Needs Assessment Results and Program Plan proposal

1. Needs Assessment Results and Program Plan proposal Eppl670 Young-Eun Son

2. Demographics of teachers in Oh-Ma Elementary School Out of the 44 teachers who completed the survey, 31-50 teachers in age composed 73% . Teachers with teaching experiences from five tears to fifteen years comprised 40% of whole teachers. Only one teacher (2%) had fewer than five years experiences. Out of the 44 teachers who finished the survey, 3 (7%) have their Master degrees. Out of the 44 teachers who took part in the survey, 40 (91%) answered that they have never received professional training in gifted education. Therefore, this result shows that professional development in gifted education is urgently necessary for Oh-Ma elementary school teachers.

3. Highest Earned Degree

4. Experiences of Receiving Professional Training in Gifted Education

5. Knowledge and Attitude toward the Definition of Giftedness and Gifted Students 77.2% teachers did not agree that they clearly know the definition of giftedness. 67.3% teachers did not agree that they have learned the definition in the professional development (Figure8). Also, 68.1% teachers did not agree that they use objective knowledge when evaluating students’ giftedness (Figure 9). In addition, as Figure 11 shows, 36 (81.8%) teachers agree the necessity of different teaching strategies for gifted students.

6. I learned the definition of Giftedness in the professional development.

7. When teaching gifted students, it is necessary to use different teaching strategies. .

8. The Perceptions about Current Identification Process for Gifted Students Only 7 (15.9%) teachers agreed that the current identification process is appropriate (Figure 17).

9. As the first or second factor to be improved, 30 (68.1%) teachers indicated the introduction of more objective tests and 26 (59%) teachers pointed out using a creativity test as the first criterion.

10. The Perceptions about the Curriculum and Instruction 35(79.5%) teachers agreed with a separate and Differentiated Curriculum for gifted learners .

11. 79.5% teachers did not object to the acceleration during the regular class as well as after school (Figure 21). 77.2% teachers did not disagree that they have difficulty in teaching or managing gifted students in the general class because of their characteristics of giftedness . 77.2% teachers did not agree that the current gifted program are diverse and meet gifted students’ needs (Figure 26, 27).

12. The Evaluation of the Current Gifted Program 28(63.6%) teachers did not agree that they are familiar with the school’s gifted program. Also, 34(77.2%) teachers did not agree that the gifted program are diverse and meet gifted students’ needs (Figure 26, 27). 30 (68.1%) agreed that the current program must strengthened in terms of time, the placement of professional teachers, and facilities (Figure 28).

13. Continued

14. Suggestions through this needs assessment These survey results indicate the following suggestions: (1) it is necessary for the school to have differentiated programs in terms of teaching strategies and learning activities for educating gifted learners appropriately. (2) the current gifted programs must be improved in terms of curriculum, personnel, identification process and facilities (3)education about the definition and characteristics of giftedness for teachers in the professional development are necessary.

15. RevisedProgram Plan Proposal for Oh-Ma Elementary School • Discussion of target population • ▶This program is designed to serve identified gifted students from third grade to sixth grade. • Program Description • Philosophy and objectives: • ▶ Philosophy: The philosophy of Oh-Ma gifted programs is to provide gifted and talented students in diverse areas such as creative and artistic areas as well as specific academic areas with opportunities for developing their maximum talents and meeting their unique learning needs. • ▶Objectives: • The perception of students’ giftedness in diverseareas • More diverse identification process • Delivery of services in various areas • Differentiated curriculum development for gifted learners

16. Student Identification • Definition of Giftedness: • ▶Gifted children and youth exhibit • high performance capability in intellectual, • creative, artistic areas, • possess an unusual leadership capacity, or • excel in specific academic fields • based on 1993 Giftedness Definition by Department of Education.

17. Types of gifted and talents Area of Giftedness:Grades Served Specific Academic Aptitude(SAA):3-6 Grade Practical Aptitude with Creativity (PAC): 3-6 Grade Visual/Performing Arts Aptitude (VPAA):3-6 Grade

18. Student Identification Methods & Specific Criteria: (1) Screening Procedures: ▶Time: twice screening per year during the first half year (from early December to early February) and during the latter half of the year (from early June to early August). ▶Homeroom teachers’ normal nomination: *Teachers’ nomination criteria: (1) students based on the achievement test scores of 90 percentile =>A modified criteria in the achievement test scores (75percentile) are applied in identifying students with Practical Aptitude with creativity. => The Visual/Performing Arts Aptitude: portfolio or performance-based assessment is used instead of achievement test scores to refer gifted students. (2) record of observation of in-class behaviors (3) teacher rating scales that assess the attitude, participation in the class and their potential abilities.

19. Continued Special nomination by homeroom teachers: more than one student who show their giftedness in the creative areas regardless of their achievement test scores Parents nomination (2)Identification Procedures : ▶two separate identification procedures: ▶ (1)Identification procedures for gifted classes developing Specific Academic Aptitude (SAA) or Practical Aptitude with Creativity(PAC) ◎ the students nominated by teachers according to (1) (2) (3) criteria in the former part take two tests: creative tests & individual or group aptitude test ◎By adding two test scores by a school psychologist, 1.5 times candidates’ selection ◎ In depth interview => 5 gifted students in each area

20. Continued (2)Identification procedures for a gifted class developing Visual/Performing Artistic Aptitude (VPAA) ◎ the students nominated by teachers according to (2) (3) criteria in the former part submit their portfolio or give a trial performance. ◎Music or Art teachers assess the portfolios or performance with rating scales. ◎ Then, their portfolios or performance is assessed by a panel of professions outside the school system through the rating scales. ◎1.5 times Candidates are selected by added scores. ◎In depth interview

21. Curriculum & Instruction: (1)During the regular class time: ▶ Acceleration: (1)grade-skipping (full-acceleration) based on learning levels and gifted students’ preparedness for acceleration or (2)subject-skipping based on students’ learning levels ▶ Cluster- grouping: based on similar students’ learning levels in specific subjects such as Math or English

22. Continued ▶Program Contents ▶ Acceleration & Ability grouping: Advanced learning level lessons according to subjects (subject-acceleration) and learning centers operation in the regular classroom, curriculum compacting, extended learning activities for gifted students groups (2)After School Enrichment Activities (Grade 3-6) ▶Math Gifted Class ▶Science Gifted Class ▶Foreign Language (English) Gifted Class ▶Invention & Creativity Gifted Class ▶Music & Art Gifted Class

23. Continued Program Contents of enrichment activities ◎The Preparation for competition according to each subject ◎Group projects with mentors (e.x. professions through community or parents) ◎Field-learning ◎Product & portfolio presentation in front of the actual audience ◎Invention & Creativity Gifted Class- the participation students’ products in contests ◎Volunteering ◎Counseling

24. Staffing ◎ A professional gifted teacher ◎ A school psychologist ◎ Math gifted teachers in each grade (Grade 3-6) ◎ Science gifted teachers in each grade (Grade 3-6) ◎ English gifted teachers in each grade including native speakers (Grade 3-6) ◎ Music & Art gifted teachers in each grade (Grade 3-6)

25. Program Organization and Operation 1) Organization: ▶ Acceleration & Ability Grouping: ◎Acceleration : as needed ◎Ability grouping: Cluster grouping ▶ After School Enrichment Activities: ◎Math, Science, English, Creativity: Five gifted students per one gifted class in each grade (Grade 3-6) ◎ Music & Art: Five students per one gifted class in each grade (Grade 3-6) 2) Operation: ▶ Acceleration & Ability Grouping: During regular class time ▶ After School Enrichment Activities: during two hours (twice per week)

26. Key tasks to be completed with role responsibility ▶Gifted Program Committee: Identification ▶A professional gifted teacher: the overall management of gifted programs and teaching the invention &creativity class ▶Subjects gifted teachers: teaching in gifted classes ▶A School Psychologist: the management of testing and counseling with gifted students

27. Professional Development 1. Frequency: Once per month 2. Topic: ◎The definition of giftedness ◎The characteristics and needs of gifted Students ◎The identification of gifted students in diverse areas 3. Strategies: ◎ Workshop ◎ Lecture ◎ Team research ◎ Case Presentation

28. Timeline/Budget Timeline Two identification process: twice per year during the first half year (from early December to early February) and the latter half of the year (from early June to early August). Budget