Needs Assessment Results and
Program Plan proposal
YO U N G - E U N S O N
Demographics of teachers in Oh-Ma Elementary
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 compri
sed 40% of whole teachers. Only one teacher (2%) had fewer than five yea
Out of the 44 teachers who finished the survey, 3 (7%) have their Master d
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 educat
ion is urgently necessary for Oh-Ma elementary school teachers.
Highest Earned Degree
Experiences of Receiving Professional Training
in Gifted Education
D6) Experience of receiving professional training
Workshops during vacations
Gifted Education courses in College
Degree in Gifted Education
Knowledge and Attitude toward the Definition of
Giftedness and Gifted Students
77.2% teachers did not agree that they
clearly know the definition of
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’ gifte
dness (Figure 9).
In addition, as Figure 11 shows, 36 (81.8%) teachers
agree the necessity of different teaching strategies for gifted s
I learned the definition of Giftedness in the
Q8)I learned the definition of giftedness in the professional development.
Strongly agree 2
Strongly disagree 3
0 5 10 15 20 25 30
When teaching gifted students, it is necessary to use
different teaching strategies.
Q 11) When teaching gifted students, it is necessary to
use different teaching strategies.
0 5 10 15 20 25 30
The Perceptions about Current Identification
Process for Gifted Students
Only 7 (15.9%) teachers agreed that the current
identification process is appropriate (Figure 17).
Q 17) The current identification process is appropriate.
Strongly agree 1
Neutral 17 Series1
Strongly disagree 3
0 5 10 15 20
As the first or second factor to be improved, 30 (68.1%) teachers indica
ted the introduction of more objective tests and 26 (59%) teachers poin
ted out using a creativity test as the first criterion.
Q18) The implementation of more objective testing
0 2 4 6 8 10 12 14 16 18
The Perceptions about the Curriculum and
35(79.5%) teachers agreed with a separate and
Differentiated Curriculum for gifted learners .
Q19) It is necessary to have a seperate and differentiated
curriculum for gifted learners.
Strongly agree 17
Neutral 8 Series1
Strongly disagree 0
0 5 10 15 20
79.5% teachers did not object to the acceleration
during the regular class as well as after school (Figure 2
77.2% teachers did not disagree that they have difficul
ty in teaching or managing gifted students in the gener
al class because of their characteristics of giftedness .
77.2% teachers did not agree that the current gifted pr
ogram are diverse and meet gifted students’ needs (Fig
ure 26, 27).
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 student
s’ needs (Figure 26, 27).
30 (68.1%) agreed that the current program must
strengthened in terms of time, the placement of profess
ional teachers, and facilities (Figure 28).
Q 28) The current gifted programs should be strengthened in time and professional
Strongly agree 6
Neutral 9 Series1
Strongly disagree 2
0 5 10 15 20 25
Suggestions through this needs assessment
These survey results indicate the following suggestions:
(1) it is necessary for the school to have differentiated prog
rams 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 an
(3)education about the definition and
characteristics of giftedness for teachers in the
professional development are necessary.
Revised Program Plan Proposal for Oh-Ma
Discussion of target population
▶This program is designed to serve identified gifted students from third grade
to sixth grade.
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 tal
ents and meeting their unique learning needs.
The perception of students’ giftedness in diverse areas
More diverse identification process
Delivery of services in various areas
Differentiated curriculum development for gifted learners
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
Types of gifted and talents
Area of Giftedness: Grades Served
Specific Academic Aptitude(SAA):3-6 Grad
Practical Aptitude with Creativity (PAC): 3
Visual/Performing Arts Aptitude (VPAA):3
Student Identification Methods & Specific Criteria:
(1) Screening Procedures:
▶Time: twice screening per year during the first half year (from early D
ecember 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-bas
ed assessment is used instead of achievement test scores to refer gifted
(2) record of observation of in-class behaviors
(3) teacher rating scales that assess the attitude, participation in the cla
and their potential abilities.
Special nomination by homeroom teachers: more than one student who
show their giftedness in the creative areas regardless of
their achievement test scores
(2)Identification Procedures :
▶two separate identification procedures:
▶ (1)Identification procedures for gifted classes developing Specific Aca
demic 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 candidat
◎ In depth interview => 5 gifted students in each area
(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
◎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 rat
◎1.5 times Candidates are selected by added scores.
◎In depth interview
Curriculum & Instruction:
(1)During the regular class time:
(1)grade-skipping (full-acceleration) based on lear
ning levels and gifted students’ preparedness
for acceleration or
(2)subject-skipping based on students’ learning
▶ Cluster- grouping:
based on similar students’ learning levels in specifi
c subjects such as Math or English
▶ Acceleration & Ability grouping: Advanced learning level l
essons according to subjects
learning centers operation in the regular classroom,
curriculum compacting, extended learning activities for gifted
(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
Program Contents of enrichment activities
◎The Preparation for competition according to each subje
◎Group projects with mentors (e.x. professions through co
mmunity or parents)
◎Product & portfolio presentation in front of the actual au
◎Invention & Creativity Gifted Class- the participation stu
dents’ products in contests
◎ 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 nativ
e speakers (Grade 3-6)
◎ Music & Art gifted teachers in each grade (Grade 3-6
Program Organization and Operation
▶ 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
▶ Acceleration & Ability Grouping: During regular class
▶ After School Enrichment Activities: during two hours
(twice per week)
Key tasks to be completed with role responsibility
▶Gifted Program Committee: Identification
▶A professional gifted teacher: the overall manageme
nt of gifted programs and teaching the invention &crea
▶Subjects gifted teachers: teaching in gifted classes
▶A School Psychologist: the management of testing an
d counseling with gifted students
1. Frequency: Once per month
◎The definition of giftedness
◎The characteristics and needs of gifted Students
◎The identification of gifted students in diverse areas
◎ Team research
◎ Case Presentation
Two identification process: twice per year during the fi
rst half year (from early December to early February) a
nd the latter half of the year (from early June to early A