Criticism from state auditors has spurred changes in the gifted and talented programs in Georgia's public schools.

A state audit performed last September found that there are no procedures in the state for gauging the overall performance of gifted programs or ensuring that public school students in gifted programs are indeed benefiting from the enhanced curriculum.

As a result, the state Board of Education is considering amendments to guidelines for the gifted programs. The amendments would make schools more accountable by defining the differences between standard classroom curriculum and that used in the gifted classroom.

Instruction would be not be categorized as gifted unless it met stricter standards, according to Sally Krisel, gifted education specialist at the Georgia Department of Education.

Several years ago, the state adopted new selection criteria, aimed at broadening the definition of students identified as gifted, so that those who have creative or artistic talents -- as well as those who are academically gifted -- are recognized.

The gifted student now is defined as "a student who demonstrates a high degree of intellectual, creative and/or artistic ability, possesses exceptional leadership skills, or excels in specific academic fields and who needs special instruction ... to achieve at levels commensurate with his or her abilities."

After the state changed the selection criteria, critics charged that the criteria were too loose, and that too many students would be eligible. But state auditors said in their report that the selection criteria is in line with recent national recommendations.

"One of the fears that many folks had regarding the multiple criteria rule was that it would not be rigorous enough, that we would open the flood gates ... that has not happened," said Krisel.

She maintains that with the use of multiple criteria, the number of students eligible for gifted education programs increased only slightly.

"Since the rule was implemented, we have increased the gifted population, but not substantially," she said.

Since the multiple criteria were adopted, the number of K-12 grade students in gifted programs statewide has increased by 7,600 students. The total enrollment of 75,494 students in gifted programs represents 5.7 percent of the total student population statewide.

Krisel noted that the student population in Georgia as a whole has increased by about 2 percent over the same period.

"That's right on target," said Krisel. "I don't think we need to be too concerned about the opening of the floodgates."

According to Krisel, Georgia's numbers are in line with accepted theories of gifted education, which identify 5 to 10 percent of the general population as gifted.

She believes that the new criteria is successful in identifying students who would have been overlooked under the old procedures.

The representation of minority and ethnic groups in gifted programs has increased under the new criteria. According to Krisel, the number of white students identified as gifted has increased by 10.5 percent, and the number of African-American students has increased by 28.6 percent.

Guidelines

Although the audit found Georgia's schools to be adequately identifying gifted students, it was critical of the services offered.

"Georgia's gifted and talented students may not benefit significantly from the gifted education program unless gifted education services are sufficiently differentiated and targeted to their specific areas of giftedness," auditors said in their report.

It went on to describe insufficiencies in operating guidelines and standards.

The proposed amendments would spell out requirements for teacher certification, classroom structure, the level and pace of lessons, teacher planning time and the evaluation of all aspects of the program.

The new rules describe instructional models that would qualify as gifted education, such as interdisciplinary resource classes and a variety of advanced-content classes. They define the number of instructional hours required per week and treat the issue of class size.

Krisel said the new criteria have "really pushed us to get off the mark and provide a greater variety of gifted services. We don't want to provide one-size-fits-all services, and that's part of the accountability.

"We want to be able to show that the special services provided to these youngsters are a clear match to the special strengths we've identified," she added.

Certification is required of all gifted education teachers. The increased variety and size of the program has schools looking for qualified teachers of the gifted.

In fact, said Krisel, many regular classroom teachers are obtaining more training so that they can better serve gifted students.

"A regular classroom teacher who has received additional training will be able to do a better job of modifying the core curriculum to challenge able youngsters," said Krisel.

She also believes the tougher standards will have a positive ripple effect, raising the bar for all students.

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