Archived Information

Talent and Diversity: The Emerging World of Limited English Proficient Students in Gifted Education - August 1998

Appendix C

Assessment, Awareness, and Action: A Self-Evaluation Tool for
Gifted and Bilingual Educators

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 and/or district. . .

  1. Gifted and bilingual staff communicate with each other about programmatic goals.

    Always Frequently Sometimes Never

  2. Staff in gifted education are committed to multipronged identification procedures for students in gifted programs.

    Always Frequently Sometimes Never

  3. Staff in bilingual education see opportunities for their students in gifted programs and believe gifted education has something to offer LEP students.

    Always Frequently Sometimes Never

  4. Staff in gifted education show an understanding of and appreciation for students from linguistically diverse backgrounds.

    Always Frequently Sometimes Never

  5. Gifted and bilingual staff have a philosophical commitment to the inclusion and success of LEP students in gifted programs.

    Always Frequently Sometimes Never

  6. Gifted staff are committed to a multidimensional view of ability.

    Always Frequently Sometimes Never

Action and Implementation

  1. Gifted and bilingual staff 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

  2. Gifted and bilingual staff have a clear vision of gifted education that authentically identifies and nurtures LEP youth.

    Yes No In process

  3. Key staff, 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

  4. Gifted and bilingual staff meet on a regularly scheduled basis with community members, eliciting their feedback and support for inclusive gifted education.

    Yes No In process

  5. Distinct timelines for discrete goals have been established to increase the numbers of LEP students in gifted programs.

    Yes No In process

  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

  7. Evaluation plans to determine program success as well as needed refinement have been established.

    Yes No In process

  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

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[Appendix B] [Table of Contents] [Appendix D]