K-8 Gifted Program Quality Review - Pennsbury School District

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Narrative Findings Question #5: Goals, Objectives, Philosophy and Vision What is the nature of the gifted program? What are the plan, goals, objectives, philosophy and vision? The School District has developed a Gifted Program Philosophy Statement as part of its elementary gifted program overview and curriculum. This statement is clearly connected to both the research about effective programming for the gifted and PDE Chapter 16 Regulations. In part it states: …Students identified as Gifted need to participate in differentiated programs that provide a number of specific features: a specific block of time when students are together to interact with others at a comparable level; an opportunity to delve in-depth into questions, subjects, and issues; and a flexible environment to accommodate high intellectual ability levels and affective needs. In 2006 the Pennsbury School District also developed five Gifted Program General Goals. These are broad in their scope, reflect the best in current practice for gifted education instruction and curriculum development, and, most importantly, provide the basis for a range of programming and GIEP implementation options. These are: • Develop higher order thinking skills. • Promote within each student an awareness of his or her unique abilities. • Increase the variety and quality of student products. • Encourage greater student responsibility and involvement in the school and community. • Provide students with higher level and specially designed instruction based on the assessed needs and abilities of individual students. Student learning goals for the middle school seminar include: • Acquire a broad base of knowledge. • Evolve as complex thinkers. • Become self-directed learners. • Communicate effectively. • Be informed and responsible citizens. • Work collaboratively. • Produce quality products. However, when speaking to gifted support teachers, curriculum directors, principals, classroom teachers, parents, and others, it is apparent that there is little or no awareness of these mission and goal statements, and their documentation. The value of these statements certainly lies in 18
their words and intentions, but they evidently do not serve as the driving force for best defining and framing Pennsbury’s gifted education program. Within the schools, the evaluation team witnessed the work of and interviewed teachers of the gifted, Math Specialists, and Reading Specialists who work closely with gifted students and with the regular education teachers to support students. Despite the enthusiasm and collegiality of the staff, there seemed to be a lack of dissemination and common understanding of the philosophy, goals, and vision of the gifted program. When speaking to gifted support teachers, coordinators, specialists, and classroom teachers, there is limited or no awareness of the underlying principles or expectations that should drive or characterize challenging instruction and learning for the gifted. In general parents, staff, and students interviewed expressed frustration at the lack of communication of a common, overarching vision and plan. At the moment there is great interest in and receptivity to improving the quality of the District’s programming for the gifted. Administrators, curriculum leaders, gifted support staff, many regular classroom teachers, and, most certainly parents, voice readiness to attend to the needs of the gifted, their desire for overall program direction and leadership, and agreement that focus and purpose for this program be made clear, K-12. The district’s Gifted Program Mission Statement is an excellent and encompassing one, and captures the essence of what a school district’s philosophy and vision should be for challenging its gifted students. It says: Our mission is to provide differentiated educational opportunities that support and challenge the unique abilities and intellectual potential of students as identified as intellectually gifted, in accordance with PDE Chapter 16 requirements. What a useful and rich expression of what the District will do for its gifted students! These words should be used as the touchstone for further development of overarching goals, objectives, philosophy, and vision. Need #1 To review and revise the goals, objectives, philosophy, and vision of the Gifted Program and share it with administration, staff, parents, and students. Recommendations: 1. Convene a committee of stakeholders, including parents, whose purpose is to revisit the existing philosophy and goals of the district, and in so doing, reaffirm or identify a vision and underlying set of agreed upon goals and expectations. 2. Once the vision, goals, and objectives of the program have been defined, communicate them to all administration, teaching and support staff, and the community. The roles and 19
Page 1 and 2: K-8 Gifted Program Quality Review F
Page 3 and 4: Introduction Overall Impressions TA
Page 5 and 6: Bucks County Intermediate Unit Penn
Page 7 and 8: Need #1: To improve the screening,
Page 9 and 10: Question #2: Meeting the Individual
Page 11 and 12: Need #1: To bring GIEPs into compli
Page 13 and 14: Question 3: Staff Development Narra
Page 15 and 16: Narrative Findings Question 4: Best
Page 17: Need #3 To use technology to suppor
Page 21 and 22: • Monitoring procedures for scree
Page 23 and 24: performance and expectations. Along
Page 25 and 26: the transition of gifted students b

K-8 Gifted Program Quality Review - Pennsbury School District

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