OERI Self-Assessment Guide - Gifted Programs

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

(ESL, Bilingual, Structured Immersion)

Instructions for Completing the Assessment Guide

The following self-evaluation tool is intended to assess where your school and district falls on a continuum of awareness and action as related to LEP students with outstanding abilities and gifted education.

AWARENESS, PHILOSOPHY, AND UNDERSTANDING:

In my school district.

1. Gifted and bilingual staffs communicate with each other about programmatic goals.

   5	4	3	2	1
   Always				Never

   Comments:

   
   
    
2. Staffs in gifted education are committed to multi-pronged identification procedures for students in gifted programs.

   5	4	3	2	1
   Always				Never

   Comments:

   
   
    
3. Staff in bilingual education sees opportunities for their students in gifted programs and believes gifted education has something to offer LEP students.

   5	4	3	2	1
   Always				Never

   Comments:

   
    
4. Gifted and bilingual staffs meet on a regularly scheduled basis with community members, eliciting their feedback and support for inclusive gifted education.

   Yes

   No

   In process

   Comments:

   
   
    
5. Distinct timelines for discrete goals have been established to increase the numbers of LEP students in gifted programs.

   Yes

   No

   In process

   Comments:

   
   
    
6. Concrete responsibilities have been determined and have been assigned to gifted and bilingual staff, as well as other key district personnel.

   Yes

   No

   In process

   Comments:

   
   
    
7. Evaluation plans to determine program success as well as needed refinement have been established.

   Yes

   No

   In process

   Comments:

   
   
    
8. The school board is fully cognizant of and educated about the effort to identify and nurture LEP students in gifted programs.

   Yes

   No

   In process

   Comments:

   
    

ACTION AND IMPLEMENTATION:

In my school district.

1. Gifted and bilingual staffs have established a core committee that will lead a change effort to include and nurture proportionate numbers of LEP students in gifted education.

   Yes

   No

   In process

   Comments:

   
   
    
2. Gifted and bilingual staffs have a clear vision of gifted education that authentically identifies and nurtures LEP youth.

   Yes

   No

   In process

   Comments:

   
   
    
3. Key staffs, including program personnel and administrators, have worked with community representatives to increase public awareness of LEP students and their role in gifted education.

   Yes

   No

   In process

   Comments:

   
   
    
4. Gifted and bilingual staffs have a philosophical commitment to the inclusion and success of LEP students in gifted programs.

   5	4	3	2	1
   Always				Never

   Comments:

   
   
   
    
5. Gifted staffs are committed to a multidimensional view of ability.

   5	4	3	2	1
   Always				Never

   Comments:

Source:
Talent and Diversity: The Emerging World of Limited Proficient Students in Gifted Education; Office of Educational Research and Improvement, (currently known as Institute of Education Sciences) U.S. Department of Education, 1998.

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