National Curriculum Network Conference - College of Willliam and Mary
March 10-12, 2010

Registration Form Here - Deadline February 19, 2010

ThinkQuest Workshops - None scheduled at this time.

Connecting schools, teachers and students from around the world to collaborate on projects, share experiences and build knowledge together

Teacher Preparation

Marshall University

Program requirements

West Virginia University

Program requirements

     Typical progress monitoring stops at mastery of the content at grade level thereby having a ceiling effect. Studies indicate that gifted children typically learn in one to three repetitions what it takes the average student ten or more repetitions to learn (Rogers, 1999). In some cases, the student may already know the grade-level content. The appropriate use of progress monitoring would include above grade level assessment and allow students to show what they know and move on.

     Just as it may be used to identify students as eligible for special education in the learning disability (LD) category, the RTI approach could also be used to identify students as gifted. With the appropriate progress monitoring documentation, students would be referred for evaluation for gifted education services by the SAT.





For more information, see this power point presentation by Marcia Law and Cindy Sheets

Dr. Karen B. Rogers; Lessons Learned About Educating the Gifted and Talented: A Synthesis of the Research on Educational Practice Gifted Child Quarterly 2007; 51; 382

Also, read the Council for Exceptional Children (CEC) Position Statement.

National Association for Gifted Children (NAGC)

National Research Center for Gifted Education and Talent Development