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Program Evaluation in Gifted Education

Program Evaluation in Gifted Education. Rebecca Mann EDPS 540. Underlying Assumptions. NAGC Standards for Programs for the Gifted and Talented viable set of guidelines Goals for evaluation process School corporation should be instrumental in setting Multiple perspectives

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Program Evaluation in Gifted Education

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  1. Program Evaluationin Gifted Education Rebecca Mann EDPS 540

  2. Underlying Assumptions • NAGC Standards for Programs for the Gifted and Talented • viable set of guidelines • Goals for evaluation process • School corporation should be instrumental in setting • Multiple perspectives • Expertise of a team of professionals needed • Credibility • Use multiple sources of data

  3. Standards – Curriculum and Instruction • Need differentiated curriculum PreK-12 • Must have subject and grade skipping options • Continuum of curriculum options and instructional approaches • Flexible instructional pace

  4. Standards – Program Administration • Qualified personnel to direct services • Integrated into general education program • Must include positive working relationships with constituency and advocacy groups • Necessary resources and materials must be provided

  5. Standards – Program Design • Not a single program, but a continuum of services • Gifted must be equally funded • Flexible grouping to facilitate differentiated instruction • Must be able to adapt program

  6. Standards - Evaluation • Must be purposeful • Must be efficient & economic • Must be conducted competently and ethically • Must result in written report

  7. Standards – Social & Emotional • Must provide differentiated guidance efforts • Must provide career guidance services designed for unique needs • Must be provided affective curriculum • Underachieving GT must be served, not omitted

  8. Standards – Professional Development • Must provide comprehensive staff development • Only qualified personnel should be involved in education of gifted • School personnel need support for efforts related to education of gifted • Educational staff must be given time and support to prepare and develop differentiated educational plans

  9. Standards – Student ID • Comprehensive student nomination process • Instruments used must measure diverse abilities, strengths, talents, and needs • Must develop student assessment profile to help plan appropriate intervention • Must have provisions for informed consent, student retention, reassessment, exiting, and appeals

  10. Evaluation Process • Identify significant audiences and interest groups • Collect data • Curriculum guides • Program brochures and documents • Evaluation questions • Existing identification and achievement data • Lesson plans • Review data

  11. EvaluationProcess • School visits • Classroom observations • QUestionnaires • Interviews – with protocal • Parents • Students • Teachers • Administrators – building and district level • School Board

  12. Evaluation Process • Data analysis • Report • Commendations • Issues, Concerns, and Problems • Recommendations

  13. Common Pitfalls - Philosophy • Unclear, ambiguous • Based on outdated literature • Poorly written • Lack of community consensus on definition • Over-reliance on program’s history – protection of status quo

  14. Common Pitfalls - Curriculum • Absence of curricular framework • Inconsistencies across grade levels • No scope and sequence within or across • Inconsistencies between program philosophy, definitions, and services • Lack of consistent challenge • Mismatch between written curricular framework and actual classroom practice

  15. Common Pitfalls - Curriculum • Lack of trained teachers • No clear standards for assessment of student work • Expectations too low • Unrealistic expectation for products without instruction that leads to expected quality

  16. Common Pitfalls – Program Design • Program design used to segregate or separate students • Design inconsistent with community values, beliefs, and attitudes about giftedness • Teachers and other stakeholders not fully educated about key components of program model and design

  17. Common Pitfalls – Social & Emotional • Counseling perceived as remedial • Isolation of departments and administrators • Teachers expected to take on counselor role

  18. Common Pitfalls - Identification • ID based on application process • Placement based on “available openings” rather than “needs basis” • Instruments not aligned with criteria for placement • Use of scores from tests without reliability and validity • Lack year-to-year consistency in ID process • Lack of management of data

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