K-12 Extended Studies Services Program Evaluation Final Report

Committee Members Deborah Baker Assistant Supt. Curriculum & Instruction Judy Wegman CRPS Cathy Hutter Michelle Oravec Michelle Ryerse FRES Ina Sham Mary Dubois Jane Maggio Marina Jagodzinski Melinda Riviello TCMS Jessica Padilla Mike Maloy Debbie Bourne BHS Julene Gilbert BOE Melinda Messick PTSA Claire McLauchlin

Program Evaluation A means of accessing and organizing information about student achievement and the role current curriculum and instructional practices play in supporting that achievement.

Mission of Brighton Central School “We expect all students to achieve their full potential for personal development, educational success and lifelong learning.” 

Continuum of Services Programs/Services are varied and arranged along a continuum.

Areas For Review Identification Is our identification process adequate? Programming How/where does ESS fit into the broader educational program? Student Achievement How do we know the service is making a difference? Staffing Are all school personnel aware of the goals and procedures of the program and their roles and responsibilities with the continuum? Communication How do we improve connections and communication with parents, teachers, and students?

NAGC Standards Identification Gifted learners must be assessed to determine appropriate educational services. Professional Development Gifted learners are entitled to be served by professionals who have specialized preparation in gifted education, expertise in appropriate differentiated content and instructional methods, involvement in ongoing professional development, and who possess exemplary personal and professional traits. Social Emotional Guidance/Counseling Gifted education programming must establish a plan to recognize and nurture the unique socio-emotional development of gifted learners. Program Design The development of appropriate gifted education programming requires comprehensive services based on sound philosophical, theoretical, and empirical support. Curriculum/Instruction Gifted education services must include curricular and instructional opportunities directed to the unique needs of the gifted learner.

Process Determined areas and indicators of exemplary extended studies service delivery models Referenced the National Association of Gifted Children (NAGC) standards Established appropriate data sources Surveys District policies, procedures and program descriptions Course enrollments

Results Identification: There are clearly defined identification processes for each program and service which need to be better communicated to parents new to the district as well as teachers in the transition years (3rd, 6th & 9th grade). There is broad participation in cluster groups at CRPS which continues through extended studies classes at FRES and TCMS. Enrollment in these classes decreases when students reach high school. Process for participating in independent options is unclear K-12.

Results Programming: Differentiated instructional practices are occurring K-12. There are not as many opportunities for acceleration in English/language arts, social studies and the arts (humanities). Programming between buildings becomes problematic because of differing scheduling configurations.

Results Student Achievement/Program Impact: Majority of students (63%) agree that accelerated or enrichment classes help them understand what they are learning in other classes Students feel that pace and flexibility exist along with the variety of opportunities. Older students have problems with schedule conflicts and want to take part in other electives. Teachers/parents are not sure of how social/emotional needs are being met while students feel that their needs are being met.

Results Staffing/Communication: The majority of teachers are either unsure of professional development opportunities or feel that there are not enough opportunities to prepare them to meet the needs of these learners.

Parent Insights Appreciated thoughtful structure Review was data based Collaborative Opinions of parents were valued Many opportunities exist in Brighton to meet the needs of individual students.

Recommendations Identification Goal: Identification processes ensure that all students who are eligible are receiving extended studies services. Identify the numbers of students who may be twice exceptional to ensure admittance and participation.

Recommendations Program Offerings and Impact Goal: A continuum of program options meets the needs of all gifted students in all curricular areas. Explore and communicate instructional options in the areas of humanities Review transition practices between buildings Investigate for potential implementation alternative ways of delivering extended studies services at the high school level Assess impact of counseling services that provide social/emotional support Enhance capacity to monitor and track participation in independent options

Recommendations Staff Development and Communication Goal: Staff know how to access and practice pedagogical techniques for meeting the needs of gifted learners. Develop a comprehensive professional development program and communication process to increase awareness of extended studies services, the ability to differentiate to meet student needs. Create advisory groups at each building.

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