(b)

1. (1) Evaluation, as it is applied to the program for the gifted, involves both:

   1. (A) A determination of the program’s effectiveness; and
   2. (B) Assessment of student growth.
2. (2) The purpose is to provide accurate, timely, and relevant information to decisionmakers for improving program options offered to gifted students.

(c)

1. (1) The plan for evaluation is:

   1. (A) Based on program objectives; and
   2. (B) Reviewed annually to determine its effectiveness in providing appropriate information.
2. (2) This ensures that program changes or modifications reflect relevant data.

3. (3) There are two (2) purposes of evaluation:

   1. (A) To provide information so that modifications and adjustments can be made in a program as it develops; and
   2. (B) To examine overall program effectiveness.
4. (4) The evaluation plan must contain procedures for assessment in both these areas.
5. (5) Only if the evaluation is carefully planned is it probable that really useful information can be obtained.

(d)

1. (1) To make reasonable judgments about the effectiveness of various facets of the program, all components should be included in the overall evaluation plan:

   1. (A) Identification;
   2. (B) Staff development;
   3. (C) Program options;
   4. (D) Curriculum;
   5. (E) Community involvement;
   6. (F) Program expenditures; and
   7. (G) The evaluation process itself.
2. (2) A variety of procedures including questionnaires, surveys, charts, graphs, statistical analysis, anecdotal data, focus groups, etc. should be used because different components of the program call for different techniques.
3. (3) Neither outcomes of the program nor attitudes of any stakeholders should be ignored.

4. (4) Input should come from:

   1. (A) Students;
   2. (B) Teachers;
   3. (C) Administrators;
   4. (D) Parents;
   5. (E) School board members;
   6. (F) Other community members; and
   7. (G) Statistical analysis of enrollment and achievement data.
5. (5) Program evaluation should also reflect an assessment of how the gifted program contributes to and articulates with the overall district improvement plan.

(e)

1. (1) Evaluation of student growth:

   1. (A) Must be based on appropriate and specific criteria; and
   2. (B) Should include:

(i) Self-appraisal; and

1. (ii) Criterion-referenced and/or standardized instruments.
2. (2) It must be kept in mind that programs for the gifted deal with a unique population.
3. (3) Gifted students’ progress cannot be fully assessed by standardized tests that have been normed on a heterogeneous group because these tests will not present a true picture of student growth in gifted students.
4. (4) In fact, if a student has scored at the top of the scale on a test, the phenomenon of “regression toward the mean” may result in a lower score on the retest.

5. (5) In choosing methods to measure student progress, care should be taken to ensure that the methods chosen:

   1. (A) Are in agreement with program objectives;
   2. (B) Involve the student in self-evaluation;
   3. (C) Consider process as well as product; and
   4. (D) Are appropriate and valid assessments of the population being tested. (f)(1) The results are compiled into an annual report.

6. (2) This report is provided to the Office for the Education of Gifted and Talented Children, the local school board, school faculty and administration, parent groups, and other appropriate audiences to:

   1. (A) Seek formative feedback, resources, and developmental assistance; and
   2. (B) Demonstrate reasonable accountability.

(h) Standards. STANDARD EVIDENCE VERIFYING COMPLIANCE

1. (1) The evaluation process Written evaluation plan provides accurate, timely, and relevant information to decision-makers for improving program options offered to gifted students.
2. (2) The plan for evaluation Written evaluation plan is based on program objectives.
3. (3) All components of the Written evaluation plan gifted/talented program are evaluated annually: identification, staff development, program options, program goals and objectives, curriculum, community involvement, program expenditures, and the evaluation process/plan.
4. (4) Data for evaluation are Copies of evaluation instruments obtained from a variety of instruments, procedures, and information sources.
5. (5) Evaluation findings are Evaluation report compiled, analyzed, and communicated to Office for the Education of Gifted and Talented Children and appropriate audiences.
6. (6) Student progress is assessed, Written policy for student with attention to mastery of evaluation content, higher level thinking skills, creativity, and effective growth.
7. (7) Participation in the gifted Policy for student evaluation program is noted on student transcripts and permanent records.