Master Plan Section7: Program Assessment

SECTION 7:  Program Assessment

GOAL:  The Davis Joint Unified School District is standardizing the formal and informal evaluation methods and instruments to meet or exceed the state content standards and to assess the gifted program and the performance of gifted students.  Results of data collected, including state standardized tests, are used to study the value and impact of the services provided and to improve the gifted program and the gifted students’ performance. (EC5212a1)

RATIONALE:  Measuring the outcomes of the program and student achievement helps to show the strengths and weaknesses of the program.  Ongoing assessment allows changes to be made in the program to improve it.  Others will need assessment information about the program so that they can support the program and help to advocate for the changes needed.  Students will need assessment information regarding their work so that they can improve their performance and become better partners in their own learning.

STANDARD 7.1  The district provides ongoing student and GATE program assessment that is consistent with the program’s philosophy, goals, and standards. All components of the DJUSD program are periodically reviewed by individuals who are knowledgeable about gifted learners and who have competence in the evaluation process.  The program assessment process is structured to measure the goals and standards of the program using multiple, traditional and non-traditional strategies to assess student performance.  These include valid and reliable standardized and criterion referenced achievement tests, questionnaires, and performance-based measures.  The program contains a clear description of gifted students’ performance expectations at each grade level.  The assessment process contains criteria for levels of performance or rubrics and includes strategies that parallel the instruction as a means to collect information about student knowledge and capability. Strategies include student inquiry, collaboration, and reflection.  Criteria for levels of performance or rubrics are used for each assessment product, course, and/or grade level.  The assessment report for all educational services involving gifted students includes both commendations/strengths and recommendations/weaknesses of the program and is accompanied by a plan for improvement and renewal over time.  The district allocates time, financial support, and personnel to conduct regular and systematic formative and summative program assessment.  The results will be reported to the Board of Education and used for continuing program development.

RATIONALE:  There are many components of the GATE program including the effectiveness of the personnel, the appropriateness of the curriculum, the variety of program structures, the quality of the resources, the involvement of the parents and the community, and the contributions of the support services.  All of the program components need to be evaluated regarding their impact on the outcomes produced by the gifted students being served by the program.  To collect the most useful data the evaluation process needs to be conducted by professionals who understand giftedness and the evaluation process.  An important use of the data collected is to direct the improvement of the program.

ONGOING IMPLEMENTATION

1.  Program components are periodically reviewed under the direction of the GATE Coordinator.  These include:

a.       Students may take the High School Subject Tests—Writing and Mechanics, an out-of-grade-level achievement test. Finally, STAR results are evaluated in the areas of language arts and writing, reading, and math.

b.       CST/STAR Tests, district-wide writing proficiency exams, and 6^th grade math placement tests measure performance of elementary GATE students.

c.       Enrollment in and completion of AP exams; PSAT, SAT, and CAT6/STAR results; and the percentage of National Merit Scholars as assessment components at the high school.

d.       Performance in academic competitions such as Future Problem Solving, Academic Decathlon, Math Olympiads, Nature Bowl, and Destination Imagination as assessment components district-wide.

e.       Results of these evaluations are discussed by GATE teachers and shared and discussed at GATE Advisory Committee meetings.

f.         Summer workshops for teachers to evaluate GATE curriculum and any required modifications.

g.       Random surveys of GATE parents/guardians help to evaluate strengths and weaknesses in the GATE Program.