E P P L 6 7 0YO U N G - E U N S O N

Needs Assessment Results and Program Plan proposal

Demographics of teachers in Oh-Ma Elementary School

 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 comprised 40% of whole teachers. Only one teacher (2%) had fewer than five years experiences.

Out of the 44 teachers who finished the survey, 3 (7%) have their Master degrees.

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 education is

urgently necessary for Oh-Ma elementary school teachers.

Highest Earned Degree

4193%

37%

UndergraduteMasterDoctoral

Experiences of Receiving Professional Training in Gifted Educa-tion

4091%

37%

12%

D6) Experience of receiving professional training

Gifted education-noWorkshops during vacationsGifted Education courses in CollegeDegree in Gifted Education

Knowledge and Attitude toward the Definition of Giftedness and Gifted Stu-dents

77.2% teachers did not agree that they clearly know the definition of giftedness. 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’ gift-

edness (Figure 9). In addition, as Figure 11 shows, 36 (81.8%) teachers agree the necessity of different teaching strategies for gifted

students.

I learned the definition of Giftedness in the professional devel-opment.

Strongly disagree

Disagree

Neutral

Agree

Strongly agree

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3

24

8

7

2

Q8)I learned the definition of giftedness in the professional devel-opment.

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When teaching gifted students, it is necessary to use different teaching strategies.

.

Strongly disagree

Disagree

Neutral

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Strongly agree

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2

6

26

10

Q 11) When teaching gifted students, it is nec-essary to use different teaching strategies.

Series1

The Perceptions about Current Identification Process for Gifted Students

Only 7 (15.9%) teachers agreed that the current identification process is appropriate (Figure 17).

Strongly disagree

Disagree

Neutral

Agree

Strongly agree

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17

17

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Q 17) The current identification process is appro-priate.

Series1

As the first or second factor to be improved, 30 (68.1%) teachers indicated the introduction of more objective tests and 26 (59%) teachers pointed out using a creativity test as the first criterion.

First

Second

Third

Fourth

Fifth

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13

18

7

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Q18) The implementation of more objective testing

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The Perceptions about the Curriculum and Instruction

35(79.5%) teachers agreed with a separate and Differentiated Curriculum for gifted learners .

Strongly disagree

Disagree

Neutral

Agree

Strongly agree

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0

1

8

18

17

Q19) It is necessary to have a seperate and differen-tiated curriculum for gifted learners.

Series1

79.5% teachers did not object to the acceleration during the regular class as well as after school (Figure

21). 77.2% teachers did not disagree that they have diffi-

culty in teaching or managing gifted students in the general class because of their characteristics of gifted-ness .

77.2% teachers did not agree that the current gifted program are diverse and meet gifted students’ needs (Figure 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 stu-

dents’ needs (Figure 26, 27). 30 (68.1%) agreed that the current program must strengthened in terms of time, the placement of profes-

sional teachers, and facilities (Figure 28).

Continued

Strongly disagree

Disagree

Neutral

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Strongly agree

0 5 10 15 20 25

2

2

9

24

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Q 28) The current gifted programs should be strengthened in time and pro-fessional teachers.

Series1

Suggestions through this needs assessment

These survey results indicate the following suggestions: (1) it is necessary for the school to have differentiated

programs 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

and 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 talents 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 ServedSpecific Academic Aptitude(SAA):3-6 GradePractical Aptitude with Creativity (PAC): 3-

6 GradeVisual/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

December 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-based

assessment is used instead of achievement test scores to refer gifted students.

(2) record of observation of in-class behaviors (3) teacher rating scales that assess the attitude, participation in the

class and their potential abilities.

Continued

Special nomination by homeroom teachers: more than one student who show their giftedness in the creative areas re-gardless of

their achievement test scores Parents nomination (2)Identification Procedures : ▶two separate identification procedures: ▶ (1)Identification procedures for gifted classes developing

Specific Academic 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 candidates’ selection ◎ In depth interview => 5 gifted students in each area

Continued

(2)Identification procedures for a gifted class developingVisual/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 performance. ◎Music or Art teachers assess the portfolios or perfor-

mance with rating scales. ◎ Then, their portfolios or performance is assessed by apanel of professions outside the school system through the

rating 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 learning

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 specific

subjects such as Math or English

Continued

▶Program Contents

▶ Acceleration & Ability grouping: Advanced learning level lessons 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  

Continued

Program Contents of enrichment activities◎The Preparation for competition according to each subject◎Group projects with mentors (e.x. professions through

community or parents)◎Field-learning◎Product & portfolio presentation in front of the actual au-

dience◎Invention & Creativity Gifted Class- the participation stu-

dents’ products in contests◎Volunteering◎Counseling

Staffing

◎ 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 na-

tive 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 3-6) 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 manage-

ment of gifted programs and teaching the invention &creativity class

▶Subjects gifted teachers: teaching in gifted classes▶A School Psychologist: the management of testing

and 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  

TimelineTwo identification process: twice per year during the

first half year (from early December to early February) and the latter half of the year (from early June to early August).

Budget

Timeline/Budget