Gifted Program Evaluation Dave Mendell Spring 2018
Demographic Context - Wallingford Swarthmore School District The Wallingford-Swarthmore School District is a suburban Philadelphia school district. Total student population of approximately 3,600 students. ● 74% are white ● 13% are identified as being economically disadvantaged. ● 10% of the student population is identified as Gifted. ● 15 Charter School students ● 1 High school (9-12), 1 Middle school (6-8), 3 Elementary Schools (K-5) ● Additional information: Total of 6 Gifted Education teachers ● 1 High School, 2 Middle School, 3 Elementary School (1 per school) ○
Demographic Context - WSSD Elementary Schools Wallingford Elementary School Nether Providence Elementary Swarthmore-Rutledge School Total Enrollment: 460 Total Enrollment: 515 Total Enrollment: 580 ● ● ● 78% white 66% White 77% White ● ● ● 4% Asian 14% Asian 8% Asian ● ● ● 18% Black, Hispanic and 19% Black, Hispanic and 14% Black, Hispanic and ● ● ● Multi-Racial Multi-Racial Multi-Racial 11% Economically 20% Economically 9% Economically ● ● ● disadvantaged disadvantaged disadvantaged 7% Gifted 7% Gifted 7% Gifted ● ● ● Source: www.paschoolperformance.org
Wallingford-Swarthmore School District - Context In examining the demographics of the Wallingford-Swarthmore School District (WSSD), there are several items worthing noting. While the District as a whole has a reported Economically Disadvantaged population of 13%, Nether Providence Elementary School’s (NPE) Economically Disadvantaged population is 20%. At the same time, the percentage of students at NPE who are identified as Gifted is the same as the District’s other 2 elementary schools. Additionally, it is worth noting that the District has dedicated Gifted Support teachers at each school. There is no itinerant gifted support personnel.
Gifted Education - Context GOAL : The goal of WSSD’s Gifted Education Services is to provide enriched learning experiences for gifted students that reflect individual differences, equal educational opportunity and desire for the optimal development of each child. - (source: WSSD Elementary Gifted Program Overview, https://www.wssd.org/Page/6684 ) ELEMENTARY GIFTED PROGRAM DESIGN: A unique feature of the elementary schools in WSSD is that each school retains its own school culture and identity. One way this manifests itself is in the administrative design of the building schedules. As such, the gifted programs at all 3 schools have different formats in regards to time, yet maintain in common, core elements of providing support in Language Arts, Math and STEM. At two of the schools, Swarthmore-Rutledge and Wallingford, teachers meet students in a “traditional” gifted seminar format once or twice per week. At Nether Providence Elementary, the school uses a “Core - Extension” schedule which enables the Gifted Teacher to meet with students on an almost daily basis. All three Gifted Support teachers are given the autonomy to design a program that supports their particular students. At the same time, bi-weekly meetings ensure consistency and promote collaboration among the staff.
Evaluation Purpose Socio-Emotional Guidance and Counseling- Guiding Principle #4 “A well -defined and implemented affective curriculum scope and sequence containing personal/social awareness and adjustment, academic planning… should be provided to gifted learners.” - Source: Aiming for Excellence: Gifted Program Standards , Landrum, Callahan and Shaklee. Over the past few years of providing Gifted Support, it has become apparent that a significant component contributing to the success of Gifted students is the support and development of “non - academic” skills such as Habits of Mind and Growth Mindsets. Ironically, there is little room in a GIEP, as the State of PA, Chp. 16 dictates a GIEP should be academic in nature with measurable, strengths-based goals. It is worth noting, that the Guiding Principles of: Aiming for Excellence: Gifted Program Standards specifically identify socio-emotional learning as a significant component of a gifted program. Given this, it became important and relevant to determine if the socio-emotional learning needs of students are being met at Nether Providence Elementary School.
Evaluation Question and Purpose “To what extent are the socio -emotional needs of gifted learners being met at Nether Providence Elementary School.” Over the past two years, deliberate lessons and strategies have been taught in an effort to help students develop better learning habits and a positive growth mindset. This program evaluation question seeks to collect both qualitative and quantitative data that can be used to help determine the efficacy of the program thus far. Further, depending upon the outcomes, modifications to the program can be made so as to continue improving the socio-emotional learning skills of gifted students. The purpose of this question is to determine the current status of students’ socio -emotional learning skills as well as parents’ perceptions of their children’s skills. Identifying strengths and needs will enable the refinement and improvement of support for students at NPE. Further, data confirming the validity of such a program could be used to support and promote similar programs at the other District Elementary schools.
Evaluation Design Data Collection and Methodology Student Survey - adapted from the Panorama Education - Socio-Emotional Learning Survey ● Source: https://www.panoramaed.com/social-emotional-learning ○ Panorama Education’s survey has been implemented nationally. National norms are available to provide ○ additional cross referencing of student survey results. STUDENT SURVEY - implemented via Google Forms ○ Parent Focus Group - question topics derived from the Panorama survey ● Parents were chosen for a focus group as they present a different stakeholder view that is still strongly ○ connected to the socio-emotional well-being of the students. Understanding the perceptions of parents is critical to the overall success of the gifted program. Parent Survey - Adapted from the Student Survey ● While the Focus group provided broad topic discussions, a follow-up survey using the same questions as ○ the student survey was implemented so as to make more direct correlations between parent and student responses. PARENT SURVEY - implemented via Google Forms ○
Evaluation Design - Student Survey Rationale - Panorama Education was featured in an NPR article and has implemented a Student SEL (Socio-Emotional Learning) survey nationwide, especially in California and Arizona. By using the actual survey, there are several possible outcomes. In addition to analyzing the data to learn about students’ perceptions on their socio -emotional needs, it may also be possible to compare my results with the data collected by Panorama. The ability to compare survey results to national norms would enable me to look beyond results that I may view as “unfavorable” and see them in a greater context. Additionally, using the survey, which is open source, ensures that the questions asked are not written in a manner that has an implicit bias towards creating favorable/unfavorable outcomes. NPR Article - To Measure What Tests Can't, Some Schools Turn To Surveys - Published December 2015
Evaluation Design - Focus Group Focus group questions were designed to correlate with the major themes of the Student Survey. Due to time restrictions, only a select number of questions were given adequate time for discussion,. Below are the questions discussed during the focus group as well as the additional questions which were not directly addressed in the time allotted. Questions addressed during the Focus Group: Grit - How well is your child able to persevere through setbacks to achieve important long-term goals? ● How does your child manage their emotions, thoughts and behaviors in different situations? Teacher-Student Relationships – Talk about the social connection between your child and their teachers ● within and beyond school. Social Awareness - How does your child consider the perspectives of others and empathize with them. ● Classroom Effort – How much effort does your child put into school and learning? ● Additional Questions: Engagement/Valuing of School – How attentive and invested do you feel your child is in school? ● – Do you feel your child finds school interesting, important and useful? Sense of Belonging – How do you perceive your child as being a valued member of the school community. ●
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