Gifted Education Program Evaluation Parkway Board of Education May 10, 2006.

Gifted Education Program Evaluation

Parkway Board of Education May 10, 2006

Program Evaluation Major Focus Areas

• Perceived Program Quality

• Adequate and Available Resources

• Identification Process• Program Model• Collegial, Parental and

Student Relationships• Differentiation/

Curriculum Modifications• High School

Programming• Equity• Student Performance

Indicators

The Evaluation ProcessGuiding Questions

• How well is the program being implemented?• Does the program have the resources it needs to

operate effectively?• Is the process used for identifying students

appropriate, fair and effective?• Do program staff have good relationships with

all stakeholders?• Are gifted students getting an engaging,

rigorous and challenging curriculum in the gifted program and in the regular classroom?

• Are regular classroom teachers modifying curriculum for gifted students?

• Are the needs of gifted students being met at the high school level?

• Is the program equitable?

Major Findings and Recommendations

• Screening and Identification• Equity• Engagement and Rigor

Acceleration/Differentiation• Innovative Programming Options

Exceptionally Gifted Students Fine Arts Twice Exceptional Underrepresented

• High School Program • Curriculum for Gifted Students

On-line Guide, Standards, Common Assessments, Common Learning Experiences, Technology Infusion

Screening and Identification

• Review placement data – August 2006 and annually

• Report findings and make recommendations to the Gifted Education Committee – August 2006Equity and DiversityAssessment ToolsNew Authentic Methods

• Disseminate Findings and Process to StakeholdersPrincipals, Superintendents, Student Support

Council, Assessment Committee, Counselors, Connections Committee, Building Faculties, Parents, Board of Education

Equity

• Continue to refine the screening and identification process and investigate assessments that are culturally fair Increase the number of African Americans participating

in the program by 5% in 2008-2009 Increase the number of dually diagnosed students by 5%

in 2008-2009• Provide opportunities for all children to participate in

enrichment activities in their school day Enrichment plans developed for all schools by October

2006 Gifted specialists continue to utilize 20% of their time

working with faculties and students• Staff development opportunities focused on meeting the

needs of gifted students NAGC, GAM and

National Research Symposium on Talent Development

Engagement and Rigor

• Provide professional development opportunities for teachers focused on meeting the needs of gifted and high ability students Path B, District In-Service, Salary Credit, Mini

Conferences• Gifted specialists serving on K-12 curriculum

committees- fall 2006• Networking, Team Meetings, Supporting

Coordinators in all Curricular Areas • Action Committees formed within Gifted

Education Committee (Differentiation/Acceleration) Research current theories and best practices. Report

findings and make recommendations by the end of the 2006-2007 school year

Innovative Programming Options

• Form Action Committees within the Gifted Education Committee that will research and examine models of delivery at each level Report findings and make recommendations by the end of the

2006-2007 school year Implement modifications on the current model or “new” model

by the 2007-2008 school year• Form Action Committees within the Gifted Education Committee

that will research and examine the following innovative programming models: Exceptionally Gifted, Fine Arts, Twice Exceptional, Underrepresented Report findings and make recommendations by the end of the

2006-2007 school year Implement innovative programs by the 2007-2008 school year

• Expand the Parkway Multiage Exceptionally Gifted Students to another Parkway elementary school in 2006-2007 and increase time to 2 hours per week

High School Program

• Form an Action Committee within the District Gifted Education Committee Research Quality High School Models Determine Viable Options Make Recommendations

• Disseminate Findings to all Stakeholders Principals, Superintendents, Student Support

Council, Assessment Committee, Counselors, Connections Committee, Building Faculties, Parents, Board of Education

Curriculum for Gifted Students• Continue alignment of curriculum• Continue to develop common units and

assessments• Develop common gifted education curricular

experiences (technology integration, field trips, competitions (ex. Academic Challenge), etc.

• Curriculum guide, assessments and resources on-line in 2006-2007

• Gifted Newsletter and e-news on website by fall of 2008

• Increased communication of resources available outside of the district via website

• Inventory resources in each classroom and develop a “standard” for the gifted classroom at each grade level that aligns to the curriculum

There is nothing noble about being superior to some other man.

The nobility is in being superior to your previous self.

~~Hindu proverb We’ve only just begun, the best is yet

to come!