Program Planning and Evaluation

Gary A. Davis/Sylvia B. Rimm/Del Siegle

Evergisto Verdijo

Melamae Diola

Jerja Surpia

1. PROGRAM PLANNING

Program planning is an organized method of developing instructional

activities that achieve learning objectives. It includes choosing the material to
be taught, determining ways to teach it, and monitoring student development.
Aims to create a cohesive educational experience. Program planning is
essential in special needs education to meet each student's individual learning
demands. It entails developing customised educational plans for pupils with
exceptionalities or disabilities.

2. MAIN COMPONENTS

Four traditional components:

a. Program Philosophy and Goals - How do we see students who are

gifted? What are our aims and purpose? Can we create a rational
statement of our goals and philosophy?
b. Definition and Identification - What precisely does the term “gifted and
talented” entail is what we are trying to define and establish.
c. Instructions - Main issues that must be carefully considered.
● Students
● Programs
● Location
● Personnel
● Time Consideration
d. Program Evaluation - An essential report that highlights areas of
strength, gaps, and suggestions to improve the implementation of the
program.

3. SIXTEEN AREAS IN PROGRAM PLANNING

A. Needs assessment. Involves gathering information from parents,

students, and educators, addressing service gaps, and ensuring
 minority support. A committee is formed to discuss program directions,
with a formal steering committee ensuring program ownership and
alignment with district objectives.
B. Preliminary staff education. To develop a gifted education program,
educators must understand state legislation, attend conferences, and
visit successful programs. This comprehensive approach ensures
informed decision-making, enables effective implementation strategies,
and prepares educators for successful initiatives.
C. Philosophy, rationale, goals, objectives, and a written program
plan. A clear philosophy, rationale, goals, and written program plan are
essential for an educational program, guiding implementation, student
identification, and service provision. It should include definitions of gifts,
screening methods, instructional strategies, and evaluation, and can be
tailored to gifted students.
D. Types of gifts and talents to be provided for, and estimated
enrollment. Choosing gifts and talents for gifted education programs is
challenging, especially regarding enrollment. Options range from
focusing on intellectually gifted students to a multidimensional
approach. Enrollment size varies, with flexible criteria like standardized
test scores.
E. Identification methods and specific criteria. The text emphasizes
the importance of consistency in identifying gifted students and their
abilities, and the need for coordination with the type of program being
implemented.
F. Specific provisions for identifying underachieving, disabled,
culturally different, and economically disadvantaged gifted
students. The issue of identifying gifted students is crucial for fair
representation of diverse demographics, highlighting the failure of
educators to acknowledge their talents.
G. Staff responsibilities and assignments. Accountability checks, such
as setting deadlines and scheduling meetings, help establish a sense
of responsibility and ensure tasks are completed effectively.
H. School psychologists, counselors, and other support services.
They administer tests, address academic and personal challenges,
educate parents, and provide support. Private counseling aids in
self-awareness and social skills. External consultants offer workshops.
I. Concerns about tracking and acceleration and enrichment plans.
Plans for programs should take acceleration and enrichment
possibilities into consideration, with the goal of advancing advanced
knowledge and skills. Grouping issues may also be addressed.
J. Organizational and administrative design. District-level planning
involves extensive organizational and administrative design, including
space allocations, record keeping, and budget modifications, which are
crucial for effective management.
 K. Transportation needs. The necessity of transportation cannot be
disregarded.
L. Community resources: professionals and organizations.
Mentorships and career education, as well as stimulating field trips for
small groups of G/T students or all students, can be provided by
community professionals and organizations.
M. In-service workshops, training, and visits. Visits to different
programs are beneficial, and in-service workshops offer practical
approaches, strategies, and hands-on activities in addition to
identifying gifted or talented children and general knowledge.
N. Budgetary needs and allocations. Program cost-effectiveness and
budgetary requirements should be taken into account when putting
them into action, since some programs run on very little funding while
others demand for teacher coordinators, supplies, and equipment.
O. Developing social capital: students who care. Program planners
seek to improve the professional performance of talented students by
fostering social capital, boosting empathy, bringing attention to the
needs of others, and promoting action through leadership training.
P. Program evaluation. The survival and growth of a program depends
on its ability to evaluate all of its components, set goals for success,
and take thought of the consequences on personnel, students, and the
budget.

4. LEGAL ISSUES IN GIFTED EDUCATION

a. Have historically led to legal action by disgruntled parents, with the Legal
Issues Network addressing these concerns since 1994.
b. Common difficulties include early admission, appropriate programs, racial
balance, teacher certification, and homeschooling.
c. Authors Frances Karnes and Ronald Marquardt recommend resolving
conflicts at the lowest level to avoid escalating costs and delays, noting that
despite challenges, most court cases have favored school districts.

5. EVALUATION DESIGN

Evaluation is a crucial initial step in the special education process, ensuring

children with disabilities receive appropriate services. Before receiving special
education, a comprehensive individual evaluation is conducted to determine eligibility
with informed parental consent. Evaluations serve multiple purposes, including
identification, eligibility determination, IEP or IFSP planning, instructional strategy
development, and progress measurement. They provide a basis for developing
tailored educational plans and monitoring a child's development over time.
6. THE RIMM MODEL

a. Introduced in 1977, offers a structured approach to program evaluation linked

to the initial program plan.
b. It provides a visual representation of program components and emphasizes
monitoring education inputs, processes, and outcomes.
c. Advantages include understanding relationships among resources,
processes, and outcomes, and preventing unevaluated activities.
d. The model comprises four steps: evaluating resources, assessing program
activities, evaluating goals and objectives, and gathering data for
comprehensive assessment.
e. It encourages a holistic evaluation approach and empowers decision-makers
to make informed program improvements.

7. INSTRUMENT SELECTION

A. Pilot Testing. An initial assessment carried out prior to a more comprehensive

analysis. Before completing the assessment in its entirety, it assists in locating
and resolving any problems or difficulties.
B. Topping out, regression towards the mean, and reliability.
a. Topping out. A situation when an intervention or program shows
significant improvements initially, but eventually its effects decline or
cease as it approaches its maximum potential or efficacy.
b. Regression towards the mean. Is a statistical concept which argues
that extreme outcomes are followed by more moderate ones in any
occurrence where luck or random variation is involved.
c. Reliability. The consistency and dependability of the measurement
tools and procedures used to assess the outcome of a program.

8. TEST CONSTRUCTION

A. Rating Student’s Products

a. Gain scores. Can be applied to assess outputs that demonstrate the
growth of talents.
b. Absolute approach. The quality of each student’s product is assessed
independently, without objective comparison to prior products.

B. Classroom Observation Data

A structured observation, it can be created and utilized to provide a

highly detailed description of “who is doing what with whom and when”, in a
very specific way.
C. Questionnaires

Helps to assist in gathering data to address issues and make wise

program decisions. Examples of objective items are checklists, ranking
systems, and multiple-choice questions.

D. Interviews and Focus Groups

a. It can be used to gather information about input, process, or outcomes.

b. A variety of interview forms and questions are used for data
comparison in structured and semistructured interviews, according to
Fetterman (1993).