Needs Assessment Results and Program Plan proposal

Document Sample
Needs Assessment Results and Program Plan proposal Powered By Docstoc
					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
  rs experiences.

 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

      3    0
     7%   0%


Experiences of Receiving Professional Training
             in Gifted Education

       D6) Experience of receiving professional training


                                                           Gifted education-no
                                                           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
        professional development.

                Q8)I learned the definition of giftedness in the professional development.

  Strongly agree        2

           Agree                    7

         Neutral                        8

        Disagree                                                             24

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.


           Agree                                                       26

                          2                                                      Series1

                   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

                  Agree                6

                Neutral                        17                           Series1

               Disagree                        17

       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

       Fifth        1

      Fourth            4

       Third                7

      Second                                       18

        First                             13

                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

                  Agree                     18

                Neutral            8                                         Series1

               Disagree        1

        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

           Agree                                     24

         Neutral                9                                                                 Series1

        Disagree        2

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
    d 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

 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 tal
    ents and meeting their unique learning needs.
   ▶Objectives:
   The perception of students’ giftedness in diverse areas
   More diverse identification process
   Delivery of services in various areas
   Differentiated curriculum development for gifted learners
                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

 Area of Giftedness: Grades Served
 Specific Academic Aptitude(SAA):3-6 Grad
 Practical Aptitude with Creativity (PAC): 3
  -6 Grade
 Visual/Performing Arts Aptitude (VPAA):3
  -6 Grade
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
   Parents nomination
   (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
    es’ selection
   ◎ 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
   scales.
   ◎1.5 times Candidates are selected by added scores.
   ◎In depth interview
           Curriculum & Instruction:

 (1)During the regular class time:
 ▶ Acceleration:
 (1)grade-skipping (full-acceleration) based on lear
  ning 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 specifi
  c subjects such as Math or English

   ▶Program Contents
     ▶ Acceleration & Ability grouping: Advanced learning level l
    essons 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

 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)
   ◎Field-learning
   ◎Product & portfolio presentation in front of the actual au
   ◎Invention & Creativity Gifted Class- the participation stu
    dents’ products in contests
   ◎Volunteering
   ◎Counseling

 ◎ 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

   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
    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

 ▶Gifted Program Committee: Identification
 ▶A professional gifted teacher: the overall manageme
  nt of gifted programs and teaching the invention &crea
  tivity class
 ▶Subjects gifted teachers: teaching in gifted classes
 ▶A School Psychologist: the management of testing an
  d counseling with gifted students

              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
 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

 Budget

Shared By: