OERI Self-Assessment Guide - Gifted Programs

(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.