Evaluation+and+Accountability


 * ** Evaluation and Accountability ** || ** Y ** || ** N ** || ** Evidence **** See page: ** **Evaluation and Accountability** ||
 * Do methods by which student achievement is monitored and measured for continual learning progress align with the state accreditation process (e.g., district assessments, progress monitoring data, ALP goals, classroom performance, and state assessment data)?
 * Do gifted students have a plan of action (ALP) for coursework, mentors, internships, assessments or other options facilitating the growth of their exceptionality, and future college planning?
 * Are gifted student data results used to determine goals for the administrative unit and the instructional focus for the individual ALP?
 * Does the administrative unit have a goal or goals for improving gifted student achievement? || X ||  || “ALP Progress Monitoring”

See page @Personnel then “Rep Duties Building Plans Budget” specifically pages 10-18

See page @Budget then “Budget Guidance Manual/Charter Funds”

“CDE Administrative Unit Plan” ||
 * Is the affective growth of gifted students monitored on the ALP and social-emotional needs addressed as needed (e.g., goal or check-off ALP system)? || X ||  || Mandatory “affective” goal setting in ALP

“ALP Progress Monitoring” specifically pages 2, 7, 11, 17 ||
 * Is gifted student achievement and reporting consistent with accreditation requirements as exemplified by the following:
 * Are the accreditation requirements for categorical groups (e.g., exceptional ability, students with disabilities, English language learners) equally applied to gifted students or students with exceptional ability?
 * Is CSAP data disaggregated for gifted students?
 * Are there ways to address disparities in gifted student data if evident?
 * Is the learning of gifted students monitored for growth? || X ||  || “ALP Progress Monitoring”

“GT & HGT Growth Data”

DPS submits yearly GT accreditation and disaggregated data to CDE

DPS progress monitoring done district wide for all students

"GT Disaggregated CSAP Data" || Monthly meetings, surveys
 * Does the administrative units self-evaluation provide feedback on: policy, goals, identification process, assessment, programming components, personnel, budget, reporting practices, and the impact of gifted programming on student achievement and progress? || X ||  || “Evaluation Forms”

“Administrative Unit Program Plan”

See CDE EOY report

See page @Tier 1 Goals

Weekly department meetings || Monthly meetings, surveys Parent Survey under development Curriculum Extension Feedback under development ||
 * Does the administrative units program evaluation involve periodic feedback from major stakeholders: parents, students, educators and administrators? || X ||  || “Evaluation Forms”
 * Is data on gifted student achievement available to all stakeholders on an annual basis? || X ||  || Can be found in teacher/principal /parent portal and on the DPS website [] ||