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Parent Involvement
Impacts Student Achievement
The Role of The Gifted Education
Advisory Committee
Virginia School Boards Association
November 18, 2010
Thadeus Zagrobelny
Chairman, Gifted Education Advisory Committee
Gail Fischer Hubbard
Supervisor of Gifted Education and Special Programs
Prince William County Public Schools
hubbardg@pwcs.edu
Virginia Regulations
Governing Educational Services
for Gifted Students
8VAC20-40-60 B
• Each school division shall establish a local
advisory committee composed of parents,
school personnel, and other community
members who are appointed by the school
board.
• This committee shall reflect the ethnic and
geographic composition of the school division.
Establish Structure
• Establish by-laws
– Composition and Purpose
– Function
– Membership
• Reflect demographic and geographic composition
of the school system
• Include parents, school personnel, and other
community members from all levels
• Appoint committee through a structured process
Establish Structure
• Establish by-laws
– Officers
• Chair – Plans agendas, Conducts meetings
• Vice-Chair – Plans year-long program
• Secretary – Keeps minutes
– Committee Advisors
– Subcommittees, Task Forces, and Study
Groups
• Standing committees
• Ad hoc task forces or study groups
Establish Structure
• Establish by-laws
– Meetings
• Regular meeting time and place
• Meetings begin and end on time
• Year-long agenda
• Meeting agendas and minutes –
sent one week in advance of meeting
Establish Structure
• Establish by-laws
– Decision Making
• Decisions through consensus
• Decisions through formal motions
– Election of officers
– Approval of written report
– Approval of minutes
– Amendments
– Training
Virginia Regulations
Governing Educational Services
for Gifted Students
8VAC20-40-60 B
• This committee shall have two responsibilities:
(i) to review annually the local plan for the education of
gifted students, including revisions, and
(ii) to determine the extent to which the plan for the
previous year was implemented.
Strategic Plan Goals
All students meet high standards of performance
• Increase the percent of students who meet or exceed
achievement performance standards.
• Provide equitable access for students to challenging
opportunities that will prepare them for the future.
Align Gifted Education Planning
with Strategic Planning
• Develop or review the school system plan for the
education of gifted students
– Ensure alignment of gifted education plan goals with
school system strategic plan goals
– Ensure alignment of recommendations for
improvement in services to gifted students with
improvement of services in the school system
Determine Implementation
• Determine annually the extent to which the plan
for the previous year was implemented
– Review quantitative data sources
– Review qualitative data sources
Virginia Regulations
Governing Educational Services
for Gifted Students
8VAC20-40-60 B
• The findings of the annual program
effectiveness and the recommendations of the
advisory committee shall be submitted annually
in writing to the division superintendent and the
school board.
Determine Effectiveness
• Determine annually the extent to which the plan
for the previous year was effective
– Review quantitative data sources
• Review data on student participation
• Review data on student achievement
• Review data on professional development
• Review satisfaction survey results
Determine Effectiveness
• Determine annually the extent to which the plan
for the previous year was effective
– Review qualitative data sources
• Interviews
• Focus groups
• School visits
Quantitative Data for Report
• Review statistical demographic data on program
participation
• Review statistical achievement data on identified
students
• Review statistical data on professional
development participation
• Review statistical data on effectiveness of
professional development
• Review statistical data from satisfaction surveys
Prince William County Public Schools
Comparison of Gifted Program and
School Division Demographic Profiles
2004-05, 2005-06, 2006-07, 2007-08, 2008-09, and 2009-10
70%
60%
60%
59%
59%
58%
50%
56%
54%
40%
40%
38%
36%
30%
33%
33%
33%
30%
30%
18%
29%
30%
27%
28%
20%
19%
18%
7%
18%
7%
7%
7%
10%
6%
5%
12%
13%
15%
2%
11%
10%
1%
8%
0%
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
% Division Minority Students
% Program Minority Students
% Division Disadvantaged Students
% Program Disadvantaged Students
% Division LEP Students
% Program LEP Students
Strategic Measure 1.3.4
By 2010, 40% of 11th/12th Graders will take
AP, IB, or Cambridge Classes.
100%
80%
60%
40%
20%
0%
2005-06 2006-07 2007-08 2008-09 2009-10
% of Students 33% 32% 35% 37% 43%
(Red bar indicates target for 2010)
Participation in advanced classes has improved over time.
15
Chart C
Performance of Identified Students on 2004-05, 2005-06,
2006-07, 2007-08, 2008-09 and 2009-10
Standards of Learning Testing
100%
90%
80% 86%
83%
80% 80% 80%
78% 77%
70% 74% 73%
72%
7 1%
60% 64%
50%
50% 50% 50% 50% 50% 50%
40%
30%
20%
10%
0%
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
SOL Reading Pass Advanced SOL Math Pass Advanced
DASHBOARD INDICATOR
Strategic Measure 1.1.5
By 2010, SAT scores will meet or exceed national, state,
and Region IV average scores.
1600
1400
1200
1000
800
600
400
200
0
05-06 06-07 07-08 08-09 09-10
Critical Reading + Math+ Writing**
PWCS 1504 1486 1488 1499 1508
Virginia 1525 1520 1522 1521 1521
National 1518 1511 1511 1509 1509
*2005-06 Critical Reading replaced Verbal **First assessed in 2005-06
Chart K
Prince William County Public Schools
Resource Teacher Endorsement
Classroom Teacher Accreditation
2005-06, 2006-07, 2007-08, 2008-09, and 2009-10
100%
90%
80%
83% 83%
70% 75%
68% 70%
60%
50% 56%
5 1% 57%
48% 48% 50%
40%
43%
40%
30%
32% 30%
26%
20% 25%
18 % 17 %
17 %
10%
0%
2005-06 2006-07 2007-08 2008-09 2009-10
Full Time Endorsed Teachers of the Gifted Full Time Teachers of the Gifted Working Toward Endorsement
Part Time Accredited Teachers of the Gifted Part Time Teachers of the Gifted Working Toward Accreditation
Chart G
Identified Gifted Students
Satisfaction with Gifted Education Delivery of Services
Classroom and Resource Components
2009-10
100%
90% 95% 98%97% 7%
9
93% 9 1% 9 1%
93% 92% 9 1% 92%
80% 92% 88%
90% 89%
80% 80% 80% 80% 80%
70%
60%
50%
40%
30%
20%
10%
0%
Language Arts- Mathematics- Science -Challenge Social Studies - Gifted Resource
Challenge Challenge Challenge Program Challenge
Grades 4-5 Grades 6-8 Grades 9-12 Dashboard Indicator
Chart O
Parents of Identified Gifted Students
Satisfaction with Gifted Education Delivery of Services
Gifted Education Classroom Component
2009-10
100%
90%
91%
88%
86%
80% 84%
84%
84%
83%
83%
83%
83%
81%
80%
80%
80%
81%
80%
80%
80%
75%
70%
75%
60%
50%
40%
30%
20%
10%
0%
Challenge in Language Challenge in Mathematics Challenge in Science Challenge in Social
Arts Course Work Course Work Course Work Studies Course Work
Grades K-3 Grades 4-5 Grades 6-8 Grades 9-12 Dashboard Indicator
Qualitative Data for Report
• Review information from classroom observations
conducted by external review team
• Review information from focus group interviews
conducted by external review team
• Review information from school visits
– Scheduled on a three year cycle
– Based upon a common question set
– Conducted by parent and community advisory
committee members
Determine Findings
• Based upon statistical evidence, determine
findings on student participation
• Based upon statistical evidence, determine
findings on student achievement
• Based upon statistical evidence, determine
findings on participation and effectiveness of
professional development
• Based upon surveys, interviews, and visits,
determine findings on program satisfaction
Prepare Written Report
• Submit findings in writing annually to the
Superintendent and to the School Board
– Findings of program effectiveness based upon data
– Recommendations for improved effectiveness based
upon data
• Illustrate data through charts and graphs to
increase understanding of the data
Develop Commendations and
Recommendations
• Relate both commendations and
recommendations to evidence based findings
– Indicate what is going well through commending
practices that support systemic improvement
• of educational services for gifted students
• of educational practices that impact student achievement
– Indicate what needs to be improved with positive
suggestions that support improvement
• of educational services for gifted students
• of educational practices that impact student achievement
Develop Commendations and
Recommendations
• Include recommendations where immediate
action will result in improvement
• Include recommendations where long term
planning will support systemic improvement
Emphasize Important
Recommendations
• Produce a brief Executive Summary for the
annual report to target the most important
recommendations
• Discuss the report with the Superintendent to
target one or two critical recommendations for
immediate action
• Prepare a succinct summary of the report for the
School Board that focuses on one or two critical
recommendations for long term planning
Impacting Student Achievement
• Keep Positive
• Keep Focused on Systemic Change
– Through educational services for identified students
– Through impact on total school division achievement
• Keep Report Data-Informed
• Keep Report Illustrated Using Charts and Graphs
• Keep Report Short and Targeted
Impacting Student Achievement
• Keep the entire school community informed and
involved
• Keep the Superintendent and administrative staff
informed and involved
• Keep the School Board informed and involved
The Gifted Education
Advisory Committee
Committee Guide
Advisory Committee Report (2009-10)
available after November 20, 2010
www.pwcs.edu
Click on Programs
Click on Gifted Education
