1 / 61

E-E I.S.D. Edcouch-Elsa Independent School District

E-E I.S.D. Edcouch-Elsa Independent School District. Gifted and Talented Program Evaluation Board Presentation 2013 – 2014. Edcouch Elsa Independent School District Gifted and Talented Program Evaluation Table of Content. Analysis GT Student Questionnaire GT Parent Questionnaire

barbaralsmith
Download Presentation

E-E I.S.D. Edcouch-Elsa Independent School District

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. E-E I.S.D. Edcouch-Elsa Independent School District Gifted and Talented Program Evaluation Board Presentation 2013 – 2014

  2. Edcouch Elsa Independent School District Gifted and Talented Program Evaluation Table of Content • Analysis • GT Student Questionnaire • GT Parent Questionnaire • GT Teacher Questionnaire • Administrator Questionnaire • Comparison Report GT Parents, Teachers and Administrators Questionnaire

  3. Introduction In accordance with the Edcouch-Elsa Gifted and Talented Policy, a self-review was conducted during the month of May 2014. Surveys were distributed to Gifted and Talented students, teachers, administrators, and parents of gifted children. These questionnaires were used to evaluate the effectiveness of the program and the areas of concern. This report was compiled from the collected data.

  4. Methodology The questionnaires were administered on May 2014. A total of 614 gifted students in the district responded to the survey. A total of 202 parent questionnaires were collected, while 141 teachers and 23 administrators responded to the survey. The questionnaires consisted of several questions to which the respondents could respond with a ‘yes’ or ‘no’. The data was organized by campus, aggregated by type, and in some instances, compared. All grade levels K-12th responded to the survey.

  5. Analysis Kinder-4th Grade Over all Kinder-4th Grade students responded very positively to the Gifted and Talented Program. Some of the comments written by the students were: “I like GT. It’s good for me.” “I like my GT class because we were able to chose our own enigma and next year we will work on energy. “We want more time in the GT classroom.” Areas of concern: Middle School and Jr. High Students had several comments generally asking for a more challenging program or differentiated for the GT students. # 5 (Going to my gifted and talented class makes it difficult to keep up with work in my regular classroom.) GT students in grades K-4th, in some instances, were expected to complete work that was assigned to students during the time they were attending GT class. This is what made it difficult at times for them to keep up with their regular class work. However, GT students were able to maintain good academic standing in the regular classroom as well as in the GT classroom. # 10 (I am able to work with other students in my regular class.) Gifted and Talented students prefer to work on their own or with other GT students which is a common characteristic of the gifted student. In the regular classroom GT students are usually not allowed to work in group projects with other GT students. They are assigned leadership roles to assist struggling students.

  6. Analysis Middle School – High School At the secondary level, students are scheduled into classes based on state exam results and graduation plan. This is because the students are having to chose which classes to take which; therefore, creates a conflict between participating in the GT program, advanced placement coursework, and electives. High school G/T students expressed wanting to work on developing advanced level products and performances in the gifted program.

  7. Cont’ Analysis There has been an improvement in participation, where students are encouraged to develop advanced level products and performances in the gifted program. This is due to teacher awareness through Advanced Placement training and Gifted and Talented updates. Advanced level products have been shared with staff, administrators, and the community during district parent conferences, parent teacher meetings, G/T brochure, and EEISD and campus websites.

  8. Cont’ Analysis Elementary school parents responded favorably to the program. Parents were overall pleased with the program design and curriculum. Middle school parents expressed a concern that Texas Performance Project are not being worked on. (Research Products) Secondary school parents are satisfied with the teachers, but do not see a difference in rigor between regular classes and GT classes.

  9. Cont’ Analysis A major district wide concern is that parents lack an awareness of the G/T process identification such as, furlough, exit, reassessment and appeals. A parental awareness booth was set up during the Parent District Conference to help with this awareness; however, few Gifted and Talented parents attended the conference. Parents also received additional information through newsletters, brochures, Open House meetings and Parent Engagement Night. Dissemination of GT information will continue three time per school year; however, high school and middle school needs to delegate these responsibilities to an administrator or other school personnel.

  10. Conclusion The awareness sessions at the elementary and middle school campuses will continue in order to ensure parents are aware of the learning opportunities their children experience. In addition, the parents will be informed of the identification process and procedures for re-assessment, furloughs, exiting, and appeals during the District Parent Conference, Family Engagement Night, campus meetings and other media as previously stated.

  11. Cont’ Conclusion A high school and middle school newsletter needs to be sent out to parents pertaining to the identification process along with procedures for furloughs, exiting, and appeals. A high school and middle school administrator or teacher should be assigned this task to ensure that all stakeholders be kept abreast. This secondary newsletter should also be placed in the G/T website. A brochure describing the different rigorous curriculum has been offered at all schools and is available on the district website on the G/T webpage. G/T information will continue to be disseminated through El Informe, campus newsletters, parent booths, flyers, parent district conference and parent teacher meetings.

  12. ELEMENTARY GIFTED AND TALENTED PULL-OUT PROGRAM QUESTIONNAIRE

  13. 2. The work in my gifted and talented classes is related to specific subjects such as math, science, or others.

  14. 7. We conduct research on various topics throughout the year.

  15. 9. We do many creative activities in the gifted and talented class.

  16. 10. I am able to work with other students in my regular class.

  17. 11. I am encouraged to develop innovative products and performances.

  18. GIFTED AND TALENTED Student Questionnaires • PFC David Ybarra Middle School • Carlos F. Truan Jr. High School • Edcouch-Elsa High School

  19. The gifted and talented program has been a positive experience for me as I have gone through school.

  20. 2. The gifted program classes (GT/Pre AP/AP/IB) I am in are challenging and motivating.

  21. 3. My teacher encourages me to share my ideas and opinions in class.

  22. 4. The gifted and talented classes at the elementary school prepared me for the gifted and talented classes I am now taking.

  23. 5. I have input into the activities we do in the gifted and talented class.

  24. 6. I would like to go beyond the materials taught in my gifted class.

  25. 7. I am encouraged to develop advanced level products and performances in the gifted program (GT/Pre AP/AP/IB) class.

  26. 11. I am able to work with other gifted students in the (GT/Pre AP/ AP/IB) program.

  27. GIFTED AND TALENTED Parent Questionnaires • Individual Campus • District Wide

  28. 1. Are you informed of the identification process?

  29. 3. Are you aware of the procedures for reassessment, furloughs, exiting, and appeals?

  30. 5. The gifted and talented program teacher keeps me informed about my child’s progress.

  31. 7. Does the district provide opportunities of appropriately challenging learning experiences in math, language arts, science and social studies?

  32. 9. The quality of instruction of gifted classes is consistent district wide.

  33. 10. I am given the opportunity to provide input about the gifted and talented program.

  34. 12. Products and achievement of gifted students are shared with the community.

  35. GIFTED AND TALENTED Teacher Questionnaires

  36. Student Assessment: 1. Are you informed of the identification process?

  37. 3. Are you aware of the procedures for reassessment, furloughs, exiting, and appeals?

  38. II. Program Design: 5. The gifted and talented program is centered on the four core areas of study.

  39. 6. The gifted program provides opportunities for gifted students to work together as a group, work with other students who are not gifted, and work independently during the school day.

  40. 8. I differentiate instruction for gifted students in (GT/Pre AP/ AP/IB) classes.

  41. IV. Staff Development: 11. I have completed the 30-hour gifted training required by the Texas State Plan for the Education of Gifted Students.

  42. 12. I am given opportunities to receive additional training to meet the 6-hour update requirement.

  43. IV. Family and Community Involvement 15. Parents are kept informed on the child’s progress in the gifted and talented program.

  44. GIFTED AND TALENTED Administrative Questionnaires

  45. Student Assessment: 1. Are you informed of the identification process?

  46. 3. Are you aware of the procedures for reassessment, furloughs, exiting, and appeals?

  47. Program Design: 5. The current program design is centered on the four core areas.

  48. Curriculum and Instruction: 7. I monitor instruction in the gifted classroom to insure that it is appropriately differentiated for the gifted learners.

  49. 8. I provide input into decisions related to the gifted program on my campus.

  50. Staff Development: 11. I mandate that the teachers on my campus complete the required training to meet the needs of gifted students.

More Related