ERIC ED399689: Structured Interview Guides for Ohio's Javits Grant Needs Assessment.

31 Pages·1993·0.28 MB·English

by  ERIC

DOCUMENT RESUME
EC 305 020
ED 399 689
Structured Interview Guides for Ohio's Javits Grant
TITLE
Needs Assessment.
Ohio State Dept. of Education, Worthington. Div. of
INSTITUTION
Special Education.
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
PUB DATE
93
R206A20153
CONTRACT
NOTE
30p.
Tests/Evaluation
Non-Classroom Use (055)
PUB TYPE
Guides
Instruments (160)
MF01/PCO2 Plus Postage.
EDRS PRICE
Community Leaders; Community Resources; Data
DESCRIPTORS
Collection; *Delivery Systems; Educational
Legislation; Evaluation Methods; Federal Legislation;
*Gifted; *Interviews; *Needs Assessment; Parents;
Parent School Relationship; Principals; Program
Evaluation; *Special Education; Student
Characteristics; *Talent
*Jacob K Javits Gifted Talented Stdnt Educ Act 1988;
IDENTIFIERS
Ohio
ABSTRACT
This monograph contains three structured interview
guides for interviewing principals, parents, and community leaders
regarding gifted education as part of the needs assessment process
under the Javits Grant Program. Many of the interview questions are
multiple choice and all questions also solicit comments. The first
interview is for building principals and asks questions on the number
of gifted students by grade level and race; existing gifted education
programs; who makes referrals; identification of gifted students;
parental notification; parental involvement; community resources;
student placement; timing of screening; program monitoring;
individualization of instruction; support staff; professional
preparation; knowledge of Ohio's definition of giftedness; ability to
use portfolio assessment; ability to identify gifted children,
underachievers, and disadvantaged children; public awareness; and
obstacles that prevent parental participation. The parent interview
includes questions addressing: identification of parent as gifted;
child identification; activities in which the child has participated;
characteristics of the child; parental interventions; and
effectiveness of school programs. The third interview is to be used
for community leaders and includes questions on: availability of
information on gifted programs; community's response to gifted
programs; parent involvement in the school; effectiveness of school
programs; use of community resources; and parent training.
(CR)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
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U.S. DEPARTMENT OF EDUCATION
of Educational Research and Improvement
1Office
DUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Structured Interview Guides
for
Ohio's Javits Grant
Needs Assessment
Ohio Department of Education
Division of Special Education
The activity which is the subject of this report was supported in whole or in part by the U. S.
Department of Education. However, the opinions expressed herein do not necessarily reflect the
position or policy of the U. S. Department of Education nor that of the Office of Educational Research
and Improvement, which provided funding under the Javits Grant #R206A20153.
Please feel free to copy all or parts of this report and distribute as you think appropriate.
2
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Structured interview Guides for Ohio's Javits Grant Needs
Assessment
Table of Contents
Building Principals
1
Parents
11
Community Leaders
20
i
1
REVISED 3-19-93
JAVITS PROJECT STRUCTURED
INTERVIEW GUIDE
BUILDING PRINCIPALS
DISTRICT:
BUILDING:
INTERVIEWEE:
POSITION:
NO. OF STUDENTS ATTENDING BUILDING:
NO. OF TEACHERS:
GRADE LEVELS IN BUILDING:
REVIEWER:
DATE:
4
2
PLEASE ANSWER THE FOLLOWING QUESTIONS AS THEY PERTAIN TO YOUR BUILDING:
No. of Students per Grade Level as of October 1992 Child Count:
4
6
5
3
2
K
1
No. of Girls per Grade Level:
4
5
6
3
2
K
1
No. of Boys per Grade Level:
6
4 5
3
2
K
1
Ethnic Breakdown of Student Population:
# of Caucasian
# of Hispanic
# of African American
# of Other
# of Asian
No. of Gifted Students per Grade Level as of June 15, 1992 count:
6
3 4
2 5
K
1
No. of Gifted Students by Gender.
Girls
Boys
Breakdown of Gifted Population:
# of Caucasian
# of Hispanic
# of African American
# of Other
# of Asian
No. of Gifted Students Participating in the Free/Reduced Lunch Program:
5
3
If more than one
DIRECTIONS: Please circle the answers that are appropriate for this building.
is used most
response is circled, please indicate in the comment section which of the circled answers
frequently.
What year were gifted education programs implemented in this building?
1.
Comments:
How are referrals made if a child is thought to be gifted?
2.
Parents referral
A.
Teacher referral
B.
Self-referral
C.
Referral from professionals outside of the school system (e.g., private psychologist)
D.
Referrals through the use of any and/or all of the above
E.
Other
F.
Comments:
When does screening for delivery of services for individual gifted children first occur?
3.
Prior to entering kindergarten
A.
Kindergarten
B.
1st grade
C.
2nd grade
D.
3rd grade
E.
4th grade
F.
Doesn't occur
G.
Other
H.
Comments:
6
4
gifted students as eligible
What method(s) is/are currently being used in your building to identify
4.
to receive gifted education services?
Individual standardized intelligence tests
A.
tests
Group standardized intelligence tests and individual achievement
B.
documented superior
Group standardized intelligence, group achievement, tests, and
C.
performance
and/or
Demonstrated.superior ability in the visual and/or performing arts area by audition
D
display
A checklist of behavior related to a specific arts area
E.
Alternative assessment methods, such as portfolio
F.
Other
G.
Comments:
How do you believe giftedness is defined within your building?
5.
Response
Comments:
Are parents notified when their child has been identified as gifted?
6.
Yes, all parents are notified
A.
Parents are notified only when services are going to be provided for their child
B.
No, parents are not notified that their child has been identified as gifted
C.
Other
D.
Comments:
7
5
How are parents involved in the design and delivery of gifted education services?
7.
Serve as tutors
A.
Serve on an advisory committee
B.
Mentor students
C.
Act as advocates
D.
Other
E.
What community resources are being utilized in the delivery of services to students identified as
8.
gifted?
A.
Library
Museums
B.
Community professionals
C.
Parents
D.
Advocacy groups
E.
University or college programs
F.
Scholarships
G.
Other
H.
How are services provided to students identified as gifted?
9.
Self-contained classroom
A.
Resource room
B.
Clustering within the classroom
C.
Acceleration through early entrance (K)
D.
Acceleration by subject area
E.
Acceleration by grade level
F.
Curriculum compacting
G.
Saturday programs
H
Summer programs
I.
No services are provided
J.
Other
K
Comments:
8
6
How is a gifted student's progress monitored?
10.
Classroom tests
A.
Long-term projects, demonstrations, or exhibitions judged by the student's teachers
B.
Samples of the student's work judged by someone outside of the school
C.
Behavioral observations in the natural environment
D.
Grades
E.
Authentic assessment
F.
Portfolio analysis
G.
Self-evaluation
H.
Other
I.
Comments:
Who monitors this progress?
11.
The student
A.
Parents/family
B.
Other students
C.
Classroom teacher
D.
School district
E.
Community
F.
State
G.
Gifted education teacher
H.
Gifted coordinator
I.
Other
J.
Comments:
How do teachers provide instructionally for the individual differences of gifted students?
12.
Response
Comments:
7
What support staff are available for gifted students?
13.
Designated classroom teacher
A.
Coordinator of gifted programs
B.
School psychologist
C.
Counselor
D.
Resource person
E.
Librarian
F.
Teacher aide
G.
Community resource people
H.
Teacher of gifted, either in a resource room or self-contained classroom
I.
Other
J.
Comments:
13A. Which of the above personnel are assigned to your building on a fulltime basis?
Response
Comments:
13B. How often do the above personnel visit your building if they are not assigned on a fulltime basis?
Response
Comments:
How many of your current teachers received specialized training or preparation to work with gifted
14.
students?
Preservice programs #
A.
Professional development (inservice training) #
B.
On their own initiative #
C.
University/College courses for certification #
E.
No special training #
D.
Other #
F.
Comments: