Needs assessment results and program plan proposal
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Needs Assessment Results and Program Plan proposal. Eppl670 Young- Eun Son. Demographics of teachers in Oh-Ma Elementary School. Out of the 44 teachers who completed the survey, 31-50 teachers in age composed 73% .

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Needs assessment results and program plan proposal

Needs Assessment Results and Program Plan proposal

Eppl670

Young-Eun Son


Demographics of teachers in oh ma elementary school

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.


Highest earned degree

Highest Earned Degree


Experiences of receiving professional training in gifted education

Experiences of Receiving Professional Training in Gifted Education


Knowledge and attitude toward the definition of giftedness and gifted students

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.


I learned the definition of giftedness in the professional development

I learned the definition of Giftedness in the professional development.


When teaching gifted students it is necessary to use different teaching strategies

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

.


The perceptions about current identification process for gifted students

The Perceptions about Current Identification Process for Gifted Students

Only 7 (15.9%) teachers agreed that the current

identification process is appropriate (Figure 17).


Needs assessment results and program plan proposal

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.


The perceptions about the curriculum and instruction

The Perceptions about the Curriculum and Instruction

35(79.5%) teachers agreed with a separate and

Differentiated Curriculum for gifted learners .


Needs assessment results and program plan proposal

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).


The evaluation of the current gifted program

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).


Continued

Continued


Suggestions through this needs assessment

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.


Revised program plan proposal for oh ma elementary school

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


Student identification

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.


Types of gifted and talents

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


Student identification methods specific criteria

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.


Continued1

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


Continued2

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


Curriculum instruction

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


Continued3

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


Continued4

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


Staffing

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)


Program organization and operation

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)


Key tasks to be completed with role responsibility

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


Professional development

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


Timeline budget

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


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