2012-2013 WMS Program Evaluation


May 10, 2013

WMS Self-Evaluation

Waynesboro Middle School served 34 gifted and talented students in the STRETCH program during the 2012-2013 school year. An intellectually gifted program, the students met five hours each week. During the annual evaluation process, it was determined that the program met all standards, scoring exceptionally high on some. The findings of the evaluation are as follows:

Criterion I: Curriculum and Instruction

The school earned two Level 4 rankings and four Level 2 rankings on the six guiding principles. The WMS program scored exemplary on Guiding Principle 6 as the visual and performing arts curriculum is an integral part of the instruction that gives students the opportunity to analyze and apply the various components. The second exemplary rating was earned on Guiding Principle in that the teacher identified the students’ interests and learning styles and this information was shared with other personnel. Level 2 ratings were assigned to Guiding Principle 2 as the school follows the district’s IMP and provides a differentiated curriculum; Guiding Principle 3 as the options for high ability students are publicized; Guiding Principle 4 as the IMP includes a scope and sequence of the MDE process skills; and Guiding Principle 2 as career explorations and life skills are included in the IMP.

Criterion II: Program Administration and Management

The WMS program earned exemplary marks on two guiding principles, above standard marks on one, and meets standard on one. The two guiding principles that earned the highest marks were Guiding Principle 1 as the instructor holds a master’s degree and has 22 years of experience in gifted education and Guiding Principle 3 as a large number of WMS parents belong to the Wayne County Association for Gifted Children and these members are invited participate in all phases of the program. On Guiding Principle 3.2.3 the school earned above standard marks and earned meets standard marks on Guiding Principle 3.3.2.

A Level 3 rating was given on Guiding Principle 4 as the teachers at the district and school level share resources in order to meet the needs of the students. Guiding Principle 2 drew a Level 2 rating as students meet five hours each week.

Criterion III: Program Design

Of the five guiding principles, WMS scored above standard ratings on two and meets standard on three. The school offers gifted services through the eighth grade earning an above standard rating on Guiding Principle 1. The other above standard rating was earned on Guiding Principle 3 as the program is reviewed annually with an outside audit conducted periodically. The school also earned an above standard mark on a subsection of Guiding Principle 3 as the IMP includes a mission/philosophy statement, goals and objectives which are distributed to parents. Level 2 ratings were earned on Guiding Principles 2, 4 and 5 as the students are grouped together five hours each week, the school board has adopted policies that include provisions for the needs of gifted students, and the district makes appropriate use of state funds.

Criterion IV: Program Evaluation

The school earned exemplary marks on all the guiding principles in this section. The school annually evaluates the program using data collected from all stakeholders to determine the goals and objectives of the following year (Guiding Principle 1). These stakeholders include a community representative (Guiding Principle 2). The report is written in a clear and cohesive format that is designed to encourage follow-through by all stakeholders (Guiding Principle 3). All individual data are held confidential (Guiding Principle 2.2.2).

Criterion V: Socio-Emotional Guidance and Counseling

The school met standard on all but one of the five guiding principles. It scored an above standard on Guiding Principle 4 as the affective curriculum follows a well-defined scope and sequence. Meets minimum standard ratings were given on Guiding Principle I (teacher provides activities that address the emotional needs of students), Guiding Principle 2 (gifted teacher provides career guidance), and Guiding Principle 3 (teacher provides counseling services to address needs of at-risk students), and Guiding Principle 5 (gifted underachieving students are identified and served).

Criterion VI: Professional Development

Although the school earned meets minimum standard ratings on Guiding Principle 1 overall, it scored higher on the various subsections. The district does provide professional development training to instructors. The district allows teachers to attend state and/or national conferences (Guiding Principle 1.2.3), a procedure is in place that allows all school personnel ready access to material pertaining to gifted education (1.3.3) and the district provides training on development, implementation, and modification of a differentiated curriculum (1.4.4). The gifted instructor is endorsed in gifted education. This earns the school at Level 2 ranking on Guiding Principle 2.

Criterion VII: Student Identification and Assessment

The school and district score high in this area of the evaluation. Level 4 ratings were given on three of the four sections of Guiding Principle 1 and a Level 3 on the final area. The school and district provides written information about the gifted program (Guiding Principle 1.1.4), the school board has approved a policy requiring blanket screening in first grade (1.2.4), as well as a policy requiring the acceptance of referrals from a variety of sources (1.3.4). The school district maintains a small library on gifted education (1.4.3).

On Guiding Principle 2, the district and school earns an exemplary rating for the timely manner assessments and placements are made (2.2.4) and all assessments used are reliable and valid (2.2.2).

Above standard marks were earned on both sections of Guiding Principle 3. Parents are provided with information regarding all phases of the process (3.1.3) and guidelines for entering and exiting the program are available to the public (3.2.3).

Guiding Principle 4 has three sections. The school and district scored exemplary on Guiding Principle 4.1.4 in that the instrument used is based on a comprehensive student profile and Guiding Principle 4.2.4 in that the personnel administering the tests are trained to choose and administer the most appropriate instrument for the student. A Level 2 rating was earned on Guiding Principle 4.3.3.

Documentation to support these findings is located in Room 217 at Waynesboro Middle School.