1. K-12 Extended Studies Services Program Evaluation
Final Report

2. 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

3. 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.

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

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

6. 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?

7. 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.

8. 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

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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

16. 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.

17. Questions?