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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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underlying assumptions
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
standards curriculum and instruction
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
standards program administration
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
standards program design
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
standards evaluation
Standards - Evaluation
  • Must be purposeful
  • Must be efficient & economic
  • Must be conducted competently and ethically
  • Must result in written report
standards social emotional
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
standards professional development
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
standards student id
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
evaluation process
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
evaluation process11
EvaluationProcess
  • School visits
    • Classroom observations
    • QUestionnaires
    • Interviews – with protocal
      • Parents
      • Students
      • Teachers
      • Administrators – building and district level
      • School Board
evaluation process12
Evaluation Process
  • Data analysis
  • Report
    • Commendations
    • Issues, Concerns, and Problems
    • Recommendations
common pitfalls philosophy
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
common pitfalls curriculum
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
common pitfalls curriculum15
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
common pitfalls program design
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
common pitfalls social emotional
Common Pitfalls – Social & Emotional
  • Counseling perceived as remedial
  • Isolation of departments and administrators
  • Teachers expected to take on counselor role
common pitfalls identification
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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