1. What do administrators need to know about Gifted Education? Regina Geiger, 2010

2. What is South Carolina’s definition of Giftedness? Regulation 43-220 Gifted and talented students are those who demonstrate high ability or potential in academic and/or artistic areas.

3. How do students become eligible for the Gifted and Talented Program? Two ways to be eligible for academic services in South Carolina: 1. Meet the standard for a composite aptitude score (96 th percentile or higher); or

4. Gifted Eligibility 2. Meet the standard in two of the three dimensions  APTITUDE : Dimension A (composite, verbal, nonverbal, quantitative)  ACHIEVEMENT: Dimension B (reading comprehension, math concepts, and problem solving; or total reading and math scores)  PERFORMANCE: Dimension C (Project STAR (grades 2-5) or grade point average (grades 6-12)

5. APTITUDE: Dimension A To qualify on aptitude alone, the total or composite score must be at the 96 th percentile or higher. Students may meet the standard 93 rd percentile or higher on the composite,verbal, quantitative, or nonverbal aptitude.

6. ACHIEVEMENT: Dimension B  ACHIEVEMENT -- 94 th national percentile or higher on spring or fall 2010 reading and/or math MAP, or have the following qualifying scores on 2010 PASS  Grade Total ELA Math 3 709 691 4 697 710 5 717 706 6 698 701 7 688 700 8 698 688

7. PERFORMANCE: Dimension C  For placement into grades 3–6, SC administers Project STAR, a series of verbal and nonverbal performance tasks, in March. Students may only take the primary or intermediate version of Project STAR once.  For placement into grades 7–12, grade point average is used as an indicator. A student’s GPA must be 3.75 on a 4.0 scale in ELA, math, science, social studies and foreign language to meet eligibility criteria.

8. Who may teach gifted students? Teachers who have completed the required training to be endorsed to teach in the Gifted and Talented Program. South Carolina requires that teachers complete classes specifically designed for meeting the diverse needs of gifted students.

9. What are the parameters in reference to contact hours and classroom size? South Carolina requires that students receive a minimum of 250 minutes per week with a teacher who is endorsed to teach Gifted and Talented. South Carolina has a class size limit of 1:25, but is currently allowing the ratio to exceed the 1:25, if necessary to meet the needs of individual schools.

10. How are Gifted and Talented programs funded in South Carolina? Federal Javits Grants Funds are used to provide materials and staff Revised NAGC K-12 Program Standards: http://www.nagc.org/index.aspx?id=1863 http://www.nagc.org/index.aspx?id=1863

11. Who can refer a student for screening and/or testing for the gifted and talented program? Teachers Administrators Guidance Counselors Parents Students

12. Is there a special curriculum model for gifted students? Horry County has developed a curriculum framework for students who are in the gifted and talented program. The program endorses using certain instruments when teaching students who are part of the gifted and talented program. The district’s GT Coordinator can supply you with that information.

13. What do the experts say administrators need to know about gifted education ? Ten Things All Administrators Should Know About Gifted Children Joyce VanTassel-Baska, Ed.D. Center for Gifted Education The College of William and Mary

14. What are the main objectives of administrators? Make sure teachers are endorsed to teach gifted students. Ensure materials and curriculum are being used. Design schedules that meet the State’s guidelines in reference to time.

15. References Clasen, D. R., & Clasen, R. E. (2003). Mentoring the gifted and talented. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 254-267). Boston: Allyn & Bacon. Colangelo, N. & Davis, G. (Eds.) (2003). Handbook of gifted education. (3 rd ed). MA: Allyn & Bacon. Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 558-571). Boston, MA: Allyn & Bacon. Feldhusen, J.F. (2003). Precocity and acceleration. Gifted Education International, 17(1), 55-58. Greene, M. (2003). Gifted adrift? Career counseling of the gifted and talented. Roeper Review, 25, 66-72. Jackson, & Snow. (2004). Counseling Gifted Students and their Families. In Boothe, D., & Stanley, J. C. (Eds.). In the eyes of the beholder: Critical issues for diversity in gifted education. (Chapter 14). Waco, TX: Prufrock Press. Kulik, J. A., & Kulik, C.C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73-77. Lovecky, D. V. (1992). Exploring social and emotional aspects of giftedness in children. Roeper Review, 15,18-25. Maker, C. J., & Schiever, S. W. (2005). Teaching models in education of the gifted (3 rd ed.). Austin, TX: PRO-ED.

16. References Renzulli, J. S., & Reis, S. M. (2003). The schoolwide enrichment model: Developing creative and productive giftedness. In N. Colangelo, & G.A. Davis (Eds.) Handbook of gifted education (3 rd ed., pp.184- 203). Boston, MA: Allyn & Bacon. Robinson, N. M. (2002). Assessing and advocating for gifted students: Perspectives for school and clinical psychologists. Senior scholars series. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut. Rogers, K. B. (2001). Re-Forming gifted education: How parents and teachers can match the program to the child. Scottsdale, AZ: Great Potential Press. Silverman, L. K. (Ed.). (1993). Counseling the gifted and talented. Denver: Love Publishing Company. VanTassel-Baska, J. (2003). Curriculum planning and instructional design for gifted learners. Denver, CO: Love Publishing. http://www.nagc.org/index.aspx?id=1863 http://www.scgifted.org/news.html