EE I S D EdcouchElsa 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 GT Teacher Questionnaire Administrator Questionnaire Comparison Report GT Parents, Teachers and Administrators Questionnaire

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.

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-12 th responded to the survey.

Analysis Kinder-4 th Grade Over all Kinder-4 th 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-4 th, 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.

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.

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.

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.

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.

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 reassessment, furloughs, exiting, and appeals during the District Parent Conference, Family Engagement Night, campus meetings and other media as previously stated.

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.

ELEMENTARY GIFTED AND TALENTED PULL-OUT PROGRAM QUESTIONNAIRE

2. The work in my gifted and talented classes is related to specific subjects such as math, science, or others. 60 55 49 50 Total Responses 41 40 31 30 YES 22 NO 20 10 0 1 0 SGE RCR 0 JRG JFK LBJ Elementary Level

7. We conduct research on various topics throughout the year. Question # 7 55 48 Total Responses 41 28 YES NO 20 3 3 0 JRG JFK 1 0 LBJ Elementary Level SGE RCR

9. We do many creative activities in the gifted and talented class. Question # 9 60 54 48 50 Total Responses 41 40 31 30 YES 23 NO 20 10 0 JRG JFK LBJ Elementary Level SGE RCR

10. I am able to work with other students in my regular class. Question # 10 60 48 50 46 Total Responses 41 40 31 30 YES NO 20 20 10 7 3 0 0 JRG JFK LBJ Elementary Level SGE RCR

11. I am encouraged to develop innovative products and performances. Question # 11 60 52 49 50 41 Total Responses 40 31 30 YES 21 NO 20 10 3 0 0 2 0 0 JRG JFK LBJ Elementary Level SGE RCR

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

1. The gifted and talented program has been a positive experience for me as I have gone through school. Question #1 180 169 160 Total Responses 140 124 120 100 98 Yes 80 No 60 40 20 5 13 2 0 PFC CFTJH Secondary EEHS

2. The gifted program classes (GT/Pre AP/AP/IB) I am in are challenging and motivating. Question # 2 171 180 160 Total Responses 140 120 107 100 80 Yes 64 No 60 40 24 29 20 4 0 PFC CFTJH Secondary Level EEHS

3. My teacher encourages me to share my ideas and opinions in class. Question # 3 180 165 160 Total Responses 140 120 101 99 Yes 80 No 60 36 40 20 10 4 0 PFC CFTJH Secondary Level EEHS

4. The gifted and talented classes at the elementary school prepared me for the gifted and talented classes I am now taking. Question # 4 120 106 104 Total Responses 100 95 80 63 60 Yes No 33 40 20 7 0 PFC CFTJH Secondary Level EEHS

5. I have input into the activities we do in the gifted and talented class. Question # 5 160 149 140 114 Total Responses 120 100 92 80 Yes No 60 40 24 23 20 11 0 PFC CFTJH Secondary Level EEHS

6. I would like to go beyond the materials taught in my gifted class. Question # 6 180 160 Total Responses 140 120 100 Yes 80 No 60 40 20 0 PFC CFTJH Secondary Level EEHS

7. I am encouraged to develop advanced level products and performances in the gifted program (GT/Pre AP/AP/IB) class. Question # 7 180 160 Total Responses 140 120 100 Yes 80 No 60 40 20 0 PFC CFTJH Secondary Level EEHS

11. I am able to work with other gifted students in the (GT/Pre AP/IB) program. Question # 11 180 160 Total Responses 140 120 100 Yes 80 No 60 40 20 0 PFC CFTJH Secondary Level EEHS

GIFTED AND TALENTED Parent Questionnaires ØIndividual Campus ØDistrict Wide

1. Are you informed of the identification process? Question # 1 35 32 30 31 Total Responses 30 25 20 18 19 18 16 15 Yes 15 10 5 1 3 4 3 7 5 0 0 0 JRG 200 JFK LBJ SGE RCR Ybarra Truan Elementary and Secondary Levels 179 150 100 50 23 0 Yes No Districtwide EEHS No

3. Are you aware of the procedures for reassessment, furloughs, exiting, and appeals? Question #3 35 29 Total Responses 30 30 27 25 20 15 15 14 15 10 13 No 7 5 0 JRG 160 140 120 100 80 60 40 20 0 JFK LBJ SGE RCR Ybarra Truan Elementary and Secondary Level 150 52 Yes No Districtwide Yes EEHS

5. The gifted and talented program teacher keeps me informed about my child’s progress. Question # 5 40 35 Total Responses 35 31 30 30 25 19 20 19 16 16 Yes 15 10 No 9 7 6 5 2 1 2 3 3 0 0 JRG 200 180 160 140 120 100 80 60 40 20 0 JFK LBJ SGE RCR Ybarra Truan Elementary and Secondary Level 175 24 Yes No Districtwide EEHS

7. Does the district provide opportunities of appropriately challenging learning experiences in math, language arts, science and social studies? Question # 7 40 Total Responses 35 34 31 34 30 25 20 15 17 14 21 19 16 Yes No 10 5 1 0 2 1 5 4 0 0 0 JRG 200 JFK LBJ SGE RCR Ybarra Truan EEHS Secondary and Elementary Level 186 150 100 50 13 0 Yes No Districtwide

9. The quality of instruction of gifted classes is consistent district wide. Question # 9 40 34 Total Responses 35 30 30 26 25 20 15 16 Yes 15 12 13 11 10 5 15 7 2 4 4 5 1 0 0 JRG JFK 200 LBJ SGE RCR Ybarra Secondary and Elementary 159 150 100 36 50 0 Yes No Districwide Truan EEHS No

10. I am given the opportunity to provide input about the gifted and talented program. Question # 10 35 31 31 30 Total Responses 26 25 20 15 13 13 12 Yes 14 12 10 5 0 JRG JFK LBJ 200 SGE RCR Ybarra Elementary and Secondary 152 150 100 41 50 0 Yes No Districtwide Truan EEHS No

12. Products and achievement of gifted students are shared with the community. Question # 12 35 31 31 30 30 Total Responses 25 19 20 15 Yes 15 14 No 12 10 5 15 7 4 2 4 7 4 1 1 0 JRG JFK LBJ SGE RCR Ybarra Secondary and Elementary Level 200 150 100 50 0 167 30 Yes No Districtwide Truan EEHS

GIFTED AND TALENTED Teacher Questionnaires

I. Student Assessment: 1. Are you informed of the identification process? Question #1 25 22 20 20 Total Responses 20 15 15 15 14 14 Yes No 9 10 5 5 3 3 2 0 0 JRG JFK 0 0 0 LBJ SGE RCR Ybarra Elementary and Secondary Levels Truan EEHS

3. Are you aware of the procedures for reassessment, furloughs, exiting, and appeals? Question # 3 25 20 20 20 Total Responses 20 15 14 13 9 10 Yes 10 8 No 8 6 6 4 5 1 1 JRG JFK 0 0 0 LBJ SGE RCR Ybarra Elementary and Secondary Levels Truan EEHS

II. Program Design: 5. The gifted and talented program is centered on the four core areas of study. Question # 5 25 22 20 Total Responses 20 15 18 17 16 14 12 11 Yes No 10 7 5 2 0 0 JRG JFK 0 0 1 1 0 LBJ SGE RCR Ybarra Elementary and Secondary Levels Truan EEHS

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. Question # 6 25 22 20 20 20 18 Total Responses 17 15 15 14 Yes 10 No 8 4 5 2 0 0 JRG JFK 0 0 0 LBJ SGE RCR Ybarra Elementary and Secondary Level Truan EEHS

8. I differentiate instruction for gifted students in (GT/Pre AP/IB) classes. Question # 8 25 22 20 19 Total Responses 20 15 15 15 14 13 12 Yes No 10 5 4 5 2 1 0 0 JRG JFK 0 0 0 LBJ SGE RCR Ybarra Elementary and Secondary Levels Truan EEHS

IV. Staff Development: 11. I have completed the 30 -hour gifted training required by the Texas State Plan for the Education of Gifted Students. Question # 11 25 22 20 19 Total Responses 17 16 15 13 12 Yes No 10 5 2 0 0 1 1 0 JRG JFK LBJ SGE RCR Ybarra Elementary and Secondary Levels Truan EEHS

12. I am given opportunities to receive additional training to meet the 6 -hour update requirement. Question # 12 25 22 20 19 20 Total Responses 17 16 15 15 13 11 Yes 10 No 4 5 1 0 0 1 0 3 1 0 JRG JFK LBJ SGE RCR Ybarra Elementary and Secondary Level Truan EEHS

IV. Family and Community Involvement 15. Parents are kept informed on the child’s progress in the gifted and talented program. Question # 15 25 21 20 Total Responses 20 15 18 17 13 13 Yes 10 8 4 5 2 0 0 JRG JFK 0 No 8 3 4 0 0 LBJ SGE RCR Ybarra Elementary and Secondary Level Truan EEHS

GIFTED AND TALENTED Administrative Questionnaires

Student Assessment: 1. Are you informed of the identification process? Question # 1 25 22 Total Responses 20 15 10 5 1 0 Yes No Districtwide

3. Are you aware of the procedures for reassessment, furloughs, exiting, and appeals? Question #3 20 18 18 16 Total Responses 14 12 10 8 6 4 2 1 0 Yes No Districtwide

Program Design: 5. The current program design is centered on the four core areas. Question # 5 25 21 Total Responses 20 15 10 5 2 0 Yes No Districtwide

Curriculum and Instruction: 7. I monitor instruction in the gifted classroom to insure that it is appropriately differentiated for the gifted learners. Question # 7 20 19 18 Total Responses 16 14 12 10 8 6 3 4 2 0 Yes No Districtwide

8. I provide input into decisions related to the gifted program on my campus. Question # 8 25 21 Total Responses 20 15 10 5 2 0 Yes No Districtwide

Staff Development: 11. I mandate that the teachers on my campus complete the required training to meet the needs of gifted students. Question # 11 25 21 Total Responses 20 15 10 5 2 0 Yes No Districtwide

12. I have received the required training for administrators as per the Texas State Plan and Guidelines for the Education of Gifted Students. Question # 12 25 22 Total Responses 20 15 10 5 1 0 Yes No Districtwide

Family and Community Involvement: 13. I encourage parental involvement in the gifted program. Question # 13 25 21 Total Responses 20 15 10 5 1 0 Yes No Districtwide

15. I provide parental awareness sessions in the area of gifted and talented. Question #15 20 18 18 16 Total Responses 14 12 10 8 6 4 4 2 0 Yes No Districtwide

GIFTED AND TALENTED Comparison Questionnaires ØParents ØTeachers ØAdministrator

Student Assessment: 1. Are you informed of the identification process? Comparison Question # 1 200 187 180 160 Total Response 140 124 120 Yes 100 No 80 60 40 20 13 12 20 3 0 Parents Teachers Administrators

2. Are you given the opportunity to nominate students who are not currently identified? Comparison Question #2 140 120 131 121 118 Total Responses 100 83 80 Yes No 60 40 20 11 2 0 Parents Teachers Administrators

3. Are you aware of the procedures for reassessment, furloughs, exiting, and appeals? Comparison Question # 3 160 150 140 Total Responses 120 114 100 Yes 80 No 60 52 40 26 18 20 1 0 Parents Teachers Administrators

Program Design: 4. The current program design meets the needs of identified gifted students. Comparison Question # 4 200 187 180 160 Total Responses 140 124 120 Yes 100 No 80 60 40 20 13 21 20 3 0 Parent Teachers Administrator

Teachers and Administrators 9. Adequate resources and materials are provided for gifted instruction. Comparison Question # 9 120 108 Total Responses 100 80 Yes 60 No 40 32 18 20 2 0 Teachers Administrator

Staff Development: 10. I receive sufficient training for working with teachers and students in the gifted program. Comparison Question #10 140 121 118 Total Responses 100 80 Yes No 60 40 20 20 2 0 Teachers Administrators

Thank You! • Training for teachers and administrators will be provided for the upcoming school year to meet their teaching/administrative needs. • Parent will be informed about GT program during campus and district wide parent meetings and conferences. Brochures and GT information will be sent to parents.