Mount Douglas Secondary

Challenge Program

Evaluation
Barry Janzen Boise State University Ed Tech 505 December, 2011

Table of Contents
Learning Reflection Executive Summary Purpose of the Evaluation
Central Question People Impacted by the Evaluation

p. 3 p. 4 p. 5
p. 5 p. 5

Background Information
Origin of the program Goals of the Program Evolution of the Program People Involved with the Program Characteristics of the Program

p. 6
p. 6 p. 6 p. 7 p. 7 p. 8

Description of Evaluation Design Results and Discussion

Student Survey Student Interviews Teacher Survey Observations

p. 9 p. 11
p. 11 p. 17 p. 17 p. 19

Conclusion and Recommendations

Immediate Conclusions Long Range Planning Evaluation Insights

p. 20
p. 20 p. 21 p. 21

Bibliography Appendices
Student Survey Results Teacher Survey Results

p. 22 p. 23
p. 23 p. 43

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Learning Reflection
The process of studying evaluation within the context of educational technology has resulted in professional growth. Similar to the Ed Tech course on instructional design, this course in evaluation has refocused my professional direction with regards to creating, delivering, and assessing educational units, programs, and products. The instructional material and assignments have re-emphasized the importance of quality evaluation in the development of quality instruction. During the course and through the development of the final evaluation project, each of the four AECT evaluation related standards were addressed. In two separate assignments students were asked to submit a fictitious response to a request for proposal (RFP) and a proposal for a mock evaluation. During the course of these assignments students were actively engaged in AECT evaluation standard 5.1 Problem Analysis. Through group collaboration students examined the details of the projects to determine need and direction of an evaluation. These assignments enabled students to conduct an in-depth analysis of the evaluation process in a simulated real-life environment. During instruction and through the completion of the final evaluation project, students addressed AECT evaluation standards 5.2 through 5.4 by applying criterion reference assessment strategies to units of instruction and programs, addressing formative and summative evaluation to the course itself and to the final project, and long term planning by looking back at the evolution of evaluation and forward to now and beyond. A key element of the final project was to make longterm recommendations for program improvement based on the results of the evaluation. Criterion reference assessment, as well as formative and summative evaluation is a key element of evaluation with concepts applied throughout the course and in the final project. Beyond the AECT standards specific areas of learning included addressing the differences between evaluation and research, a comprehensive look at types of data, its collection and analysis, sampling, and bias. All of the above areas were made clear through the practical application of knowledge in the development and implementation of the final evaluation project.

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Executive Summary
This evaluation looks closely at the level of success of the Mount Douglas Secondary Challenge Program in achieving three stated objectives. The program is a cornerstone of the school community and has operated successfully for over 24 years. This evaluation strives to assess specific levels of achievement in addressing the needs of gifted learners in an academic setting. The program works to provide enrichment within an environment in which gifted learners can feel safe to express and explore unique thoughts and areas of study. The program is lead by a teacher coordinator with the support of school administration and 6 other teachers. Currently a new cohort of approximately 60 students are accepted into the program at the grade 9 level each year and continue through grade 12. After yearly attrition, there remains approximately 200 students in the entire program. Students in the program take core courses together and elective courses with mainstream students. This evaluation uses a goal-based model and collected data through the use of online surveys for students and teachers, as well as classroom observations and student interviews. All data collection tools were designed to assess the programs level of success against three program goals. The survey questions were clustered around each goal and were expressed in a Likert-type scale model asking students and teachers to assess the programs level of success on a 7-point scale from very ineffective to very effective. The evaluation found that a large majority of students and teachers are satisfied with the level of success of the program. The mean response on almost all questions was over 5.0 out of 7.0 indicating that the program does achieve its stated goals for the vast majority of respondents. Some concern was found in the areas of time-management instruction and the inability of the program to establish a mentoring environment between students and with teachers. Recommendations made in this evaluation center on ways to increase the collaboration between students in the program across grade levels and to establish clear guidelines for enhancing mentorship. Time-management skills are not currently directly addressed in the program and may need to be addressed on a yearly basis in classes or in a workshop format.

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Purpose of the Evaluation

1. What was the purpose of doing this particular evaluation? The Mount Douglas Challenge program has been an integral part of the learning community of the school and the Greater Victoria School District for over 24 years. The purpose of this evaluation is to determine the level of achievement of the program with reference to three of its stated goals. This evaluation strives to address how well the program is doing from the perspective of students and teachers within the program. The intention of the evaluation is to determine levels of success and inadequacy and address this data in revisions to the structure and delivery of the program. 2. What were the central questions to be answered through the evaluation? The central question driving this evaluation is how well does the program succeed in achieving the following goals: A. To offer an environment and a peer group where interest in learning and facing intellectual challenges is seen as the norm and not as something unusual or undesirable. B. To foster independent study projects, which further hone individual skills while offering opportunities to develop creativity and skills in long term planning, time management and group dynamics. C. The Mount Douglas Secondary Challenge Program will serve the unique needs of gifted, creative, and talented learners by creating a community which seeks to maximize student opportunities for enrichment, self-direction, independence, synergetic interaction and emotional well being in a secure, mentoring atmosphere. 3. Who would be most impacted by the results of the evaluation? This evaluation may have implications for both students in, and teachers of the Mount Douglas Challenge Program. Based on the recommendations from this evaluation teachers may choose to
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implement changes to the structure and implementation of the program resulting in improved success in achieving the stated goals of the program.

Background Information
What was the origin of the program or product?
The Challenge Program has been in existence for 24 years, offering gifted, talented and creative learners the opportunity to work collaboratively with their peers. Gifted students are grouped together for their core academic courses and integrated into elective subjects. The district established this program in two schools to address the needs of gifted learners, such as increased enrichment of content, and social development.

What are the standards and/or goals of the program or product?

Challenge Program Vision Statement: The Mount Douglas Secondary Challenge Program serves the unique needs of gifted, creative, and talented learners by creating a community which seeks to maximize student opportunities for enrichment, self-direction, independence, synergetic interaction and emotional well being in a secure, mentoring atmosphere. The program will foster the development of individual excellence through differentiated educational experiences (Johnson, 2011).

The Mount Douglas Secondary Challenge Program offers gifted, creative, and talented students an educational program consistent with their abilities, which aims to prepare them for post secondary education and the world at large. The program makes every attempt to ensure that students become knowledgeable and skilled in "core areas" of instruction. Acquisition of knowledge is seen as a cornerstone of the program; however, students do not learn in a rote manner but are expected, instead, to develop an understanding of relationships within knowledge, one of the hallmarks of an educated individual. Methods of instruction are also aimed at the development of higher order thinking skills. Activities and assignments routinely require students to analyze, synthesize or evaluate material covered. Similarly, students are asked to make logical extensions or to establish and justify conclusions.
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Skill development is seen as a second cornerstone of the Challenge Program at Mount Douglas Secondary. A concerted attempt is made to ensure that students develop necessary research, organization and presentation skills. These skills flow naturally into independent study projects, which further hone individual skills while offering opportunities to develop creativity and skills in long term planning, time management and group dynamics. (Johnson, 2011)

Evolution of the Program: What did previous programs or products look like? If others existed, what was learned from them? The Challenge program at Mount Douglas has changed over the past few years largely because of financial considerations. In the past teachers and the coordinator were each given a block of time for collaboration and cross-curricular planning. The result was much more interaction between teachers that led to more cross-curricular integration of content. Challenge teachers were also able to share resources, strategies, and information on students in a much more consistent basis. The size of the program has grown from a ninth grade intake of approximately forty students to the current sixty students. The application and selection process is thought to be somewhat less stringent allowing the program to attract more potential students. The standards for removal from the program have changed, making it more difficult to remove a student from the program. Who are the people involved with the program? District Superintendent: John Gaiptman Mount Douglas Principal: Shawn Bolding Challenge Coordinator: Adrian French Approximately 200 students in grades 9-12
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Challenge Teachers: Barry Janzen Ted Meldrum Alan Williams Amelita Kucher Desiree Bukowski Adrian French Lisa Miller Ben Greene Neil Johnson

What are the characteristics of the program or product? Mount Douglas Challenge Promotional Video (Janzen, 2010) The Mount Douglas Challenge Program is a district-supported initiative that is run out of two schools within the district. In Mount Douglas there is a Challenge Coordinator who is paid a block of time to administer and oversee the program, as well as teachers who deliver the core challenge courses. Within the program, Grade 9 and 10 Challenge students stay together for the core subjects of Social Studies, English, Science and Mathematics. In Grade 11 and 12, Challenge students maintain the grouping in Social Studies, English and Mathematics and choose the appropriate Science courses. An Interdisciplinary Studies course is typically taken in Grade 11 or 12 as well. The core subject grouping offers an environment and a peer group where interest in learning and facing intellectual challenges is seen as the norm and not as something unusual or undesirable. This constructive peer atmosphere is a tremendous advantage to the academically gifted student. On the other hand, the elective program provides the advantages of mixing challenge students with the rest of the student body and ensuring that they are well integrated into the schools broader culture. In keeping with the Ministrys definition of giftedness, the selection process used to identify such students gives heavy weighting to high intellectual ability as reflected in test scores and academic performance; and high task commitment, as indicated in written presentations, documentation and interviews, and highly creative assignments and hobbies.

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In order for students to be considered for the Challenge Program they must be tested. The testing is used in conjunction with the students application to create a student profile. The information below is intended to help you understand District Programs testing process. A test schedule will be sent to each applicant (via e-mail or phone) and sent to his/her current school during the latter part of January. This notice will specify scheduled testing dates and times. The student must come to Mount Douglas Secondary or Esquimalt High School on the days and times specified. If your child cannot attend on the dates scheduled, please call or e-mail the school to re-schedule your childs testing session. If your child is ill on the day of his/her test, please call the school in the morning to arrange for an alternative date.

Description of Evaluation Design

The evaluation of the Mount Douglas Secondary Challenge program will use a goal-based model. The evaluation will employ qualitative and quantitative strategies to evaluate the success of the program in achieving a select group of stated goals. Goals 1. To offer an environment and a peer group where interest in learning and facing intellectual challenges is seen as the norm and not as something unusual or undesirable. 2. To foster independent study projects, which further hone individual skills while offering opportunities to develop creativity and skills in long term planning, time management and group dynamics. 3. The Mount Douglas Secondary Challenge Program will serve the unique needs of gifted, creative, and talented learners by creating a community which seeks to maximize student
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opportunities for enrichment, self-direction, independence, synergetic interaction and emotional well being in a secure, mentoring atmosphere. The evaluation strives to assess the degree to which the program achieves the goals stated above in the information website of the program. Two surveys were deployed using Qualtrics Survey Software; one to all teachers and one to all students in the program. Request for survey completion was issued through email with the link to the survey attached to the body. The teacher survey starts by establishing the length of service in the program. Likert-type scale questions are asked to establish observed gifted characteristics of students in their classes, then continues to ask Likert-type scale questions with 7 stages ranging from very ineffective to very effective based on elements of the stated goals. The student survey starts by establishing grade and gender of respondent and continues on to address their perception of their abilities/characteristics based on a series of gifted traits. This series of questions will be used to gauge the achievement of the program on a grade-by-grade, gender specific basis, and will investigate any correlation between length of time in the program and the students perception of its success. The questions regarding self-perception of gifted traits can be compared to the observed data from the teachers. The survey then asks the same Likerttype scale questions on their perceived success of the program in achieving the stated goals. The evaluation also uses observation and interviews to gather data. The criteria for the observation was established beforehand based on the stated goals of the program and used as a guide during the observation process. Observation Criteria Evidence of:
0

group cohesion evidence of individual study projects/self direction opportunities for creativity evidence of time management skills evidence of enrichment connection between curriculum and real life

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secure environment mentoring environment Individual challenge students were then interviewed, with their responses digitally recorded. All students were asked the same series of questions which were crafted to reflect their perception of the programs success in achieving various aspects of the stated objectives. Interview Questions: How successful has the peer grouping of Challenge students in a cohort for core courses been for you? Explain How successful has the Challenge program been in offering opportunities to develop creativity? Explain How successful has the Challenge program been in offering opportunities to enhance time management skills? Explain How successful has the Challenge program been in offering opportunities to develop skills in group dynamics ? Explain In what ways has the Challenge program provided opportunities for enrichment, selfdirection, independence, synergetic interaction and emotional well being? Explain How safe do you feel in a challenge class to express unique opinions? Explain How satisfied are you in the academic or emotional support you have received from your teachers and your peers in the challenge program? Explain.

Results & Discussion of Results

Student Survey
131 students and alumni responded to the email request to take the survey, which represents an approximate sample group of 66% of the entire challenge student population. Figure 1 illustrates the respondents broken down into grade and gender.

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Figure 1
Male - Grade 9 Female - Grade 9 Male - Grade 10 Female - Grade 10 Male - Grade 11 Female - Grade 11 Male - Grade 12 Female - Grade 12 Male - Challenge Alumni Female - Challenge Alumni

Response
19 29 5 11 9 19 8 13 6 13

%
15% 22% 4% 8% 7% 15% 6% 10% 5% 10%

The largest responding group was made up of grade 9 students, due to the fact that they were given time to access the survey during a class in a computer lab. 37.6% of respondents were male and 62.4% were female, even though there is a very similar number of males and females in the program. In order to evaluate a gifted educational program it is vital to establish whether or not the students responding are indeed gifted. One could assume that students already in the program and having gone through the application process would satisfy the generally established guidelines of giftedness; however, in an effort to increase the validity of this evaluation an attempt has been made to establish an existence of gifted traits in a majority of students in the program. The survey asked students in the challenge program to indicate, out of a list of thirty gifted traits, which characteristics they noticed in themselves. Out of those thirty characteristics only five traits were selected by less than 50% of the students, indicating that the majority of students felt as thought they possessed 83.4% of the gifted characteristics. Teachers of Challenge students were asked in their survey about the general number of students they noticed exhibiting the same characteristic in their classes; all four of the most frequently selected traits, as indicated by the students, were also selected by their teachers. Figure #2 represents the most frequently selected gifted traits as selected by students. Figure #3 represents the least frequently selected traits; both are indicated in percent.

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Figure #2

Gifted Traits - High End

100 90 80 70 60 50 40 30 20 10 0 *Enjoys learning new things *Enjoys intellectual activity *Asks "what if" questions *Concerned about fairness and injustice

* Indicates traits most often observed by Challenge teachers.

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Gifted Traits - Low End

100 90 80 70 60 50 40 30 20 10 0

Figure 3

For a complete list of surveyed traits see Appendix A.

Challenge Program Objectives

Survey questions 6 to 18 (see Appendix A) are each directly aligned with one of the three Challenge Program objectives at question in this evaluation. Each question asked students to rate the success of the program in achieving elements of each objective on a 7-point scale from very ineffective to very effective. Figures 4, 5, and 6 graphically illustrate the mean response for each grouping of questions. The following charts in effect translate the 7-point effectiveness scale of the questions into a numeric value that reflects the overall satisfaction with the perceived level of success of the challenge program in attaining their stated objectives.
1. To offer an environment and a peer group where interest in learning and facing intellectual challenges is seen as the norm and not as something unusual or undesirable. Survey Questions: 7, 9,10

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Challenge Program Objective #1

7 6 5 4 3 2 1 0 Question 7 Question 9 Question 10 Figure 4

Average mean response for the above series of questions: 5.83 2. To foster independent study projects, which further hone individual skills while offering opportunities to develop creativity and skills in long term planning, time management and group dynamics. Survey Questions: 11, 12, 13, 14

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Challenge Program Objective #2

7 6 5 4 3 2 1 0 Question 11 Question 12 Question 13 Question 14 Figure 5

Average mean response for the above series of questions: 4.975 3. The Mount Douglas Secondary Challenge Program will serve the unique needs of gifted, creative, and talented learners by creating a community which seeks to maximize student opportunities for enrichment, self-direction, independence, synergetic interaction and emotional well being in a secure, mentoring atmosphere. Survey Questions: 6, 15, 16, 17, 18

Challenge Program Objective 3

7 6 5 4 3 2 1 0 Question 6 Question 15 Question 16 Question 17 Question 18 Figure 6

Average mean response for the above series of questions: 5.416 1 MOUNT DOUGLAS CHALLENGE - EVALUATION 6

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Student Interviews
Student interviews were conducted with two students per grade. Each student was interviewed in a private setting and asked the same set of questions, each aligned to the stated objectives. The questions were phrased in such a way as to ascertain the students level of satisfaction with the program in attaining certain elements of each objective and asked the students to explain their answer. All responses indicated a positive correlation between the stated objectives and the success of the program with the exception of the issue regarding developing time management skills. Students suggested that they were forced to try and manage their time due to the high volume of assignments, however they were not given any direct instruction or strategies to assist in the process. Respondents also expressed that although the cohort model did encourage mentorship between students they would like to see more cross grade, one-on-one, and teacher-student mentorship relationships.

Teacher Survey
The survey submitted to teachers in the Challenge program included essentially the same grouping of questions aligned with the three stated objectives. All challenge teachers responded to an email request to respond to the online survey. Each question asked teachers to rate the success of the program in achieving elements of each objective on a 7-point scale from very ineffective to very effective. Figures 4, 5, and 6 graphically illustrate the mean response for each grouping of questions. The following charts in effect translate the 7-point effectiveness scale of the questions into a numeric value that reflects the overall satisfaction with the perceived level of success of the challenge program in attaining their stated objectives.
1. To offer an environment and a peer group where interest in learning and facing intellectual challenges is seen as the norm and not as something unusual or undesirable.

Survey Questions 7,8,9

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Objective #1 (Teacher)
7 6 5 4 3 2 1 0 Question 7 Question 8 Question 9 Figure 7

Average mean response for the above series of questions: 6.56 2. To foster independent study projects, which further hone individual skills while offering opportunities to develop creativity and skills in long term planning, time management and group dynamics. Survey Questions: 10,11,12,13

Objective #2 (Teacher)
7 6 5 4 3 2 1 0 Question 10 Question 11 Question 12 Question 13 Figure 8

Average mean response for the above series of questions: 5.58 1 MOUNT DOUGLAS CHALLENGE - EVALUATION 8

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3. The Mount Douglas Secondary Challenge Program will serve the unique needs of gifted, creative, and talented learners by creating a community which seeks to maximize student opportunities for enrichment, self-direction, independence, synergetic interaction and emotional well being in a secure, mentoring atmosphere. Survey Questions: 6, 14,15,16,17

Objective #3 (Teacher)
7 6 5 4 3 2 1 0 Question 6 Question 14 Question 15 Question 16 Question 17 Figure 9

Average mean response for the above series of questions: 5.624

The complete list of responses from the teacher survey can be found in Appendix B.

Observations
Observations were conducted of three challenge classes: English 9, Social Studies 10, and English 11. Observations of the classes were done based on a checklist of elements to look for that would prove or disprove achievement of the stated objectives. Clear evidence was observed in all three classes of group cohesion, opportunities for creative expression within assignments, enrichment, and efforts to find connections between curriculum and real life. Long-term projects such as observed in the Social Studies 11 class
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where students built characters and experienced what it was like to be an immigrant to Canada in the early 1900s used a combination of technology, individual and group collaboration, and role playing to enrich the curriculum and deepen engagement and impact. In English 11 students were involved in peer editing and revising of poetry as well as in the study of MacBeth. Students read from a scene from the play where it was observed that a group of male students were uninhibited enough to read the roles of the three witches in gripping falsetto. When asked to form groups it was observed that three students were unable to actively seek out partners but were eventually drawn into the work of the groups around them. During discussion of the content of the scene students were asked to make predictions, analyze and synthesize information from the play in order to form responses. Opportunities for extending the thought process and increasing relevance were evident in the inclusion of poetry cafs and performance opportunities. During instruction some students were involved in fragmented discussions that seemed to distract from the delivery of the lesson, not unlike any regular stream class, although many of the discussions seemed to be centered on the ideas present in the content of the lesson. Unlike a regular stream classroom, observations were made of peer-to-peer management of the classroom environment. The observations made clear that within these Challenge Program classes students were unafraid to speak and express their ideas, suggesting that the majority of students felt secure within the cohort of gifted peers to challenge themselves and each other in an attempt to enrich and deepen understanding in the class content.

How good were the results of the program?

Due to the relatively high percentage of sample respondents, the results can be interpreted as being representative of the overall group.

Conclusions & Recommendations

Immediate Conclusions
Based on the data gathered the program is achieving the desired results with some concern found in the delivery of time-management skills and the establishment of a mentoring environment. Student collaboration in the program seems to be limited largely to grade specific groupings. Provide a teacher mentor for each new student to the program to identify struggling students and establish a mentorship relationship with one adult in the program.

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Conduct informal interviews between students and mentor teachers at least once per semester. Individual student needs can be assessed and a mentorship relationship can be established through these informal sessions. Assign peer mentors within the program across grade levels allowing for program cohesion across grade levels and not restricting collaboration within grade cohort. Conduct informal interviews between peer mentors at least once per semester. Create a Mount Douglas Challenge Program social media page (Facebook, Google +) and Twitter Account to encourage ongoing collaboration and communication between students, teachers, parents, and alumni.

Long-Range Planning
Provide opportunities for student bonding in the form of student retreats. Provide opportunities for student collaboration across grade levels in the form of challenge program workshops. Provide direct instruction or workshop on time management once every year. Provide relevance and real world connection by providing workshops delivered by Mount Douglas Challenge Program alumni Include a Challenge Program page in the school newspaper. Update and improve the Challenge Program web page to include examples of student projects, student blogs, external resources (time management applications) and connections to alumni.

Evaluation Insights
Initially the evaluation was planned to include a parent survey, as well as interviews with teachers and parents in the collection of data. It had also included plans to evaluate all of the stated objectives for the program, which would have included a grouping of at least 2 more overall goals. Once the data collection tools were in the developmental stages however, it became clear that the scope of the project would have been to great to complete in the allotted time frame. In order to collect better anecdotal data for this evaluation it may have been prudent to interview
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more student subjects and have the interview conducted by a neutral third part or someone other than a past or present Challenge Program teacher.

Bibliography
1. Association for Educational Communication and Technology (AECT). (2000, October). AECT - Evaluation Standards. Retrieved November 1, 2011, from Association for Education Communications and Technology: http://www.aect.org/default.asp Boulmetis, J., & Dutwin, P. (2005). The ABC's of Evaluation (2nd Edition ed.). San Fransisco: John Wiley & Sons, Inc. Janzen, B. (Producer), Janzen, B. (Writer), & Janzen, B. (Director). (2010). Mount Douglas Challenge [Motion Picture]. Victoria, B.C. Johnson, N. (2011, 09 5). Mount Douglas Secondary School Challenge. Retrieved 11 10, 2011, from Mount Douglas Secondary School: http://mountdouglas.ca/

2. 3. 4.

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Appendix A (Student Survey Results)

Appendix A Student Survey Results 1. Please select the option below that describes you currently.
#
1 2 3 4 5 6 7 8 9 10

Answer
Male - Grade 9 Female - Grade 9 Male - Grade 10 Female - Grade 10 Male - Grade 11 Female - Grade 11 Male - Grade 12 Female - Grade 12 Male - Challenge Alumni Female Challenge Alumni

Response
19 29 5 11 9 19 8 13 6 13

%
15% 22% 4% 8% 7% 15% 6% 10% 5% 10%

MOUNT DOUGLAS CHALLENGE - EVALUATION 2 3

#
1 2 3 4 5 6 7 8 9 10

Answer
Male - Grade 9 Female - Grade 9 Male - Grade 10 Female - Grade 10 Male - Grade 11 Female - Grade 11 Male - Grade 12 Female - Grade 12 Male - Challenge Alumni Female Challenge Alumni

Response
19 29 5 11 9 19 8 13 6 13

%
15% 22% 4% 8% 7% 15% 6% 10% 5% 10%

Statistic
Min Value Max Value Total Responses

Value
1 10 131

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2. Which of the following traits do you possess? You may choose as many as you think apply to you. (Cognitive)
#
1 2 3 4 5

Answer
Extremely Curious Intense interests Excellent memory Long attention span Excellent reasoning skills Well-developed powers of abstraction, conceptualization, and synthesis Quickly and easily sees relationships in ideas, objects, or facts Fluent and flexible thinking Elaborate and original thinking Excellent problem solving skills Learns quickly and with less practice and repetition Unusual and/or vivid imagination Very Observant

Response
77 56 40 42 71

%
66% 48% 34% 36% 61%

42

36%

67

57%

8 9 10

72 59 58

62% 50% 50%

11

65

56%

12 13

66 64

56% 55%

MOUNT DOUGLAS CHALLENGE - EVALUATION 2 5

Statistic
Min Value Max Value Total Responses

Value
1 13 117

3. Which of the following traits do you possess? You may choose as many as you think apply to you. (Social and Emotional)
#
1

Answer
Interested in philosophical and social issues Very sensitive, emotionally and even physically Concerned about fairness and injustice Perfectionist Energetic Well-Developed Sense of Humor Usually intrinsically motivated Relates well to parents, teachers and other adults

Response
75

%
65%

53

46%

3 4 5 6

82 72 62 77

71% 63% 54% 67%

58

50%

78

68%

Statistic
Min Value Max Value Total Responses

Value
1 8 115

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4. Which of the following traits do you possess? You may choose as many as you think apply to you. (Language)
#
1 2 3 4

Answer
Extensive Vocabulary Reads Rapidly and Widely May Have Read Early Asks "what if" questions

Response
55 68 78 86

%
49% 60% 69% 76%

Statistic
Min Value Max Value Total Responses

Value
1 4 113

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5. Which of the following traits do you possess? You may choose as many as you think apply to you.
#
1 2

Answer
Enjoys learning new things Enjoys intellectual activity Displays intellectual playfulness Prefers books and magazines meant for older children Skeptical, critical, and evaluative Asynchronous development development may be "out of place" with many of your peers

Response
102 89

%
90% 79%

61

54%

61

54%

68

60%

49

43%

Statistic
Min Value Max Value Total Responses

Value
1 6 113

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6. How effective has the MD Challenge program been, in your opinion, in addressing your specific needs as a gifted learner?
Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 5.85 1.10 1.05 114

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
1

Neither Effective nor Ineffectiv e

5

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

16

64

25

114

5.85

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 5.85 1.10 1.05 114

7. How effective has the cohort system of grouping gifted learners in core courses been in creating a comfortable learning environment?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
4

Neither Effective nor Ineffectiv e

4

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

19

31

50

113

5.89

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 5.89 2.02 1.42 113

8. As a gifted learner, how often have you felt reluctant to expose your ability to classmates in regular (non-challenge) classes?

Question

Never

Less than Once a Month

15

Once a Month

2-3 Times a Month

19

Once a Week

2-3 Times a Week

13

Daily

Responses

Mean

please rate:

29

17

15

113

3.70

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 3.70 4.64 2.15 113

9. Compared to regular (non-challenge) classes, how effective are MD Challenge courses in making learning interesting?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
4

Neither Effective nor Ineffectiv e

2

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

23

46

33

113

5.73

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 5.73 1.86 1.36 113

10. Compared to regular (non-challenge) classes, how effective are MD Challenge courses in presenting intellectual challenges?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
2

Neither Effective nor Ineffectiv e

1

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

14

54

35

112

5.89

MOUNT DOUGLAS CHALLENGE - EVALUATION 3 3

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 5.89 1.57 1.25 112

11. How effective has the MD Challenge program been at providing opportunities for creative growth?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
2

Neither Effective nor Ineffectiv e

6

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

32

46

19

111

5.48

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 5.48 1.69 1.30 111

12. How effective has the MD Challenge program been at providing skills for long term planning.

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
10

Neither Effective nor Ineffectiv e

30

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

36

18

111

4.63

MOUNT DOUGLAS CHALLENGE - EVALUATION 3 5

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 4.63 1.84 1.35 111

13. How effective has the MD Challenge program been at providing skills for time management?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
11

Neither Effective nor Ineffectiv e

26

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

12

36

19

111

4.43

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 4.43 1.94 1.39 111

14. How effective has the MD Challenge program been at providing skills for collaboration and working effectively in groups?

Question

Very Ineffective

Ineffectiv e

Somewhat Ineffectiv e

Neither Effective nor Ineffectiv e

14

Somewha t Effective

Effectiv e

Very Effectiv e

Response s

please rate:

32

54

20

131

MOUNT DOUGLAS CHALLENGE - EVALUATION 3 7

Statistic
Min Value Max Value Total Responses

please rate:
1 7 111

15. How effective has the MD Challenge program been at providing skills for independent exploration and self direction?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
4

Neither Effective nor Ineffectiv e

11

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

33

39

17

110

5.31

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 5.31 1.76 1.33 110

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16. How effective has the MD Challenge program been at providing learning opportunities that make connections across curricular areas and within real life?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
6

Neither Effective nor Ineffectiv e

8

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

33

39

20

111

5.36

MOUNT DOUGLAS CHALLENGE - EVALUATION 3 9

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 5.36 1.91 1.38 111

17. How effective has the MD Challenge program been at providing a learning environment that enhances or protects the emotional well being of gifted learners?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
2

Neither Effective nor Ineffectiv e

12

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

30

41

20

111

5.40

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 5.40 1.81 1.34 111

18. How effective has the MD Challenge program been at providing a mentoring environment?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
1

Neither Effective nor Ineffectiv e

15

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

31

39

15

111

5.16

MOUNT DOUGLAS CHALLENGE - EVALUATION 4 1

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
1 7 5.16 2.12 1.46 111

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Appendix B (Teacher Survey)

Appendix B Teacher Survey Results 1. Please select the option below that describes you currently.
# Answer
I have taught in the MD challenge program for 0-1 year I have taught in the MD challenge program for 1-2 years I have taught in the MD challenge program for 2-4 years I have taught in the MD challenge program for 4+ years

Response

0%

33%

0%

67%

Statistic
Min Value Max Value Total Responses

Value
2 4 9

MOUNT DOUGLAS CHALLENGE - EVALUATION 4 3

2. Which of the following traits are most often found in your challenge students? (Cognitive)

4 MOUNT DOUGLAS CHALLENGE - EVALUATION 4

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#
1 2 3 4 5

Question
Extremely Curious Intense interests Excellent memory Long attention span Excellent reasoning skills Well-developed powers of abstraction, conceptualization, and synthesis Quickly and easily sees relationships in ideas, objects, or facts Fluent and flexible thinking Elaborate and original thinking Excellent problem solving skills Learns quickly and with less practice and repetition Unusual and/or

very few students

0 0 0 0 0

some students
0 1 1 2 0

many students
6 6 5 6 8

almost all students

3 2 2 1 1

not enough information

0 0 0 0 0

Responses
9 9 8 9 9

8 9

0 0

1 0

6 7

2 1

0 0

9 8

10

11

12

MOUNT DOUGLAS CHALLENGE - EVALUATION 4 5

vivid imagination 13 Very Observant 0 1 6 2 0 9

Stati stic

Extre mely Curio us

Inte nse inter ests

Exce llent mem ory

Lon g atten tion span

Exce llent reaso ning skills

Welldeveloped powers of abstractio n, conceptua lization, and synthesis

Quickl y and easily sees relatio nships in ideas, objects , or facts

Flue nt and flexi ble thin king

Elab orate and origi nal think ing

Exce llent probl em solvi ng skills

Lear ns quic kly and with less pract ice and repet ition
2

Unusu al and/or vivid imagi nation

Very Obse rvant

Min Valu e Max Valu e Total Resp onses

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3. Which of the following traits are most often found in your challenge students? (Social and Emotional)

MOUNT DOUGLAS CHALLENGE - EVALUATION 4 7

Question
Interested in philosophical and social issues Very sensitive, emotionally and even physically Concerned about fairness and injustice Perfectionist Energetic WellDeveloped Sense of Humor Usually intrinsically motivated Relates well to parents, teachers and other adults

very few students

some students

many students

almost all students

not enough information

Responses

4 5

1 0

3 2

3 5

2 2

0 0

9 9

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Statistic

Interested in philosophica l and social issues

Very sensitive, emotionall y and even physically

Concerne d about fairness and injustice

Perfectionis t

Energeti c

WellDevelope d Sense of Humor

Usually intrinsicall y motivated

Relates well to parents, teacher s and other adults

2 4

Min Value Max Value Total Response s

3 4

2 5

3 4

1 4

2 4

2 4

2 4

MOUNT DOUGLAS CHALLENGE - EVALUATION 4 9

4. Which of the following traits are most often found in your challenge students? (Language)

#
1

Question
Extensive Vocabulary Reads Rapidly and Widely May Have Read Early Asks "what if" questions

very few students

0

some students
1

many students
5

almost all students

3

not enough information

0

Responses
9

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Statistic
Min Value Max Value Total Responses

Extensive Vocabulary
2 4 9

Reads Rapidly and Widely

2 4 9

May Have Read Early

2 5 9

Asks "what if" questions

3 5 9

MOUNT DOUGLAS CHALLENGE - EVALUATION 5 1

5. Which of the following traits are most often found in your challenge students?

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Question
Enjoys learning new things Enjoys intellectual activity Displays intellectual playfulness Prefers books and magazines meant for older children Skeptical, critical, and evaluative Asynchronous development development may be "out of place" with many of your peers

very few students

0

some students
0

many students
3

almost all students

6

not enough information

0

Responses

10

MOUNT DOUGLAS CHALLENGE - EVALUATION 5 3

Statistic

Enjoys learning new things

Enjoys intellectual activity

Displays intellectual playfulness

Prefers books and magazines meant for older children

2 5 9

Skeptical, critical, and evaluative

Asynchronous development development may be "out of place" with many of your peers
2 5 9

Min Value Max Value Total Responses

3 4 9

3 4 9

3 5 9

3 4 9

6. How effective is the MD Challenge program, in your opinion, in addressing the specific needs of gifted learners?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
0

Neither Effective nor Ineffectiv e

0

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

6.11

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
6 7 6.11 0.11 0.33 9

7. How effective is the cohort system of grouping gifted learners in core courses been in creating a comfortable learning environment?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
0

Neither Effective nor Ineffectiv e

0

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

6.56

MOUNT DOUGLAS CHALLENGE - EVALUATION 5 5

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
6 7 6.56 0.28 0.53 9

8. Compared to regular (non-challenge) classes, how effective are MD Challenge courses in making learning interesting?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
0

Neither Effective nor Ineffectiv e

0

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

6.33

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
6 7 6.33 0.25 0.50 9

9. Compared to regular (non-challenge) classes, how effective are MD Challenge courses in presenting intellectual challenges?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
0

Neither Effective nor Ineffectiv e

0

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

6.67

MOUNT DOUGLAS CHALLENGE - EVALUATION 5 7

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
6 7 6.67 0.25 0.50 9

10. How effective is the MD Challenge program at providing opportunities for creative growth?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
0

Neither Effective nor Ineffectiv e

0

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

6.00

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
5 7 6.00 0.50 0.71 9

11. How effective is the MD Challenge program at providing skills for long term planning.

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
0

Neither Effective nor Ineffectiv e

2

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

5.33

MOUNT DOUGLAS CHALLENGE - EVALUATION 5 9

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
4 6 5.33 0.75 0.87 9

12. How effective is the MD Challenge program at providing skills for time management?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
0

Neither Effective nor Ineffectiv e

1

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

5.11

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
4 6 5.11 0.36 0.60 9

13. How effective is the MD Challenge program at providing skills for collaboration and working effectively in groups?

Question

Very Ineffective

Ineffectiv e

Somewhat Ineffectiv e

Neither Effective nor Ineffectiv e

0

Somewha t Effective

Effectiv e

Very Effectiv e

Response s

please rate:

MOUNT DOUGLAS CHALLENGE - EVALUATION 6 1

Statistic
Min Value Max Value Total Responses

please rate:
5 7 9

14. How effective is the MD Challenge program at providing skills for independent exploration and self direction?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
0

Neither Effective nor Ineffectiv e

0

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

5.78

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
5 7 5.78 0.44 0.67 9

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15. How effective is the MD Challenge program at providing learning opportunities that make connections across curricular areas and within real life?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
0

Neither Effective nor Ineffectiv e

0

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

5.56

MOUNT DOUGLAS CHALLENGE - EVALUATION 6 3

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
5 7 5.56 0.53 0.73 9

16. How effective is the MD Challenge program at providing a learning environment that enhances or protects the emotional well being of gifted learners?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
0

Neither Effective nor Ineffectiv e

0

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

5.89

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Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
5 7 5.89 0.36 0.60 9

17. How effective is the MD Challenge program at providing a mentoring environment?

Questio n

Very Ineffectiv e

Ineffectiv e

Somewha t Ineffectiv e
2

Neither Effective nor Ineffectiv e

1

Somewh at Effective

Effectiv e

Very Effectiv e

Response s

Mea n

please rate:

4.78

MOUNT DOUGLAS CHALLENGE - EVALUATION 6 5

Statistic
Min Value Max Value Mean Variance Standard Deviation Total Responses

please rate:
3 6 4.78 1.44 1.20 9

6 MOUNT DOUGLAS CHALLENGE - EVALUATION 6