[accordian class=”” id=””] [toggle title=”What data sources do you use to assess your programs effectiveness?” open=”no”]
  1. Surveys from parents, students and teachers
  2. Standardized test scores
  3. AIMS performance scores
  4. Terra Nova performance scores
  5. Arizona Learns “Z” scores
  6. AP/IB scores

Surveys from students, parents, and teachers with some follow-up interviews, Standardized test scores, Local achievement assessments, i.e. Galileo, EPGY grades and feedback from Stanford, AP Scores, Achievement of group members in competitions such as geography bee, science fair, spelling bee, art and poetry contests, etc.[/toggle] [toggle title=”Describe how you use test data, both norm referenced and criterion referenced in your evaluation process.” open=”no”]

Track progress of gifted students year to year individually • Compare scores of gifted students with the rest of the population to assess differences • Students class grades compared to identification scores Compare student progress to progress of the district. Compare local assessments and grades to AIMS and Terra Nova Assess Stanford placement and compare to past and school placement.[/toggle] [toggle title=”How do you use informal measures like surveys, open forums and teacher interviews to gather data?” open=”no”]

  1. Look for trends, common strengths, weaknesses, areas for improvement in parent surveys
  2. Direct observation of the program in action

Look for recurring issues, common parental, student and teacher feedback. Use students for creative problem solving of issues. Observation of classroom implementations, lesson plans, Stanford recorded interactive sessions are springboards for discussions with parents. Parents are invited to take an active role in developing the program.[/toggle] [toggle title=”What are your keys indicators that your program is positively affecting students?” open=”no”]

  1. Student interest, excitement with the program
  2. Parental positive feedback
  3. Students test score analysis
  4. Stays with the program, no dropouts
  5. Regular attendance in class

We want the students to tell us that they are challenged by the program and that it is different from other classes. We look for excitement, and they usually remark about how fast the time goes. We look for the word interesting in surveys and follow the students longitudinally. We track their success in college and career when possible. We want parents to tell us that their child talks about the program at home, or discusses content they have learned in the program at home. We look for self-acceptance and independent learning and achievement. While achievement test scores are important, they do not test other factors important for lifelong happiness and success, which is our ultimate goal.[/toggle] [toggle title=”Describe the performance standards you have for all gifted students.” open=”no”]

  1. Meets or exceeds on annual AIMS assessment
  2. Meets the individual learning goals established for the students
  3. The gifted population demographics must reflect the same picture as the total school population We expect that students will be in the meets or exceeds categories in the areas in which they are identified as gifted.

We expect that they will pass the graduation test requirements by 11th grade. We expect students to actively participate in taking honors and AP coursework. We expect our students to be able to compete successfully on a national level. We expect that our program population will continue to reflect the population of the district.[/toggle] [/accordian]