Florida Frameworks Gifted Goals (reworded into informal language)

Measurement Criteria Evaluation Procedures

(85/90/95)% or Proficiency Teacher developed
higher Participation checklist or chart*
GPA of _____ or Grades Test(s) teacher and or
higher standardized
Mastery of
4 out of 5 times or ___________
Student Work Product
better Interview with _____
Participation in
Other Graded work sample
_______
Curriculum Based Assessment
Other Documented Observation*
Other ____________
*These lend themselves well to
high school EPs dues to the
monthly consultation feedback
Select two goals based on your strengths, and add a measurement and criteria from the
table above. Record the appropriate evaluation procedure. Following that, select two
objectives (the a,b,c items) or develop your own personalized objectives to support each
goal.

Example: By graduation, Heather will be able to practice creative and analytical thinking in order to
identify and solve real world problems with 90% or higher proficiency as evidenced by documented
observation (Framework goal #4)

Example: By graduation, Heather will assume leadership and participatory roles in both gifted and
diverse groups as demonstrated by 90% or higher participation as evidenced by a teacher developed
checklist or questionnaire. (Framework goal #5)

1. By graduation, name of student will be able to comprehensively examine the complexity of

knowledge in a variety of fields
a. Organize and follow through with a plan of study as it relates to the subject.
b. Identify and explain the basic principles and foundational concepts that are fundamental
to the field of study
c. Identify and apply systematic processes
2. By graduation, name of student will be able to create, modify, and assess diverse questions in
a variety of disciplines
a. Identify significant questions within and across disciplines
b. Generate significant questions within and across disciplines
c. Evaluate and clarify significant questions within and across disciplines
3. By graduation, name of student will be able to conduct thorough research in multiple
disciplines
a. Use a variety of research tools and techniques
b. Utilize different data sources
c. Detect bias and accuracy in information
d. Apply ethical standards to research and analyses
4. By graduation, name of student will be able to practice creative and analytical thinking in
order to identify and solve real world problems.
a. Identify and research a complex issue and develop supportive arguments from multiple
perspectives.
b. Assess the relevance, reliability, and usefulness of data to predict effective solutions.
c. Use and evaluate different problem solving methods to determine their effectiveness.
5. By graduation, name of student will assume leadership and participatory roles in both gifted
and diverse groups.
a. Accept differing views in order to positively affect the outcome.
b. Identify leadership traits and opportunities in individuals and situations.
c. Demonstrate essential leadership skills and organize groups to achieve project goals.
6. By graduation, name of student will be able to set and achieve personal, academic and career
goals..
a. Identify personal strengths and weaknesses and accept challenges in order to maximize
learning.
 b. Assume primary responsibility for learning, including identifying needs and setting
reasonable goals.
c. Develop a plan of action to address benefits and obstacles in the process of achieving
goals.
7. By graduation, name of student will be able to create and convey a variety of products and/or
performances that demonstrate understanding in multiple disciplines.
a. Develop products that depict expertise in multiple fields to diverse audiences.
b. Create products that merge information from diverse sources into po ssible solutions.