| Number of surveys
returned |
57 (100%) |
| Number of households
willing to have names shared for purposes of sharing info |
54 (95%) |
| Number who have
access to email |
37 (69%) |
| Number who know who
GT Liaison Person is in their children's school(s) |
31 (54%) |
| Number who have had
communication from the GT Liaison Person |
10 (18%) |
| Number who would be
willing to serve on the district's GT Advisory Committee |
16 (28%) |
| Number who would
like to be contacted when issues related to high ability
students come before the School Board |
56 (98%) |
| List of topics that,
if offered, the respondent would be likely to attend |
40 (70%) Twelve
Short Topics of Importance to Parents of GT Kid in 60 minutes
35 (61%) Developing Leadership Skills in High Ability
Students
25 (44%) Social/Emotional Need of High Ability Students
21 (37%) Internet & Distance Education for High Ability
Students
11 (19%) Basic Computer Skills for the Beginner
7 (12%)How to Jump on the Information Highway
7 (12%) You Name it
3 (5%) Blank |
| If you were
interested in a program, what night would you attend |
27 Monday
20 Tuesday
21 Wednesday
18 Thursday
9 Friday
9 Saturday Morn
7 Blank |
|
Surv # |
Comment – issues you’d like
addressed by GT Advisory Committee |
|
53 |
Integrated GT
Program makes more sense than segregated, produces more well
rounded person (jr) |
|
44 |
More resource
teacher time, 1 hr per week not adequate. Would like
communications from GT Resource Teacher – never got any. (elem) |
|
42 |
Negative peer
pressure – child taunted about being smart, good kid, etc. Info
on the importance of fitting in vs. good grades,
accomplishments, etc. (elem) |
|
41 |
Lobbying state and
federal government for more support for GT programs. (nova?) |
|
38 |
Lack of consistency
with identification of GT, high ability students not in NOVA
Program … dealing with indifference from elementary school
administration for students not enrolled in the NOVA Program. (elem,
jr) |
|
33 |
What to do with
"high ability" students when the offerings and Jr High and HS
are so poor. Bored" students, and how to challenge these
students. (nova) |
|
31 |
What type of
correspondence should we expect to receive from the GT teacher
at the Elementary level (i.e. IEP, progress reports, etc.) (elem) |
|
25 |
As a teacher in the
Point district with 2 "high ability" children, I have been very
disappointed with the GT Resource Services. The inequity between
NOVA & Resource …. My main concern is to make the GT services in
the district more evenly distributed … I am also concerned with
the identification programs … I am also concerned with
parent/school communication. (elem) |
|
21 |
Just some
opportunities for summer experiences that don’t cost thousands.
This forced us to skip this year and I hope (student) can go
again next year. (elem) |
|
18 |
Why doesn’t PJ
Jacobs have a liaison person? Daughter leaving NOVA, we will
talk to people to make sure she’s challenged. (elem, jr) |
|
16 |
We are not
interested in placing (student) in the NOVA Program, however we
are very interested in ways and activities to challenge him. In
1st grade he was put into 2nd grade
reading. He had to do both 1st and 2nd
grade work and was stressed out. He didn’t like being the only
one in his room to be in the special class. We want him to do
challenging work, but in a way that can be done without him
feeling "different" and self-conscious. I know that there are
accelerated math and reading programs in the upper grades and
would like information on them. (Student) usually needs a push
to do something different. We would like any ideas on the
correct ways to do this too. (elem) |
|
13 |
Encourage
participation in Reflections – a cultural arts program. Send
info to families in directory, Write about in future
newsletters. (elem, jr) |
|
12 |
I’d like to see a
district curriculum developed so teachers wouldn’t have to come
up with their own plans to challenge the GT kids in their
classroom. (elem) |
|
5 |
PJ needs a liaison.
(jr) |
|
4 |
The limited space
available for GT Students. (elem) |
