week, and may not happen every week or every day. This model is great because it allows all students to be challenged, but it can also be limiting for gifted students.
The cluster-grouping model is when a small cohort of gifted students are in a class with mixed ability students taught by a teacher with gifted education training. This is not ability-grouping, because not all of the gifted students are together and they are learning alongside other students. This is a very flexible model and meets the needs of some larger districts. There are very few downsides to this model, one being that the teacher is not solely focused on the gifted students.
The push-in model is when a gifted education teacher “pushes” into the regular classroom to co-teach alongside the general education teacher and help support the class’s gifted learners. This model, when done well, can be very beneficial. However, it requires planning, training and cooperation from both teachers.
The acceleration model is when a gifted student is accelerated to a higher grade level completely, or by subject area. For example, a 10 year old student may be taking math classes at the local middle school. This is one of the most well supported models and is backed up by a lot of research. It also does not require much training, because students are simply placed with a teacher in higher grades. One downside could be that students are working with ability-like peers, but their social-emotional maturity is different. Most districts offer this program model, but oftentimes it requires a lot of paperwork and buy-in.
Q: “How is the curriculum differentiated in gifted programs?”
A: There are several ways curriculum is differentiated in gifted programs. It of course depends on the type of program. In the pull-out model, the regular curriculum may be extended by having students look deeper into a topic, or they may be accelerated to the next level/topic. In the push-in model, the gifted education teacher may help the general education teacher level up the grade level curriculum by providing extension tasks or problems at the students’ pacing level. In the full time model, students may be exposed to a completely accelerated curriculum in their identified gifted area. The important thing is that we recognize that gifted children need just as much differentiation as any other student does. HERE are some ways the curriculum is differentiated for the gifted learner.
For more information, check out NCAGT’s They’ll be Fine podcast episode(s): E04, E08, E09, E12, E14, E16, E19, E23, E24, E37
In the comment section below let us know what questions you have about “Program Models & Options” that weren’t addressed above, or perhaps what tips/resources you have gained when advocating for your child!
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