Catalyst Model Service Delivery
Consultation in Gifted Education by Mary S. Landrum, Ph.D.
Direct Services *
Indirect Services
The gifted education specialist works directly with students without consulting or collaborating with anyone else. (p. 14)

  • Direct services are only considered when collaboration is not feasible.

Examples: (pages 15 &16)

~ Gifted teacher plans and directs differentiated learning activities for pull-out sessions that complement the regular education curriculum. Co-planning and follow-up with classroom teacher may occur.
~ Gifted teacher provides complementary or parallel lessons that focus on helping students develop specific strategies to apply to core curriculum when participating in regular education activities.
~ Gifted teacher targets specific students by developing and providing instructional activities (workshop, math small group) for the regular classroom and monitors student progress. Classroom teacher may have input but is not responsible for student learning.
~ Instruction provided by the gifted teacher that leads to student identification and placement.

Any service that the gifted education specialist and other teachers or specialists co-plan and co-teach. (p. 14)

  • Indirect services include instruction delivered in the general education classroom as well as lessons delivered in a gifted specialist’s area or resource room.
  • Gifted education specialist and classroom teacher share responsibility for student learning.
  • Educators jointly plan, teach, and engage in follow-up activities.

Examples: (pages 16 & 17)
~Train classroom teachers or other staff on how to use specific curriculum or instructional best practices in the field of gifted education.
~ Demonstration lessons in colleagues’ classrooms.
~ Supporting classroom teachers with differentiating the curriculum for all students.
~ Collaborative teaching in any format: compacting student curriculum, independent studies, learning contracts or interest projects.
~ Monitoring student progress through differentiated assessment rubrics.
~ Liaison between general educators, parents, educational support staff, administrators, and students.
~ Organizing student groups for instruction by assessing student readiness.
~ Coordinate student movement into and out of classrooms for partial or full acceleration.
Within the Catalyst model, Talent Development Catalysts can be traditionally or flexibly scheduled. The content and timing of direct instruction by the Talent Development Catalyst are scheduled when it is most needed within the context of the school and classroom instruction, enhancing the continuity of studies. Services that are flexibly scheduled will equalize over a year’s time, but will not be equal for all students every week or each month. Reach Further 2013 Plan for Gifted Education – Appendix D


* Direct Services are provided approximately 30-40% over a year’s time
** Indirect Services are provided approximately 60-70% over a year’s time