gifted program audit training chauncey spears, office director – advanced learning/gifted/social...
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Gifted Program Audit Training
Chauncey Spears, Office Director – Advanced Learning/Gifted/Social Studies
Office of Curriculum and Instruction
September 4, 2013
Audit Visit
• Auditors verify minimal compliance with the Mississippi Gifted Education Program Standards and regulations.
• The standards reflect the research and best practices in the field of gifted education.
• The gifted education program standards align with the national program standards from the National Association of Gifted Children.
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Audit Visit• The visit itself will consist of two parts:– Verification of documentation for compliance– Classroom visit
• Dates for the visits will be scheduled as soon as possible. Please contact the curriculum office if there is a preference for a specific date.
• Non-compliance with gifted regulations and standards could result in a downgrade of the district’s accreditation status - see Accountability Standard 23.9.
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Standards CriteriaThe standards have seven criteria:1. Curriculum & Instruction2. Program Administration & Management3. Program Design4. Program Evaluation5. Socio-emotional Guidance & Counseling6. Professional Development7. Student Identification & Assessment
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Standards Criteria
• Each of the seven criteria is composed of guiding principles.
• Each guiding principle has four levels of compliance:– Level 1 “Does Not Meet Standard”– Level 2 “Meets Minimum Standard”– Level 3 “Above Standard”– Level 4 “Exemplary”
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Gifted Monitoring Instrument
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https://districtaccess.mde.k12.ms.us/curriculumandInstruction/default.aspx
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Criterion ICurriculum and Instruction
6 Guiding Principles
Curriculum & InstructionGuiding Principle 1
• The local gifted education program shall provide a qualitatively different educational experience in addition to and different from the regular program of instruction.
• The components of this principle are listed in law and/or regulations.
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Curriculum & InstructionGuiding Principle 2
• Differentiated curriculum shall be provided for identified gifted students.
• This principle requires districts to have an Instructional Management Plan (IMP) for the gifted program.
• The IMP should be based on the gifted outcomes document, and should include a scope and sequence developed from the outcomes.
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Curriculum & InstructionGuiding Principle 3
• The local district shall provide opportunities for high ability learners that include grade acceleration, curriculum compacting, mentorships, and/or concurrent enrollment.
• Documentation could include options for include Honors/AP options, IB programs, job shadowing, independent study, etc.
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Curriculum & InstructionGuiding Principle 4
• The program of instruction provided to gifted students shall be based upon the mastery of the MDE gifted program outcomes.
• The IMP can serve as documentation for this guiding principle.
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Curriculum & InstructionGuiding Principle 5
• Career exploration and life skills shall be an integral part of the differentiated program of instruction for all gifted students.
• Documentation of career day speakers, career research projects, interest inventories, etc. meets this criteria.
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Curriculum & InstructionGuiding Principle 6
• Visual and performing arts shall be included in the differentiated program of instruction for gifted students.
• Student-created or performed plays, concerts, presentations, etc.
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Criterion IIProgram
Administration and Management
4 Guiding Principles
Administration & ManagementGuiding Principle 1
• Appropriately qualified personnel shall direct services for the education of gifted students.
• The minimum level of compliance for this principle requires the gifted education program contact person to hold a current gifted endorsement. Under regulations the contact person may be a teacher of the gifted.
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Administration & ManagementGuiding Principle 2
• Gifted programming shall be an integral part of the district’s overall educational offerings and gifted students shall receive a minimum of 5 hours per week of services in an approved gifted education program.
• Student schedules will suffice. • If the district needs a waiver for this, the
correspondence with MDE about this needs to be presented.
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Administration & ManagementGuiding Principle 3
• Gifted education programming shall include positive working relationships with constituency and advocacy groups, as well as compliance agencies.
• Documentation could include program brochures, MDE correspondence, e-mails from and to parents, etc.
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Administration & ManagementGuiding Principle 4
• Requisite resources and materials shall be provided to adequately support the efforts of gifted education programming.
• Documentation could include receipts for curriculum materials, invoices for texts, bibliography of books/online resources, etc., used to support instruction.
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Criterion III
Program Design
5 Guiding Principles
Program DesignGuiding Principle 1
• Rather than any single gifted program, a continuum of programming services shall exist for gifted learners.
• Documentation could include Honors/AP options, IB programs, job shadowing, independent study, etc.
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Program DesignGuiding Principle 2
• Gifted education shall be adequately funded.• The district makes appropriate use of available
state funds to satisfy the programming needs of the district’s gifted students.
• Gifted program budget can be used for documentation.
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Program DesignGuiding Principle 3
• Gifted education shall evolve from a comprehensive and sound base.
• Gifted education programming is reviewed and evaluated annually by a variety of stakeholders. The results are reported and used for strategic planning.
• Gifted programming is guided by a clearly articulated mission/philosophy statement and accompanying goals and objectives.
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Program DesignGuiding Principle 4
• Flexible grouping of students shall be developed in order to facilitate instruction and curriculum.
• Student schedules showing gifted periods suffice as documentation.
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Program DesignGuiding Principle 5
• Policies for adapting and adding to the nature and operations of the general education program are necessary for gifted education.
• The policies of the district note provisions for the needs of gifted students (board meeting minutes reflecting gifted policy approval will suffice).
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Criterion IV
Program Evaluation
3 Guiding Principles
Program EvaluationGuiding Principle 1
• An evaluation shall be purposeful.• The evaluation is based on the
accomplishment of stated program goals/outcomes.
• Copies of survey instruments will suffice.
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Program EvaluationGuiding Principle 2
• An evaluation shall be conducted competently and ethically and shall solicit information from all stakeholders.
• Copies of survey instruments will suffice.
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Program EvaluationGuiding Principle 3
• The evaluation shall be made available through a written report.
• A published report (on a website) will suffice, so long as there is wide dissemination of the web address in the community.
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Criterion VSocio-Emotional
Guidance and Counseling Standards
5 Guiding Principles
Socio-EmotionalGuiding Principle 1
• Gifted students shall be provided differentiated guidance efforts to meet their unique social-emotional development.
• Research in the field of gifted education clearly shows that gifted students have very different needs relating to their social-emotional development.
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Socio-EmotionalGuiding Principle 2
• Gifted students shall be provided with career guidance services especially designed for their unique needs.
• Documentation of career research will suffice for this guiding principle.
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Socio-EmotionalGuiding Principle 3
• Gifted at-risk students shall be provided with guidance and counseling to help them reach their potential.
• Evidence of afterschool tutoring, tier-3 students in the gifted program, or tier-3 students included in screening shall suffice.
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Socio-EmotionalGuiding Principle 4
• Gifted students shall be provided with affective curriculum in addition to differentiated guidance and counseling services.
• Example of documentation: IMP reflects gifted students explore different interests in assignments and other experiences.
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Socio-EmotionalGuiding Principle 5
• Underachieving gifted students shall be identified and served rather than omitted from differentiated services.
• Same documentation as Guiding Principle 3.
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Criterion VI
Professional Development
2 Guiding Principles
Professional DevelopmentGuiding Principle 1
• A comprehensive staff development program and materials shall be provided for all school staff involved in the education of gifted students.
• This principle has 4 components.
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Professional DevelopmentGuiding Principle 1
• Gifted program teachers are required to attend professional development provided by the district regarding the appropriate education of gifted students.
• The local school district allows gifted program teachers to attend at least one non-district professional development activity per year designed specifically for teaching gifted students.
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Professional DevelopmentGuiding Principle 1
• Professional development materials pertaining to gifted education are available in the district.
• The district provides training to enable teachers to develop an appropriate differentiated curriculum that is in compliance with the local gifted program’s Instructional Management Plan.
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Professional DevelopmentGuiding Principle 2
• Only properly endorsed personnel shall be involved in the gifted education program.
• Contact person and teachers must be properly endorsed.
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Criterion VII
Student Identification and
Assessment
4 Guiding Principles
Student IdentificationGuiding Principle 1
• District guidelines shall outline a coordinated, comprehensive, and coherent process for student referral and assessment in order to determine eligibility for gifted services.
• This principle has 4 components.
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Student IdentificationGuiding Principle 1
• Written information about the district’s gifted education program, including how to refer and identify students, is available to all school faculty members and the community at large.
• All students comprise the initial screening pool of potential recipients for gifted education services.
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Student IdentificationGuiding Principle 1
• Referrals are accepted from anyone who believes the student might be eligible for gifted program services.
• Parents are provided information regarding characteristics of giftedness and gifted programming options offered by the district.
• If these plans are described in the gifted program literature, it suffices as documentation.
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Student IdentificationGuiding Principle 2
• All student identification procedures and instruments shall be based on best practices and research.
• This principle has 2 components.
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Student IdentificationGuiding Principle 2
• The student assessment process utilizes multiple assessment measures that include both objective and subjective measures.
• Assessment instruments used are reliable and valid for identifying gifted students and are in compliance with MDE requirements.
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Student IdentificationGuiding Principle 3
• Written procedures for student identification shall include provisions for informed consent, notification of results, student reassessment, and student exit.
• This principle has 2 components.
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Student IdentificationGuiding Principle 3
• The district has written procedures for student identification, informed consent, notification of results, student reassessment, and student exit.
• The district has written procedures for entering and exiting the gifted program as well as guidelines for parent appeals.
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Student IdentificationGuiding Principle 4
• Student assessment instruments used to determine eligibility for gifted education services shall be selected based upon the strengths of the individual student.
• This principle has 3 components.
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Student IdentificationGuiding Principle 4
• The assessment instruments selected do make provisions for students with limited English proficiency.
• Licensed examiners review all individual student data in order to select the most appropriate assessment instrument for each individual student being evaluated.
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Student IdentificationGuiding Principle 4
• The district provides professional development for all personnel involved in the assessment and identification of potentially gifted students.
• Attendance at MAGC Conference each year will suffice for compliance with this guiding principle.
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Regulations Checklist
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