Page 25 - GHA Review Report5619

Gifted and/or Highly Achieving Students
···

experiences to K-12 students and parents; (2) Refine those communication strategies that are effective; (3) Identify
additional strategies for communicating with K-12 students and parents; and (4) Integrate the revised communication
strategies into the district’s one-way and two-way communication plans.
Estimated Budget/Resources:​ Costs could be associated with designing professional development sessions (e.g.
training, presenters, substitutes, and/or materials).
Potential Implications (Short-Term and Long-Term) 5a: ​Providing high-quality professional development
sessions for all teachers for integrating problem- and project-based learning activities should provide all students with
greater opportunities to engage in authentic learning experiences. The development and delivery of the professional
development sessions will require the district to pull teams of teachers out of their classrooms for periods of time.
Administrators will be required to monitor and support staff as they work to integrate problem- and project-based
learning experiences into their classrooms to ensure all students are exposed to these types of learning experiences.
Measures will need to be developed and monitored to understand the impact of these learning experiences across all
grade spans.
Potential Implications (Short-Term and Long-Term) 5b: A​ small group of gifted education teachers will be
needed to identify current communication practices and then make recommendations for additional options and
improvements. The Director of Communications will help refine and improve the communication plans. Parent and
student input will be gathered throughout the process as the district works to refine and improve the communication
plans across all grade levels. Different communication plans will be necessary based on the developmental levels of
students.

24