ABSTRACT

The models of delivery are largely not addressed in the Next Generation Science Standards (NGSS), allowing teachers and schools to implement services based on the needs of gifted students with the NGSS as a basis. Although gifted program design and delivery will be informed by these standards, programs and services for the gifted should be largely guided by assessment data about the abilities of students, as well as by best practices for serving them in each of the core subject areas. In cluster-grouped classrooms, teachers can use the NGSS as a basis for preassessment of where students are performing and adjust grouping according to students’ abilities, interests, and strengths with respect to the varying domains of science. The NGSS can be used as a guideline to spur the necessary accommodations by looking across the standards for material to advance to the next level of learning.