Gifted Programming Models Graphic Organizer
Candidates’ Summary Notes
Curriculum Question #1
Models What is the background on
this model?
Topic A: SEM evolved from the work
of Joseph Renzuilli’s
original Enrichment Triad
Schoolwide
Model, developed in the
Enrichment
mid-1970s and was initially
Model (SEM):
implemented in school
Renzulli & Reis
districts in New England.
ALM was first published by
Topic B: George T. Betts in 1981. It
was originally developed
both with and for high
Autonomous
school students in order to
Learner Model
target both the achieving
(ALM): George
Betts and non-achieving gifted
learner.
In 1948, Marie-Therese
Maurette created the
framework for the IB
Topic C: Diploma Program which
was joined with the
International Schools
International
Examinations Syndicate in
Baccalaureate
the 1960s by a group of
(IB) and
Switzerland teachers to form
Advanced
the IB Programmes. It was
Placement (AP)
originally created to provide
an internationally acceptable
university admissions
qualification system for high
school students.
Question #2 Question #3
What is the basic structure of
this model?
This model focuses on
developing the strengths and
talents of all students by
highlighting the Three Ring
Conception of Giftedness in
collaboration with the
Enrichment Triad Model to
increase challenge, interest,
and engagement through
service delivery components
and school structures.
This model focuses on
students becoming learners
and teachers becoming
facilitators through the use of
five key dimensions: 1)
orientation, 2) individual
development, 3) enrichment,
4) seminars, and 5) in-depth
studies.
IB is comprised of four
programmes (Primary Years
for ages 3-12, Middle Years
for ages 11-16, Diploma for
ages 16-19, & Career-Related
for ages 16-19) that focus on
teaching students to think
critically and independently,
and how to inquire with care
and logic.
Rena Ingram
Why would this model be helpful in
meeting the learning needs of gifted
students K-12?
This model focuses on enrichment for all
students through high levels of
engagement and the use of enjoyable and
challenging learning experiences that are
constructed around students’ interests,
learning styles, and preferred modes of
expression. It also takes the varying
abilities, backgrounds, experiences, and
learning styles of each student into
account.
This model teaches students how to
discover information on their own which
encourages them to be self-directed and
responsible learners. Moreover, students
are given an opportunity to explore an
area of their interest while working with a
interest-related mentor.
This program model provides students
with a rigorous learning experience that
helps them develop an disciplinary
understanding of self and the world at
large. It gives them a well-rounded,
global instructional experience by
allowing them to explore global cultures
and languages. Moreover, it helps them
develop intellectual, emotional, personal,
critical thinking, and social skills.
Question #4
What evidence of this model is available
either in our district or other
schools/school systems?
Based on 20 years of extensive research,
this model appears to be most effective at
servicing high-ability students, including
those with learning disabilities and
underachievers, in a variety of
educational settings and in schools
serving diverse ethnic and socioeconomic
populations.
This model works with all grade levels
and is most beneficial with gifted
students who usually have the ability to
work independently and have the
emotional maturity to reflect on
themselves as both gifted individuals and
gifted learners.
IB offers an education for students from
age 3 to 19 and is currently only available
in FCS at Riverwood High School and
Westlake High School.

Curriculum Question #1
Models What is the background on
this model?
The AP program was
developed in the 1950s as a
Topic C: response to the Cold War as
Continued… American policymakers
began to fear that high
school was not adequately
International
preparing students for
Baccalaureate
college and post-graduate
(IB) and
study. The first AP exams
Advanced
were administered in 1954
Placement (AP)
with strong performances
and in 1955, the program
was passed over to the
College Board.
ICM was first proposed by
Joyce Van-Tassel Baska in
Topic D: 1986 during the NCLB Act.
It was designed to address
the lack of quality
Integrated
curriculum for gifted
Curriculum
learners and is grounded in
Model (ICM): her research literature on
Van-Tassel what works with gifted
Baska learners and the type of
instruction needed for this
special population.
Curriculum Question #1
Models What is the background on
this model?
Gifted Programming Models Graphic Organizer
Candidates’ Summary Notes
Question #2 Question #3
What is the basic structure of
this model?
AP curriculum is created by a
panel of experts and college-
level educators. AP courses
are offered in a wide range of
areas of study such as World
History and Environmental
Science to Art History and
Culture.
This model places emphasis
on advance content
knowledge, relies on higher
order thinking skills and
focuses learning on major
issues that cross several
disciplines by highlighting
three components:
overarching concepts, advance
content, and process-product.
Question #2
What is the basic structure of
this model?
Why would this model be helpful in
meeting the learning needs of gifted
students K-12?
This program model provides students
with a differentiated approach to content
with a pace at which the material is
presented different from that of a general
education class. Most importantly, it
allows high school students to take
college level courses to earn college
credit, and students who do well qualify
for advanced courses in college.
This model is an approach to teaching
gifted students in a way that is sensitive
to their needs by 1) scaffolding their
learning in a worldly manner that gives
them an opportunity to explore deep
understanding of content and concepts, 2)
developing a means of further educating
students who have the background
knowledge, 3) providing higher order
thinking and processing skills, and 4)
emphasizing teaching advanced content
that further frames disciplines.
Question #3
Why would this model be helpful in
meeting the learning needs of gifted
students K-12?
Rena Ingram
Question #4
What evidence of this model is available
either in our district or other
schools/school systems?
Advanced placement options are
available at all FCS high schools.
Research shows that gifted learners are
neglected in schools that utilize a policy
that does not support the type of learning
needed for gifted students as they learn
best via accelerated study, content
acceleration, flexible grouping,
differentiated curriculum, problem-based
learning, higher level questioning
techniques, etc. It has shown students to
shine in the area/subject of their interest
via scaffolding and can be designed to
accommodate IEPs or 504s.
Question #4
What evidence of this model is available
either in our district or other
schools/school systems?
 Gifted Programming Models Graphic Organizer
LoS was first introduced in
1979 as the Individualized
Topic E: Programming Planning
Model (IPPM). In 1990,
Levels of Service Donald Treffinger & Edwin
(LoS): Talent Selby spearheaded its
Development transition to LoS. Since
Approach: 2003, the Center for
Treffinger & Creative Learning and the
Selby Indiana Department of
Education have partnered to
establish, prepare, and
support the LoS approach.
Topic F:
M3 was developed in 2000
Multiple Menu by Renzulli and was driven
Model (M3): by extensive research
regarding strategies teachers
Renzulli
can use to improve the
curriculum writing process.
Curriculum Question #1
Models What is the background on
this model?
Candidates’ Summary Notes
LoS is intended to serve all
students at all levels by
integrating four levels into a
school’s curriculum: 1)
services for all students
(discovering and building), 2)
services for many students
(curious and exploring), 3)
services for some students
(enthusiastic and performing),
and 4) services for few
students (passionate and
soaring).
This model is made up of six
planning guided that help
teachers narrow the scope of
information and weed out the
basic principles and concepts
to create in-depth curriculum
units
Question #2
What is the basic structure of
this model?
Gifted education programs have
traditionally identified and served a
limited number of students, often based
on specific percentages of “cutoff” scores
on tests of ability or achievement;
however, this model recognizes that there
are many more students with significant
potential than are identified in both
academic content areas and talent
domains. Furthermore, it focuses on
providing opportunities for recognizing,
nurturing, and celebrating student
strengths, talents, and sustained interested
by creating a partnership amongst the
students, teachers, and community to
ensure their learning experience is
appropriate, challenging, and
differentiated.
This model provides teachers with a
variety of choices for instructors to
guided knowledge acquisition of gifted
learners and allows the student to own the
content by enabling them to become
firsthand inquirers in a more inclusive
and productive self-directed learning
environment
Question #3
Why would this model be helpful in
meeting the learning needs of gifted
students K-12?
Rena Ingram
New York, Nebraska, and Wisconsin are
examples of states that use LoS in select
middle and high schools. Additionally,
there are also schools in New York City
that attribute to a reduction in chronic
absenteeism to their talent development
approached curriculum.
This model is available through the use of
four instructional techniques: 1)
objectives, 2) strategies, 3) sequences,
and 4) artistic modifications, which can
be shown in TAG strategies: 1)
metaphorical expressions, 2) graduated
difficulty, 3) task rotation, and 4)
performance task, respectively.
Question #4
What evidence of this model is available
either in our district or other
schools/school systems?

This model was developed
in 1973 by John Feldusen in
Topic G:
partnership with Kathryn
Enden and Russell Ames. It
Purdue Three- was originally envisioned
Stage for use in higher education,
Enrichment but once it was seen to be
Model: successfully, developers
Felhusen and began to experiment with
others using the model amongst
gifted elementary school
students.
Topic H:
PCM was developed by Dr.
Parallel Carol Ann Tomlinson in an
effort to allow students to
Curriculum
“see the whole picture” of
Model (PCM):
the curriculum –
Tomlinson,
understanding what came
Kaplan, Renzulli,
before and improving upon
Purcell, Leppien
what we’ve learned.
& Burns
Curriculum Question #1
Models What is the background on
this model?
Topic I:
Talents Unlimited (TU) was
created by Dr. Schlichter at
Talents
the University of Alabama.
Unlimited: It is based on Calvin W.
Schlichter Taylor’s Talents Model for
Gifted Programming Models Graphic Organizer
Candidates’ Summary Notes
The framework of this model
relies on its three stages: 1)
students learning basic content
knowledge, 2) students
collaborating in small groups
to apply creativity and critical
thinking, and 3) students
working independently with
real world problems to create
products of quality.
This model is a set of four
interrelated parallels (Core,
Connections, Practice &
Identity) that can be used
singly, or in combination, to
create or revise existing
curriculum units, lessons, or
tasks by offering a unique
approach for organizing
content, teaching, and
learning.
Question #2
What is the basic structure of
this model?
This is a teacher training
model designed to help
educators develop the creative
and critical thinking skills and
talents of their students
through six focus areas:
This model appropriately challenges
students and has ascending levels of
intellectual demand. Moreover, it
provides an environment where students
can interact with others who match their
intellectual/creative ability to see how the
basic knowledge that they might acquire
in school applies to real-world problems.
The ascending intellectual demand
principle of this model allows teachers to
adjust materials in order to scaffold to the
levels of student proficiency and adjust
the pace as necessary. Additionally, it
allows the student to create authentic
work (instead of memorization and note-
taking) in the content area and the
emphasis it places on real-world
applications greatly benefits ELL
students.
Question #3
Why would this model be helpful in
meeting the learning needs of gifted
students K-12?
This model embraces the philosophy that
traditional academic success is not the
only indicator of a student’s ability to
think and solve problems and that a
student can express his/her intellectual
Rena Ingram
This model is most appropriate for
students in 3rd grade and above and is
designed not only for students with an IQ
score of 120+, but or students who have
scored 95% or above on Achievement
tests in one or more subjects.
This model has shown to be very
accommodating to various classroom
formats as well as fitting to the
intellectual and socioemotional needs of
the student. It can also be used
collaboratively with both vertical and
horizontal alignment.
Question #4
What evidence of this model is available
either in our district or other
schools/school systems?
It is designed to begin in elementary
school and service up to 12th grade
(Talents Unlimited is for grades K-6 and
Talents Unlimited to the Secondary
Power is for secondary grades). The
program should be implemented for at
 Gifted Programming Models Graphic Organizer
Candidates’ Summary Notes
Teachers and J.P. Guilford’s productive thinking, decision
work on the nature of making, planning, forecasting,
intelligence. communication, and
academia.
This model stimulates
thinking about curricular
content in specific ways
through the use of prompts
that stretch learning
Topic J:
experiences for all students.
The Grid, also known as
Although it focuses on four
“The Kaplan Model”, was
The Grid: components (content, process,
created by Dr. Sandra
Constructing products, and affective
Kaplan with a focus of
Differentiated concerns), there is no
designing differentiated core
Curriculum for prescribed way for
curriculum for advanced
the Gifted: implementing the required
learners,
Kaplan differentiation, so teachers are
given creative liberty to sue
classroom data to inform
instruction as it is steer by the
characteristics of the gifted
learner.
Rena Ingram
potential in a variety of forms. Moreover,
it outlines a staff development program
least two years to see student growth and
that will help teachers understand how to
the progress of the program will follow
nurture the varying student talents in the
students as they matriculate.
classroom.
This method is used heavily in Texas, but
This model allows for students to use
it can be used in any type of school and
their gifts to the best of their ability, gives
can be applied to all ages and content
them the freedom to “work beyond” what
areas. In order for a successful
is being taught in order to challenge
implementation, extensive planning time
themselves at their own learning level,
is needed. For example, focusing on a
and allows the learning to be more
them is a very important task for ELL
customized to the pace of the student
students that are trying to make
(self-directed).
connections to the world around them.