Middle School Gifted and Talented Evaluation Summary 2009
Student Survey and Focus Group Results
Six hundred and fifty-eight students participated in the student online
survey. Overall, their results and comments were positive although individual
responses varied. Approximately three-fourths stated that they are learning new
skills and experiencing academic growth in the core classes of math,
English/reading, science and social studies. Over eighty percent responded
“always” or “often” when asked if they achieved personal growth this year. At
least seventy percent felt their assignments connected to real world experiences
in English/reading, science and social studies while sixty percent answered
similarly in math. Sixty percent replied that they had enough time learning with
other GT students each day.
Numerous GT students in the focus groups would like teachers to increase the
focus on the highly capable students. They appreciate being grouped with
classmates who have similar abilities and who enjoy challenge. Some compared
the types of assignments and learning environment among different house teams
and commented on discrepancies in the curriculum and expectations. Many
requested more GT activities both within their school as well as districtwide such
as competitions, conventions, or speakers. Several voiced opinions like "GT kids
from all schools could get together monthly and do something.”
Parent Survey Results
One hundred and sixty-one parents participated in the survey. Although
their responses varied among schools, the data showed that at least sixty-nine
percent of parents are satisfied that math, English/reading, science and social
studies classes meet their child's needs. Similarly, at least sixty-three percent
feel that their children are challenged academically in these classes. Some
parents requested specific, detailed communication about how the curriculum
is differentiated for gifted students and how the classroom teachers and GT
Coordinators are working with their children. Others desire projects that are
geared to their students' interests with a high level of teacher expectation and
frequent feedback. Fifty-eight percent believe their child is provided with
adequate time for interaction and discussion with students of similar ability.
Comments from parents revealed they feel relationships with teachers and GT
Coordinators help their children have a successful middle school experience.
Cluster/Advanced Classroom Teacher Survey Results
Ninety-two cluster and advanced classroom teachers participated in the survey.
Sixty percent replied that the cluster/advanced class model is often an effective
way to meet the needs of gifted students. Fifty-seven percent responded that
they often implemented differentiated lessons for gifted learners. However, only
one-fourth stated that they frequently collaborate with the GT Coordinator. Many
would like an opportunity to observe a master cluster teacher modeling
differentiation strategies, especially within their content area. Other requests
scheduled time given time to create differentiated lessons or having ready-made
curriculum options to accompany the regular assignments in each unit. Almost all
core teachers have taken advantage of at least some of the district's professional
development training which has emphasized strategies to differentiate for the
high ability students in each core content area. Twenty-six percent often use preassessment strategies as a diagnostic tool to differentiate instruction so gifted
students receive new learning.
Principal Focus Group Results
All principals participated in a focus group to discuss their views concerning the
effectiveness of cluster/advanced classes. They believe that cluster classes are
effective especially if they consist of at least twenty-five percent high ability
students because they provide time to be with like-ability peers. They support ongoing professional development in differentiation for teachers and recommend
that the curriculum review cycle include professional development and resources
to meet the curricular needs of gifted. They believe a continuum of gifted
programming is important so cluster classes are not the only type of gifted
experience offered. They also feel accountability for gifted support in these
classes is necessary to sustain efforts, and they agreed to continue supporting
efforts in gifted services.
Trends Summary
Although some data varied substantially among the six middle schools,
districtwide trends emerged which were consistent across all schools. These
included continuing GT clusters or advanced classes in the four core areas of
math, language arts, science and social studies with each cluster having a
narrowed range of abilities in order to meet the needs of the advanced
learner. Responses also showed that grouping GT learners together is desired
but is not enough Curriculum incorporating rigor, differentiation with high level
skills, student choice, and real life experiences on a daily basis are needed for
student growth. In addition, efforts by GT Coordinators and classroom teachers
to help support the social and emotional needs of GT students are needed.
Finally, frequent communication with parents of GT students concerning
curriculum modifications for high ability students, beyond the classroom
opportunities and strategies used to help meet affective needs of GT students is
important since middle school students sometimes do not share this information
directly with their parents.
Follow-up and Plans for Future Programming
In the summer of 2009, the district’s middle school Gifted Teacher on Special
Assignment analyzed the results from each group of participants and created
districtwide trends. Principals received results about their schools so they could
compare their data with the districtwide responses.
Districtwide results were also shared with the Gifted and Talented Advisory
Council as well as the Director of Teaching and Learning to gain input that will
help determine future programming for GT students.
In the fall of 2009, GT Coordinators studied their school’s data from students,
parents, and teachers to identify school specific trends from each group. Using
this information, they developed long and short term building goals. They are
collaborating with their school’s classroom teachers and administrators to carry
out these goals as they continue to meet the needs of GT students. As GT
Coordinators shared trends and goals with other coordinators, they noted several
similarities among schools. The action plan will be discussed at GT Coordinator
meetings to help others get suggestions that will benefit GT students.
Schools will continue to cluster GT students in core subjects so high ability
students can interact with their peers daily. Teachers will continue to participate
in professional development experiences including workshops focusing on gifted
learners and creating curriculum which offers rigor, choice, and challenge. GT
Coordinators will continue working with GT students in pullout or push-in groups
and will provide both academic and affective topics. The GT Coordinators will
also pursue creating districtwide events for GT students. Together we will
continue to serve our gifted students so all can reach their full potential.
Please contact Mary Spychalla, Middle School Teacher on Special Assignment
at 651-423-7946 or mary.spychalla@district196.org if you have questions or
would like to discuss the results.