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North Allegheny School District GOAL Department Program Review Report: Part II

North Allegheny School District GOAL Department Program Review Report: Part II. March 13, 2012 Presented by Guinevere E. Maximo, Supervisor of Special Education. GOAL Review Team Questions. What is the mission of the GOAL Program – philosophy, plan, goals and objectives?

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North Allegheny School District GOAL Department Program Review Report: Part II

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  1. North Allegheny School DistrictGOAL DepartmentProgram Review Report: Part II March 13, 2012 Presented by Guinevere E. Maximo, Supervisor of Special Education

  2. GOAL Review Team Questions • What is the mission of the GOAL Program – philosophy, plan, goals and objectives? • What are the program delivery and best practices as it relates to gifted education? • What is the full continuum of options offered in the North Allegheny School District?

  3. GOAL Review Team Questions • To what extent are programming and instruction organized and delivered to meet the range of all gifted students? • To what extent is programming for gifted education coordinated and integrated into the general (regular) education program?

  4. GOAL Review Team Questions • How does the identification process for gifted impact the program delivery model? • What types of professional development activities are needed that support the philosophy and research?

  5. Background • Conducted in 1992-93 school year for the elementary level • Conducted in 2005 school year for the middle level • Pennsylvania Academic Standards or recommended models were non-existent

  6. Background • Embraced the Aiming for Excellence: Gifted Program Standards Developed by the National Association for Gifted Children (NAGC) • Complied with the 22 Pa. Code Chapter 16: Special Education for Gifted Students and 22 Pa. Code Chapter 4: Academic Standards and Assessments Regulations • Utilized and adapted the North Allegheny School District Curriculum Review Manual

  7. Background • Began November 2010 and concluded May 2011 • Structured the report to address the following topics: • Best Practices/Empirical Research • Data Analysis • Site Visitation/Exemplary Programs • Philosophy • File Review

  8. Purpose • To continually guide the analysis, revision, and reflection of the gifted program • To enhance the effectiveness of the program and curriculum

  9. Recommendations • The Committee is in the process of prioritizing and developing an action plan to address the recommendations. • Please note that some of the recommendations may not be addressed through the action plan.

  10. Recommendation #1: Philosophy • Adopt the North Allegheny School District GOAL Department Philosophy. • Revise written communication, literature, and public awareness publications to address the adopted GOAL Department Philosophy and gifted education programming.

  11. Recommendation #1: Philosophy • Findings • Incorporates key findings from the research process associated with the Program Review • Emphasizes the importance that gifted education programming must be developed with a philosophical basis that reflects the values and beliefs of the community • Defines clearly the purpose of the Department and why the Department exists • Articulates the model and ideals by focusing on key priorities

  12. Recommendation #2: Identification Process • Refine current matrix to improve the accuracy of screening requirements for testing of students who are “thought to be gifted.” • Research and review Response to Instructional Intervention (RTII) model to develop common curriculum-based assessments as part of the screening process at the elementary level.

  13. Recommendation #2: Identification Process • Findings: • Required in Chapter 16 Regulations (22 Pa. Code §16.21 (a) ( c) (e)) • Range of qualification rate over the past five years ranges from 55 – 63% • Qualification rate is ten percent (10%) for students tested multiple times (2, 3, or 4) times

  14. Recommendation #3: Evaluation • Research and utilize assessment tools that will identify ability in specific content areas. • Research assessment instruments that are better predictors of areas of giftedness.

  15. Recommendation #3: Evaluation • Findings: • Student placement should be collected using an appropriate balance of quantitative and qualitative measures with adequate evidence of reliability and validity for the purpose of identification of educational needs.

  16. Recommendation #4: Program Delivery • Determine which delivery model serves the best needs of the students and addresses Chapter 16 requirements that reflect extensions and acceleration in the general education curriculum. Programming must be an integral part of the general education school day. • Create a program design that incorporates best instructional practices for the gifted and includes varied offerings related to the general education curriculum. The design must comply with Chapter 16 requirements and PDE Guidelines. • Establish a scheduled class period/time for gifted students in grades nine (9) through twelve (12).

  17. Recommendation #4: Program Delivery • Develop a range of educational learning opportunities and modifications in regular education curricular areas by setting learning goals aligned to the Pennsylvania Commonwealth Standards and the North Allegheny School District curriculum that challenges each gifted student based on the unique needs of the student. • Provide appropriate differentiated instruction for gifted students that begin with the regular education program and include the following elements: Content, Process, Product, and Learning Environment (Gifted Guidelines).

  18. Recommendation #4: Program Delivery • Develop a procedure to add or delete Individualized Options (IOs) across the District to ensure consistency of the program and timely selections driven by curricular changes. There should be a balance between enrichment, acceleration, differentiation, and individualized options which are linked to the general education curriculum. • Provide after-school project/problem-based activities and/or simulations in core areas of enrichment and extension by flexing the day of GOAL staff grades 9 – 12. • Consider the role of the gifted support teachers at the elementary level (grades kindergarten through five) as coordinators of best practice to assist general education curriculum teachers in providing strategies and differentiation of the general education curriculum.

  19. Recommendation #4: Program Delivery • Consider creative methods to utilize technology to replicate enrichment activities and opportunities before leaving the District. This may include TED Talk, Virtual tours, and/or Skype as some potential examples. • Consider compaction in other curriculum areas at the middle school level. • Consider a school-wide enrichment model that includes all learners at the elementary level.

  20. Recommendation #4: Program Delivery • Findings: • Chapter 16 requires districts to provide gifted students with specially designed instruction and defines this instruction as adaptations or modifications to the general curriculum, instruction, instructional environments, methods, materials, or a specialized curriculum for students who are gifted (22 Pa. Code §16.41 (b)(1)) . • The designed program option for gifted students impacts the reciprocal relationship amount the identification process, the delivery model, and Chapter 16 Regulations.

  21. Recommendation #5: Student Participation • Develop an action plan to address nonparticipation of gifted students in the GOAL program. • Re-evaluate and provide Notice of Recommended Assignment (NORA) to exit students to regular education who are not accessing the GOAL Program to determine if they have a need for specially designed instruction.

  22. Recommendation #5: Student Participation • Findings: • 33% of Gifted students attending NASH do not participate in the GOAL Program. • Data collected by the Exemplary Programs/Programs Based on National Standards/Site Visits Subcommittee indicated participation decreases at the secondary level across districts surveyed.

  23. Recommendation #6: Equitable Staffing • Ensure equitable staffing and facilities within each school to comply with Chapter 16 Regulations to allow for consistency in program delivery.

  24. Recommendation #6: Equitable Staffing • Findings: • Variability of program delivery was evident across all levels.

  25. Recommendation #7: Professional Development • Coordinate and implement a professional development plan that provides a long-range, strategic approach to staff training that supports the philosophy and recommendations of the GOAL Program Review. • Continue to partner with the Staff Development Office to create and offer professional development opportunities in the areas of gifted education, the needs of gifted students, and research-based strategies to differentiate regular education curriculum. The professional development activities should include all teachers and may be delivered though staff meetings, in-service, or other methods.

  26. Recommendation #7: Professional Development • Provide professional development opportunities to regular education teachers in appropriate differentiated instruction for gifted students to include the following elements: Content, Process, Product, and Learning Environment (Gifted Guidelines). • Assign GOAL staff representatives to curricular areas for curriculum work and professional development to increase communication, collaboration, knowledge and understanding of the curriculum, the curriculum processes, and District initiatives between the regular education and GOAL teachers.

  27. Recommendation #7: Professional Development • Findings: • Ongoing and comprehensive staff development is necessary to provide educators with requisite knowledge base and skills specific to gifted education (Landrum, Callahan, & Shaklee). • The staff development program in gifted education should be integrated with the school or district professional development programs that reflect state-of-art knowledge and practice (Landrum, Callahan, & Shaklee). • On-going differentiation of the core (general) education curriculum is prepared regularly (Landrum, Callahan, & Shaklee).

  28. Recommendation #8: Compliance with Chapter 16 Requirements (Forms and Formats) • Review the process for gathering and using assessment data and design specific actions to move from the “one size fits all GIEP” to a more customized, individualized GIEP model.

  29. Recommendation #8: Compliance with Chapter 16 Requirements (Forms and Formats) • Findings: • Each document must be: • Present • Up-to-date • Completed within timelines. • All required components are completed and reflective of the student’s current educational placement and services

  30. Next Steps • Reconvene GOAL Management Review Team to begin the process of prioritizing recommendations and developing a plan

  31. Questions

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