ARP JR. HIGH

GIFTED/TALENTED PROGRAM

DESCRIPTION

   

 

Quality of Services Provided

 

 

1.  Purpose of Program

 

Arp Jr. High will provide services for students to demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the students of similar age, experience, or environment and reflect individuality and creativity.  Students who have participated in the services for gifted students will have produced products and performances of professional quality as part of their program services.

 

 When Implemented

 

Arp Jr. High Gifted/Talented Program (GOALS) has been in place for 13 years.  As TEA has provided continually changing guidelines, the GOALS program has adapted to meet those guidelines.  Three years ago the program was evaluated and revised to our current program.

 

Number of Students Served

 

Arp Jr. High’s current 2000-2001 gifted/talented program has 22 identified students.  There are 7 sixth grade students, 7 seventh grade students, and 9 eighth grade students.

 

Student Identification Process

 

Students are nominated by any professional staff member within the district, parents, and students.  The students are then screened with a teacher rating scale, a variety of  testing, writing samples, and a parent  inventory.  An identification matrix will be utilized to record assessment for each nominated student.  Point values are assigned according to student performance on objective and subjective assessment measures.  After a composite score is acquired the Identification Committee reviews the data and selections are made.

 

 

When and How Students are Served

 

Arp Jr. High G/T students attend a gifted/talented class daily for a 50- minute class period.  In addition, they have differentiated curriculum in their core subjects.  Four eighth grade students are only served through differentiated curriculum in their core subjects due to choice and schedule conflicts.

 

How the Curriculum and Instructional Delivery Methods are Differentiated for G/T Students

 

Curriculum and instructional delivery methods are differentiated by developing independent or self-directed study skills, developing productive, complex, abstract, and/or higher level thinking skills, and using research skills and methods.  In addition, differentiating the curriculum is accomplished by encouraging the development of products that use new techniques, materials, and forms and the development of products that challenge existing ideas and produce “new” ideas.

 

Coordination with Other Programs

 

The Arp Jr. High G/T students are encouraged to find their individual strengths and extend their thinking and performance to areas which offer them the greatest possibilities of success.   In addition, the students are encouraged to participate in additional programs such as Duke University Talent Search Program, University Interscholastic League, and distance learning through the world wide web.

 

Professional Staff Development

All staff receives the basic 30 hours of G/T certification credits and 6 hours update every year.

 

Information Provided to Parents

 

Communication is provided to parents through the student handbook that is provided at the beginning of each school year.  A Gifted and Talented Brochure outlining the program and services is provided to all the G/T students.  In addition to this brochure, there is a syllabus each six weeks available on the district website, providing the goals and objectives for the G/T class.  A fall meeting is held for communicating with parents of G/T students.  Also, parent surveys are used annually to measure parent expectations.  Survey participants are encouraged to offer suggestions for improving the program.

 

 

2. Evaluations

 

In addition to TAAS, teacher observation is used to evaluate the G/T program.  Also, parent surveys are used to evaluate the program.  End of course exams are also used to measure student growth in advanced classes.

 

3. Results of Evaluation

         

In May 2000 an evaluation was sent out to all the parents of students in the Gifted/Talented Program at Arp Jr. High.  Ten forms were completed and returned.  The following information reflects the results of that evaluation.

 

·             9 parents agreed (6 strongly) that the purposes and goals of the      program were explained to them.

·             9 parents agreed (6 strongly) that information on the needs and characteristics of Gifted/Talented children and how the program met those needs were explained.

·             9 parents agreed (6 strongly) that their children were challenged by the work in the Gifted/Talented Program.

·             8 out of 9 parents strongly disagree that after their children were placed in the Gifted/Talented Program, they had problems with students not in the program.

·             8 parents disagreed (4 strongly) that their children had too much homework.

·             9 out of 10 parents agreed (6 strongly) that their children      received instruction with children of similar abilities and      potential.

·             10 parents agreed (8 strongly) that the school staff kept them      well-informed of their children’s progress in the      Gifted/Talented Program.

·             9 out of 10 parents disagreed (3 strongly) that the school staff       provided an opportunity for them to better understand their            children’s unique needs.

·             10 parents agreed (8 strongly) that the school staff provided them with information about other special programs for Gifted/Talented students, such as summer programs, weekend workshops, etc.

·             10 parents agreed (8 strongly) that their children had opportunities to explore areas that expand on regular curriculum.

·             10 parents agreed (8 strongly) that this program helped their children become more independent learners.

·             10 parents agreed (7 strongly) that their children feel more positive about school because of participating in the Gifted/Talented Program.

 

         

          As for any suggestions, time was the biggest factor of concern to the parents.  They felt the students needed more time with their peers.  Positive feedback was the great field trips, the Webquests, and the affection their children felt toward their teacher.  When asked what they were willing to do to help the program, parents responded with their time, snacks, and other helpful ways.

 

          In conclusion, to improve on the following year, we propose more opportunities for parents to better understand their children’s unique needs.  Arp Junior High will create printed information about students with special needs and use Region VII Service Center to find workshops for parents.  As for time, Arp Junior High will provide after school time for students to work on their enrichment projects.