2014-2015 Annual Program Evaluation
May 6, 2015
The Waynesboro Middle School STRETCH program under the direction of Fay Wells, instructor, provided services to 29 intellectually gifted students in grades five through eight during the 2014-2015 school year. At the conclusion of the year, a variety of stakeholders came together to assess the program’s performance based on the MDE adopted gifted education program standards. The following results were recorded:
Criterion I: Curriculum and Instruction
The school met all standards under this criterion, exceeding the minimum standard in two areas. The WMS program provided students with the opportunity to analyze and appropriately apply components of the visual and performing arts. In visual arts, students were given the opportunity to research an artist, developed several products related to that artist, and completed the unit by painting artwork in the artist’s style. The students also performed choral reading plays, wrote their own choral reading plays, developed a backdrop for the plays, rehearsed, and presented the plays at a meeting of the Wayne County Association for Gifted Children in April. This earned the school an exemplary rating on Guiding Principle Six.
The school earned an above-standard rating on Guiding Principle One. The teacher allowed students to identify their learning style and provided opportunities during the school year for students to work in groups with students who shared that style. The teacher also analyzed student interest inventories to determine units of study for the classes.
The school met standard in all other guiding principles. The district does provide a differentiated curriculum that is in compliance with MDE policy and state law (Guiding Principle 2.2); the district does publicize options for high ability students and gives consideration to parental requests (Guiding Principle 3.2); the district has developed and implemented an IMP that includes a scope and sequence of process skills (Guiding Principle 4.2); and the district’s IMP contains a section on career and life skills (Guiding Principle 5.2).
Criterion II: Program Administration and Management
The school exceeded standards on five of the seven guiding principles. Mrs. Wells serves as the district’s gifted contact person. She holds a master’s degree and is completing her 24th year as a gifted instructor at WMS. MDE has approved the program proposal for the Wayne County School District. This earns the school and district an Above Standard rating on Guiding Principle One. The school and district also earns an Above Standard rating on Guiding Principle Two. The students meet for the recommended 300 minutes. Mrs. Wells also provided a classroom resource for teacher use on differentiation practices for gifted students. A third Above Standard rating was earned on Guiding Principle Three. The Wayne County Association for Gifted Children has been operating since 2005. The group holds two meetings each year.
The final two Above Standard ratings were obtained on Guiding Principle Five and Guiding Principle Seven. On-going communication between parents does exist and parents are offered regular opportunities to make recommendations on the program. The district employs teachers at each elementary/middle school and provides funding to support the operation of the program. The teacher shares resources with regular education teachers as well as with the counties other gifted instructors.
The school met standard on Guiding Principle Four. Evidence does exist of established correspondence with the MDE. The final Meets Standard was earned on Guiding Principle Six. Evidence does exist of communication between the gifted teacher and other instructional staff and administrative personnel.
Criterion III: Program Design
The school scored Above Standard on three of the five guiding principles and Meets Standard on the remaining two. The school scored Above Standard on Guiding Principle One in that students in grades five through eight are served in an approved program. The district/school produces a brochure publicizing the mission/philosophy of the program, the objectives and goals. This information is also shared on the District Policy Service and on Mrs. Wells’ teacher webpage. The third above standard rating was earned on Guiding Principle Four in that students meet together for a minimum of 300 minutes per week.
The school met standard on Guiding Principle Two. The district does use state funds to satisfy the programming needs of the gifted students at WMS and the other four elementary schools. The final meets standard was earned on Guiding Principle Five. The local school district policies include provisions for the needs of gifted students.
Criterion IV: Program Evaluation
The school earned Exemplary ratings on all three guiding principles. The school conducted an annual self evaluation based on the standards. The results were reported and used for improvement of the program. The data collected was analyzed and used to determine goals and objectives for the following year. In 2013, the MDE monitor visited the district and determined that the district program was meeting all standards and regulations. This earned the Exemplary rating on Guiding Principle One.
On Guiding Principle Two, the teacher solicited information on the program from a variety of stakeholders including students, parents, teachers, and building administrators. This evaluation occurs on an annual basis. The Rev. Larry Pickens volunteered to serve as a community representative for this process.
Guiding Principle Three calls for a written evaluation to be made available. It presents the evaluation in a clear and cohesive format to all stakeholders and is designed to encourage follow through. This report is made available on Mrs. Wells’ teacher web page.
Criterion V: Social Emotional Guidance and Counseling
The school scored Above Standard on Guiding Principle Four. Mrs. Wells provides a curriculum that addresses the affective needs of gifted students. This curriculum follows a well-defined scope and sequence.
The school met standard on the remaining four guiding principles. The gifted teacher provides specific activities that address the social-emotional needs of gifted students and provides guidance when necessary (Guiding Principle 1.2). The teacher provides career guidance specific to the needs and interests of gifted students (Guiding Principle 2.2). The teacher provides guidance counseling to address the needs of at-risk students (Guiding Principle 3.2). The school also attempts to identify and serve underachieving students who are potentially gifted (Guiding Principle 5.2).
Criterion VI: Professional Development
The school/district exceeded the Meets Minimum Standard on each of the five guiding principles.
The school/district rated Exemplary on Guiding Principle One and Guiding Principle Four. The district provides training for gifted instructors and invites others to attend. All school staff members are provided professional development on the nature and needs of gifted students.
The other Exemplary rating was earned on Guiding Principle Four in that the district provided two training sessions that involved the development, implementation and modification of differentiated curriculum.
Above Standard ratings were earned on Guiding Principle Two, Guiding Principle Three, and Guiding Principle Five. The district allowed all instructors to attend the Mississippi Association of Gifted Children convention (Guiding Principle Two). The district maintains a reference library and a checkout process is in place and publicized to allow ready access (Guiding Principle Three). Mrs. Wells is endorsed in gifted education and has attended the MAGC convention each year. She also participated in a Webinar (Guiding Principle Five).
Guiding Principle VII: Student Identification and Assessment
The school/district earned Exemplary ratings on five of the ten guiding principles, Above Standard on three, and Meets Standard on two.
The first exemplary rating was earned on Guiding Principle One. The Gifted Education Program brochure provides written information on how to refer and identify students. It is available to all interested parties (Meets Standard). Staff development is held on the characteristics of gifted (Above Standard). This information is shared with parents and the community at large (Exemplary).
On Guiding Principle Three, the school/district earns an Exemplary rating. Referrals are accepted form multiple sources (Meets Standard), written procedures are in place for accepting referrals from multiple sources (Above Standard), and the school board has adopted a policy for accepting referrals from multiple sources (Exemplary).
The third Exemplary rating was earned on Guiding Principle Five. The student identification process includes multiple assessment measures that include both subjective and objective measures (Meets Standard). Information is gathered from multiple sources and used to allow flexibility in selecting the most appropriate instrument (Above Standard). The assessment and placement process is done in a time manner (Exemplary).
An Exemplary rating was also earned on Guiding Principle Nine. The assessment instruments selected make provisions for students with limited English proficiency, etc. (Meets Standard). The district provides training for personnel in the use of appropriate instruments (Above Standard). The selection of instrument is based on a comprehensive student profile for each student (Exemplary).
The final Exemplary rating was earned on Guiding Principle Ten. The district provides professional development for all personnel involved in the assessment and identification process (Meets Standard). The district’s licensed psychometrist completed an MDE training session (Above Standard). This training occurs on an ongoing basis as Eulon Britton, the district’s psychometrist, attends this training annually (Exemplary).
An Above Standard rating was earned on Guiding Principle Four. Parents are provided information on the characteristics of giftedness (Meets Standard). The district also maintains a reference library with materials specifically related to giftedness (Above Standard).
The second Above Standard rating was earned on Guiding Principle Seven. Written procedures are in place for student identification, notification of results, student reassessment, and student exiting the program (Meets Standard). The district also provides parents with information regarding all phases of the referral and assessment process and results (Above Standard).
The final Above Standard rating was earned on Guiding Principle Eight. The district has written procedures and guidelines in place for parent appeals (Meets Standard). These guidelines are publicly available and implemented on a consistent basis (Above Standard).
The school/district met standard on Guiding Principle Two in that all students comprise the initial screening pool and mass screening occurs in first grade. The school/district met standard on Guiding Principle Six in that the assessment instruments are reliable and valid.
Based on these findings, Waynesboro Middle School is meeting and/or exceeding the minimal standards set by the Mississippi Department of Education. School personnel will build on the existing foundation to continue to provide exceptional educational services to Waynesboro Middle School’s intellectually gifted students.
Documentation of these findings is maintained in Room 217 at Waynesboro Middle School.