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 Process Guiding 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 2006  Equity and Diversity  Assessment Tools  New Authentic Methods Disseminate Findings and Process to Stakeholders  Principals, 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  Increase the number of dually diagnosed students by 5% in 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 DevelopmentNational 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)Differentiation/Acceleration  Research current theories and best practices. Report findings and make recommendations by the end of the 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 school year  Implement modifications on the current model or “new” model by the 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 school year  Implement innovative programs by the school year Expand the Parkway Multiage Exceptionally Gifted Students to another Parkway elementary school in and increase time to 2 hours per weekParkway Multiage Exceptionally Gifted Students

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 Curriculum guide, assessments and resources on- line in Gifted Newsletter and e-news on website by fall of 2008 Increased communication of resources available outside of the district via websiteIncreased 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!