Curriculum Framework

The College Community TAG Program uses a dual-standards system, integrating the K-12 Program Standards from the National Association for Gifted Children with the Iowa Core content standards. Standards used at CCSD starting in Fall 2019 are as follows:

1.1. Self-Understanding:

Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.

10-12: The student will independently develop and reflect upon personal education plan goals based on academic and affective strengths, interests, and needs.
7-9: With increasing independence, the student will develop and reflect upon personal education plan goals based on academic and affective strengths, interests, and needs.
4-6: With support, the student will develop and reflect upon personal education plan goals based on academic and affective strengths, interests, and needs.
K-3: The student will explore their academic and affective strengths, interests, and needs.

1.4. Awareness of Needs:

Students with gifts and talents access resources from the community to support cognitive and affective needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and mentors or experts.

10-12: The student will independently access a variety of community partnerships to meet their cognitive and affective needs.
7-9: With increasing independence, the student will access a variety of community partnerships to meet their cognitive and affective needs.
4-6: With support, the student will access a variety of community partnerships to meet their cognitive and affective needs.
K-3: With support, the student will identify a variety of community partnerships to meet their cognitive and affective needs.

1.8. Cognitive and Affective Growth:

Students with gifts and talents identify future career goals that match their talents and abilities and resources needed to meet those goals (e.g., higher education opportunities, mentors, financial support).

10-12: The student will implement and refine their career readiness plans.
7-9: The student will identify future career goals and the talent development pathways to reach those goals.
4-6: The student will identify careers that match their personal interests and strengths.
K-3: The student will explore a variety of career options.

3.3. Talent Development:

Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.

10-12: Through independent research or guided/independent opportunities, the student will develop their abilities in their domain of talent and/or area of interest.
7-9: The student will cultivate their gifts and talents by participating in various opportunities in school and community settings with increasing independence.
4-6: The student will cultivate their gifts and talents by participating in various opportunities as provided in the school setting.
K-3: The student will participate in enrichment experiences to extend their abilities in their domain of talent and/or area of interest.

3.4. Talent Development:

Students with gifts and talents become independent investigators.

10-12: With minimal advisement, the student will demonstrate independent investigative skills using a variety of reliable resources.

7-9: The student will demonstrate independent investigative skills using a variety of reliable resources.
4-6: The student will engage in a class, small group, or individual investigation cycle.
K-3: With support, the student will engage in a class, small group, or individual investigation cycle.

4.1. Personal Competence:

Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk-taking.

10-12: The student will demonstrate personal competence and dispositions for exceptional academic and creative productivity.
7-9: The student will demonstrate increased autonomy through their academic and creative productivity.
4-6: The student will demonstrate academic and creative productivity and accountability.
K-3: With support, the student will demonstrate academic and creative productivity and accountability.

4.4. Cultural Competence:

Students with gifts and talents value their own and others’ language, heritage, and circumstance. They possess skills in communicating, teaming, and collaborating with diverse individuals and across diverse groups. They use positive strategies to address social issues, including discrimination and stereotyping.

10-12: The student will demonstrate effective communication skills in a variety of culturally diverse settings and use positive strategies to address social issues.
7-9: The student will demonstrate effective communication skills in a variety of culturally diverse settings and an increased awareness of positive strategies to address social issues.
4-6: The student will use positive strategies to communicate and collaborate with diverse individuals and across diverse groups.
K-3: With support, the student will communicate and collaborate with diverse individuals and across diverse groups.

4.5. Communication Competence:

Students with gifts and talents develop competence in interpersonal and technical communication skills. They demonstrate advanced oral and written skills, balanced biliteracy or multiliteracy, and creative expression. They display fluency with technologies that support effective communication.

10-12: The student will demonstrate advanced oral and written skills, balanced biliteracy or multiliteracy, and creative expression; they display fluency with technologies that support effective communication.
7-9: The student will effectively communicate through a variety of formats specific to task, audience, and purpose.
4-6: The student will effectively communicate through a variety of formats.
K-3: With support, the student will effectively communicate through a variety of formats.

IN PROGRESS…

We are in the process of developing a scope and sequence that will help us ensure all students are meeting our standards before graduation. You can find the most current version of this work here.