Evaluation of Gifted Program for CLED students

• Is the campus gifted program representative of the campus demographics?
• Are educators and parents provided information regarding CLED characteristics associated with giftedness?
• Are parents of CLED students provided information about the gifted program and identification process (in their language or with the assistance of interpreters)?
• Are a variety of valid and reliable assessments available (and used) in assisting in the identification of CLED students for the gifted program?
• Are educators providing opportunities for CLED students to show potential or characteristics/behaviors associated with giftedness?
  • Are learning styles of CLED students considered during test administration?
  • Are assessment results used to identify/analyze CLED student strengths as opposed to use of an overall test score?
  • Are assessment test questions evaluated continuously to identify potential test question bias?
    • Are students in any subpopulation continuously missing the same question which might indicate question bias?  
    • Are test scores adjusted to reflect the removal of biased test questions?
  • Are linguistically diverse students offered assessments in their primary language or interpreters to assist in assessment administration?
• Does the district/campus use local norms when evaluating assessment scores for CLED students?
• Are test administrators trained in delivering and interpreting assessments for CLED students?

• Do CLED students fit your program or does your program fit your CLED students' needs?
• Are you including CLED student potential and/or talent development in your service design?
• Are CLED students’ social and emotional needs included as part of your gifted services?

• Are gifted educators trained in culturally responsive teaching and curriculum?
• Does your gifted curriculum include culturally responsive teaching techniques?
• Does the gifted program include multicultural content?
  • Is this multicultural content reflective of the student population included in the gifted program?
• Are CLED gifted students encouraged to work within their diverse gifted characteristics and behaviors?
• Are CLED gifted students learning styles accommodated through gifted services?

Are gifted educators provided opportunities to engage in gifted professional learning that includes:

• Increasing understanding of CLED students?
• Increasing understanding of CLED gifted students?
• Increasing knowledge in supporting the learning variations of CLED gifted learners?
• How to develop partnerships with CLED parents/caregivers?
• How to create culturally responsive lessons and experiences for CLED gifted students?
• Increasing knowledge on scaffolding or providing support for gifted English learners?
• Increasing knowledge in developing talent for students showing gifted potential?
• Increasing knowledge in supporting CLED gifted students’ social and emotional needs such as dual identity (academic vs cultural), peer pressure coping strategies, and coping with discrimination or microaggressions?
   

• Does your district/campus provide sessions prior to the gifted identification process exploring the following:
  • Defining giftedness?
  • The district/campus gifted program?
  • How to encourage talent development?
  • How to recognize some of the characteristics of giftedness in CLED students?
     
• Does your district/campus provide sessions for parents/caregivers of CLED gifted students exploring the following:
  • What to expect from gifted services?
  • How to support your gifted child at home?
  • How to connect with other parents of gifted children from the same CLED group?
  • How to encourage and develop talent in your child (for students identified for a talent development program)?
• Does your district encourage parents of gifted CLED students to join and attend local and state gifted parent support groups (for example TAGT)?