North Allegheny School District GOAL Department Program Review Report.pptx by pptfiles


									North Allegheny School District
      GOAL Department
   Program Review Report

                            February 14, 2012
                     Presented by Members of
                     the GOAL Review Team
      GOAL Review Team Members
 Consisted of Cross Representation of the District
  ◦   Elementary Teachers (K – 5)
  ◦   Secondary Teachers (6 – 12)
  ◦   Gifted Teachers (K- 12)
  ◦   Speech & Language Pathologists (Elementary & Secondary)
  ◦   School Counselors (Elementary, Middle & High School)
  ◦   Principals (Elementary, Middle & High School)
  ◦   School Psychologist
       GOAL Management Team

 Assistant Superintendents
 Supervisor of Special Education
 Building Principals/ Representatives (3)
 Master Teacher of the Gifted Program
 School Psychologist
 Grade Level Facilitator
 Coordinator of Academic Technology
  GOAL Program Review Process
 Adapted the North Allegheny School Curriculum Review
  Manual to structure the program evaluation process
 Began November 2009 and concluded May 2011
 Examined the existing program
 Studied empirical research
 Attended presentations and lectures by experts in the
 Conducted surveys
 Reviewed other high performing school districts across
  the Commonwealth and the United States
  GOAL Program Review Process
 Assigned members of the GOAL Program Review Team
  to Subcommittees
 ◦ Each Subcommittee consisted of representatives of the general
   and gifted education teachers by level (elementary, middle and
   high school), a school counselor and a speech pathologist

 Assigned Subcommittee Leaders from the GOAL
  Management Team to facilitate the work of the
  Subcommittee and to organize the reporting of the
  Subcommittee's findings to the whole GOAL Review
   Opening Activity With The GOAL
            Review Team
             Strengths of the Current Program
 Aligned to Chapter 16 and Gifted Guidelines
 Number of students participate in GOAL and/or GOAL
 Number of Independent Options
 IOWA Acceleration Scale (K-8)
 Collaboration with their intellectual peers
 Teachers representing the GOAL Department
    Opening Activity With The GOAL
             Review Team
 Questions Needing Answers of the Current Program
 Additional information related to the strategic plan
 Clearly articulated philosophy: creativity, critical thinking,
  problem-solving, communication skills; New regulations
  require technology, foreign language, music/arts and
 Screening/Identification
 Time to collaborate with general and gifted teachers
 Differentiated Instruction
 Referral rate and the number of students who qualify
  Opening Activity with the GOAL
          Review Team
            Topics                        Topics
 Professional Development      Collaboration with Regular
 Program Delivery by Levels     and Gifted Education
 Differentiation/Regular        Teachers
  Education                     Process to Differentiate
 Program                        (Connect) Curriculum
  Implementation/Delivery       Philosophy
 Screening Process/            Review Research and Best
  Identification                 Practice
 Use of Matrices               Program Delivery

 Best Practices/Empirical Research
 Data Analysis
 Site Visitation/Exemplary Programs
 Philosophy
 File Review
Best Practices/ Empirical Data
  Gifted Research/Best Practices

     Each child should come to school to stretch and
                       grow daily.

          Schooling should be as an escalator on which
students continually progress, rather than a series of stairs,
  with landings on which advanced learners consistently

                                                  (Van Tassel Baska)
         Research Topics

1.   Methodology
2.   Program Delivery
3.   Social/Emotional
4.   Underachieving



Pull out
Full time
Cross grade
Self grouping
  Characteristics of Effective Programs
 Content that is relevant to their lives.

 Activities that cause them to produce important ideas at a
  high level.

 Products that cause them to grapple with meaningful
  problems and pose defensible solutions.

 Pacing in response to the student’s individual needs –
  acceleration or depth of topic.

An understanding of ‘supported risk.’ Teacher invites,
cajoles and insists on risk-but in a way that supports success.
                                                  (Tomlinson )
      Program Delivery Options
 Resource room
 Integrated Curriculum
 Pull-out
 Self Contained
 Cluster group
 Cross grade placement
 Full-time
 Compacting
 Differentiated classroom
 Academic Competitions/Individualized Options
             Social Emotional
 Working with like peers.
 Create safe environment to work at pace.
  commensurate with ability.
 Teachers who work with gifted students have an
  understanding of their psychological needs.
Occurs when a student performs more
 poorly than would be expected, given
 his/her abilities or potential for
 academic achievement.

Early identification is a necessity.
  Strategies for Underachieving
         Gifted Students
v Student Self-Assessment
v Parent Interviews
v Team Evaluation and
v Action Planning which includes:
  vIdentifying Appropriate Learning
  vDeveloping Study Habits
  vSetting Goals and Managing School Work
  vDealing with Personal Issues
Data Analysis
Program Consistency – Elementary
v Elementary GOAL students in Grades 2-5 participate in a
  weekly pull-out session for a unit time (ranges from 80 to
  90 minutes per week depending on scheduling).  They also
  participate in a 45 minute per week Individualized Option
v Elementary GOAL students in Grade 1 participate in two
  45 minute sessions a week or a total of 90 minutes a week.
     Program Consistency - Middle

v Every Building, Each Grade Level- "Assured Experiences"
  in class.
v Additional "Optional Units"- As time permits.

v Individualized Options (IO's)- 95% of IO's are attended by
  all 3 schools, most often together.
v Select IO's are available only to one school.
v Sometimes other school based activities prevent
  Program Consistency - Secondary

v Some shared experiences- Chain Reaction, JETS, KMO, etc.
v More experiences that are unique to the buildings- Open
  Heart Surgery, Physics Team, etc.
v NAI- Focus is more on career exploration.
v NASH- Continues career exploration but also does college
   Other Classes Taught By Elementary
             GOAL Teachers
v GOAL teachers are responsible for teaching the
  Communication Arts Plus (CAP) and First Grade Early
  Readers enrichment program for grades 1-5.  Time per
  grade level per week varies between buildings and between
  grade levels based on scheduling availability--time ranges
  from 35 minutes per week to 60 minutes per week. 
v CAP Numbers:
     In 2010-11, approximately 385 students qualified
     for CAP across the District.  About 56% of these
     students are GOAL students as well.
                 Chapter 16 Screening

Medical History/Health Records             Readiness/Developmental Tests
*Achievement Tests                         Ability Tests
*Group IQ Tests                            Anecdotal Information
Portfolio/Subject Assessments              Syllabus-based Examination
CBA’s                                      College Aptitude Test
PSAT/SAT                                   Extra-Curricular Academic Performance

*Rating Scales                             Interest Inventories
Cumulative Records                         Enrollment Records
Parent Inventories                         *Report Cards

                                 *current NA screening areas
             Identification Summary
           2009-2010 GOAL Report Summary:
District Analysis:
  267 students were evaluated during the 2009-10 school year.
   Ten fewer students were tested than in the 2008-09 school
  The overall qualifying rate of 50% is 10 percentage points
   lower than the 2008-09 rate. Historically, the range of
   qualification rates has been 55-63%.
                 Qualified   DNQ        TOTAL      % Qualified
     2007-2008   122         101        223        55%
     2008-2009   166         111        277        60%
     2009-2010   134         133        267        50%
                Identification Summary
             2009-2010 GOAL Report Summary:
 The qualification rate of all referred students was 50%, which is a
  decrease from 2008 – 2009. The previous five year range was 55 – 63%. 
  There was a 300% increase in the number of parent referrals.  Parent
  referrals had an overall qualification rate of 50%.

 Among the elementary buildings, there are no specific patterns in
  qualification rates from building to building or from year to year.   

 Students tested multiple times had a significantly lower qualification
  rate than in previous years. The overall qualification rate for students
  tested 2, 3, or 4 times is 10% compared to a 50% qualification rate for
  all referrals.  The more frequently a student is tested, the less likely
  they are to qualify.
    Current Elementary School Students
       in Advanced Academic Math
    In 2010-11, 84 students in Grades 2-5 participate in the
  Advanced Academic Math Program.  81% of these students
                      are GOAL students. 
     Current Elementary School Students
                 in the Arts
       95% of Elementary GOAL Students participate in
            Band, Chorus, or Orchestra at school.
         Current Middle School Students
                   in the Arts
    • 94.5 % of Middle School GOAL students participate in
      Band, Chorus, or Orchestra.
    • 5.5% Take General Music.
    • All Middle School students take Unified Arts classes as
      part of the standard curriculum.
Current Ninth and Tenth Grade Students in
                 the Arts
    • 79.56% of gifted students in 9th grade are taking courses
      in the Arts.
    •  68.33% of gifted students in 10th grade are taking courses
      in the Arts.
    •  When the current 10th graders were in 9th grade, 70.83%
      of gifted students took courses in the Arts.
            Current Eleventh Grade Students
                       in the Arts
    •  61.16% of gifted students in 11th grade are taking courses in
      the Arts.
    •  When the current 11th graders were in 10th grade, 71.07% of
      gifted students took courses in the Arts.
    •  When the current 11th graders were in 9th grade, 69.42% of
      gifted students took courses in the Arts.
             Current Twelfth Grade Students
                       in the Arts
    •  61.07% of gifted students in 12th grade are taking courses in the
    •  When the current 12th graders were in 11th grade, 70.23% of
      gifted students took courses in the Arts.
    •  When the current 12th graders were in 10th grade, 79.39% of
      gifted students took courses in the Arts.
    • When the current 12th graders were in 9th grade, 74.81% of
      gifted students took courses in the Arts.
     Honors Classes at NASH

NASH- 238 of 262 students are taking at least 
one Honors class (91%)

   15% are taking 1 Honors course
   18% are taking 2 Honors courses
   23% are taking 3 Honors courses
   15% are taking 4 Honors courses
   10% are taking 5 Honors courses
   10% are taking 6 Honors courses
       Honors Classes at NAI

NAI- 273 of 275 students are taking at least one Honors
class (99%)

   3% are taking 1 Honors course
   6% are taking 2 Honors courses
   15% are taking 3 Honors courses
   17% are taking 4 Honors courses
   21% are taking 5 Honors courses
   36% are taking 6 Honors courses
        AP Classes at NASH

NASH- 221 of 262 students at NASH are taking at
least one AP Course (84%)

   16% are taking 1 AP course
   13% are taking 2 AP courses
   20% are taking 3 AP courses
   18% are taking 4 AP courses
   10% are taking 5 AP courses
   7% are taking 6 AP courses
PSSA- 2010 Elementary Data
            (grades 3-5)

            9 Proficient
            290 were advanced
            14 Advanced
            91 Proficient
            4 Basic
Site Visitation/Exemplary Programs
School Districts Responding to the
  vFairfax County Public Schools
  vFox Chapel School District
  vGarnet Valley School District
  vNaperville Community Unit District 203
  vCumberland Valley School District
  vUpper Dublin School District
  vCentral Bucks School District
  vLewisburg Area School District
          Gifted Student Population/District Population
                       Statistical Analysis
School District        Identified Gifted Students                       Total Gifted    Total District   Gifted % of
                                                                        Population      Population       District

                       Elem.          Mid.           H.S.
Fairfax County         11,390         5,610          N/A                       17,000         149,429           11.4%
Public Schools             78,721         20,194             50,514
Fox Chapel             170            83             204                          457           4,388           10.4%
                              1,932          1,031             1,425
Garnet Valley School   160            127            121                          408           4,407            9.3%
District                      1,867          1,140             1,400

Naperville             Top 2%         Top 2%         N/A                                        18,072           ≈ 2%
Community Unit
District 203

Cumberland Valley      84             108            182                          374           7,200            5.2%
School District               2,800          1,800           2,600
Upper Dublin           121            98             8                            327            6,951           4.7%
                              4,478          1,006             1,467
Central Bucks          700            N/A            1,232 Grs.7-12             1,932          23,023            8.4%
                                                     598 Participates                                            5.6%
                             13,000          5,110             4,913

Lewisburg Area         87             44             56                           187            1,909           9.8%
School District               890             444               575
          Philosophy Summary
      (6 out of 8 Districts Responded)
 Students exhibit exceptional ability in:
  ◦   Intellect/Academics
  ◦   Creativity
  ◦   Art
  ◦   Leadership
            Philosophy Summary
vPrograms for highly able learners should include:

   vDifferentiated Curriculum.

   vAcceleration, enrichment, and individualization at all
    educational levels.

   vHigher level thinking skills emphasis.

     Goal Curriculum Review
Philosophy Sub-Committee Process
     Ø   Video Presentation (Gwynn)
     Ø   What do we want our philosophy to look like?
          Ø Considerations:
             Ø    Elements of video presentation
             Ø    Audience
             Ø    Length
             Ø    Legality of what is in print

     Ø   Review gathered philosophies
          Ø Considerations:
            Ø What do we like?
            Ø Which ideas match our data and research?

     Ø   Write rough draft of philosophy
     Ø   Finish rough draft
     Ø   Complete final copy
     Ø   Submit work plan
     Ø   Submit final copy of philosophy
 Exemplary Schools Reviewed
(Local, Statewide and National)
    Ø   Naperville Community Unit
    Ø   Unionville - Chadds Ford
    Ø   New Hope - Solebury
    Ø   Central Bucks
    Ø   Cumberland Valley
    Ø   North Penn
    Ø   Clarke County
    Ø   Mt. Lebanon
    Ø   Pine-Richland
    Ø   Parkway
    Ø   Shaler
 Philosophy of the GOAL Department
ØNorth Allegheny's Gifted Education Program reflects
 and extends our Mission Statement to appropriately
 challenge and prepare our advanced learners to live
 productively in our changing society.  While providing
 enrichment and a broad spectrum of educational
 opportunities, the gifted education program encourages
 the individual learner to develop personal responsibility,
 task commitment, self-discipline, independent learning
 skills, respectful conduct, and social/emotional balance.
  The development of critical thinking, problem solving,
 communication skills and creativity is shared
 collaboratively among the gifted learner, the parents, and
 the North Allegheny educational community.
                  Next Steps

vShared report with Assistant Superintendents and
 Superintendent of Schools.

vReconvene GOAL Management Review Team to begin
 the process of prioritizing recommendations and
 developing a plan.

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