Gifted Program Review

Spring 2013

Process

In February 2013 a team of 41 individuals met to develop questions: parent, teachers, psychologists and administrators

Review occurred on April 29, 30 and May 1

Review consisted of classroom observations and interviews with administrators, psychologists, teachers, parents, and students.

The team also reviewed survey data the district obtained from the same stakeholders.

The Review Team

Chaired by Dr. Mike Masko, Assistant Executive Director, BCIU and James LoGiudice, BCIU consultant

Committee of 25 Regular Education teachers Gifted Support Teachers Curriculum coordinators District and school level administrators IU consultant Guidance counselor School psychologist

Strengths

Noteworthy effort to screen all 1st graders

Students value their learning in the humanities-based programs

High schools provide rigor through a wide range of AP, honors, and advanced level courses. Philosophy course is noteworthy.

CRSD strives to make real the high standards set by the district’s mission statement

Strengths

Teachers of the gifted are dedicated, enthusiastic, and demonstrate expertise in engaging students

The district provides the necessary staffing to meet caseload requirements

Parents value existing learning provisions and support increased efforts to differentiate

Students overwhelmingly value their learning and challenge in the humanities program

1. To what extent are screening, assessment, identification, and placement procedures for the gifted current and appropriate?

• Increase awareness of screening procedureso Revise the ‘Gifted Program Overview’ pamphleto Make information more readily accessible on the

websiteo Provide training to school staff

• Systematically identify students after 1st gradeo Provide opportunities for school staff to

understand the gifted learner and referral procedures

o Consider screening after 1st grade

1. To what extent are screening, assessment, identification, and placement procedures for the gifted current and appropriate?

• Address factors that may be masking giftedness (i.e., disability, ESL)o Consider non-verbal measures of intelligence

when appropriate• Further consider multiple criteria as part of the

evaluation processo Consider standardized checklists for parents

and teachers to completeo Identify if there are social and emotional

concerns

1. To what extent are screening, assessment, identification, and placement procedures for the gifted current and appropriate?

• Continue to ensure that procedures align with Chapter 16o Identify and ensure participation of all required

members of the GMDT and GIEP teams

2. To what extent does the design and delivery of the district’s programming for the gifted meet the identified and assessed needs of each gifted student?

• Increase academic challenge in math at the elementary and middle levelso Seek means to assess students advanced

ability in math when appropriateo Develop procedures and guidelines for when

opportunities for accelerated math instruction should occur

2. To what extent does the design and delivery of the district’s programming for the gifted meet the identified and assessed needs of each gifted student?

• Increase the use of student assessment data to implement instructional differentiationo Develop present levels of educational

performance that reflects each student’s strengths and advanced abilities

o Use this data to develop GIEPs that are tailored to individual strengths

o This data should be used to plan challenge across a range of instructional settings

o Monitor student progress towards goalso Include student input in GIEPs

2. To what extent does the design and delivery of the district’s programming for the gifted meet the identified and assessed needs of each gifted student?

• Increase academic challenge at the middle schoolo Consider restructuring the humanities program

to be more interdisciplinaryo The social studies course should have a

different pacing, depth of knowledge, and use of higher level assessments than the regular ed. social studies course

o Consider a structure to have gifted support teachers increase ownership of GIEPs

o Ensure understanding of the math common core standards

3. To what extent and how do we communicate and coordinate GIEP information to all teachers, parents, students, and teachers?

• Train all professional staff to consistently communicate knowledge of the gifted learnero Social and emotional needs of the gifted learnero Articulation of programmingo Writing GIEPso Identifying twice exceptional studentso Utilizing ESP to access GIEPs

3. To what extent and how do we communicate and coordinate GIEP information to all teachers, parents, students, and teachers?

• Develop a universal protocol for communication among stakeholderso Develop a mission statement, program goals,

and guidelineso Assign students consistent case managers at

the high and middle schoolso Enhance the district websiteo Engage all team members in writing and

implementing the GIEPo Procedure for communicating progress on goals

4. How are staff oriented to the learning needs of the gifted and provided with appropriate training and instructional support to meet those needs?• Train all staff on the characteristics and needs of

the gifted learner and how to meet those needs in the regular education classroom across subject areaso Staff development for new and experienced

teacherso Examine how to use the very knowledgeable

gifted support staff as trainers, to model lessons, and to plan collaboratively with regular ed. teachers

4. How are staff oriented to the learning needs of the gifted and provided with appropriate training and instructional support to meet those needs?• Train teachers of the gifted to be educational

leaders and resourceso Encourage gifted support teachers to attend

conferences/workshopso Look for ways for gifted support teachers to

provide support to regular ed. teachers

4. How are staff oriented to the learning needs of the gifted and provided with appropriate training and instructional support to meet those needs?• Train regular education teachers to design

instruction that meets the needs of gifted students across the curriculumo Expand staff development on differentiation to

include strategies for the gifted learnero Provide staff development on enrichment and

opportunities for acceleration

5. To what extent are there defined vision, purpose, structure, and underlying goals that drive service delivery for the gifted?

• Develop a defined vision, purpose, structure and underlying goals that drive the service delivery for the gifted.o Develop a gifted education plan as required by

Chapters 16 and the soon to be revised Chapter 4

o Relay this plan to all team members so that it is enacted in the education of gifted students

o Make the plan available to all stakeholderso Revise the Gifted Program Overview pamphlet

Next Steps

Meeting with representative stakeholders to develop a plan for implementation

Steps to be prioritized (Question 5 likely first, others to follow or coincide)

Some steps in place already to add math at the primary level

Contact Information

• If you would like to be considered for the planning session:– clambert@crsd.org

• Name• Phone Number & Email Address• Child’(s) schools(s) and grade(s)

• If you would to provide information to be considered or have other questions– clambert@crsd.org