March 13, 2012
Presented by Guinevere E. Maximo, Supervisor of Special Education
1.
What is the mission of the GOAL Program –
philosophy, plan, goals and objectives?
2.
What are the program delivery and best practices
as it relates to gifted education?
3.
What is the full continuum of options offered in the
North Allegheny School District?
4.
To what extent are programming and instruction
organized and delivered to meet the range of all
gifted students?
5.
To what extent is programming for gifted education
coordinated and integrated into the general
(regular) education program?
6.
How does the identification process for gifted
impact the program delivery model?
7.
What types of professional development activities
are needed that support the philosophy and
research?
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Conducted in 1992-93 school year for the
elementary level
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Conducted in 2005 school year for the middle level

Pennsylvania Academic Standards or recommended
models were non-existent

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

Began November 2010 and concluded May 2011

Structured the report to address the following topics:
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Best Practices/Empirical Research
Data Analysis
Site Visitation/Exemplary Programs
Philosophy
File Review

To continually guide the analysis, revision, and
reflection of the gifted program

To enhance the effectiveness of the program and
curriculum

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.
1.
Adopt the North Allegheny School District GOAL
Department Philosophy.
2.
Revise written communication, literature, and public
awareness publications to address the adopted
GOAL Department Philosophy and gifted education
programming.

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
1.
Refine current matrix to improve the accuracy of
screening requirements for testing of students who
are “thought to be gifted.”
2.
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.

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
1.
Research and utilize assessment tools that will
identify ability in specific content areas.
2.
Research assessment instruments that are better
predictors of areas of giftedness.

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.
1.
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.
2.
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.
3.
Establish a scheduled class period/time for gifted students
in grades nine (9) through twelve (12).
4.
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.
5.
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).
6.
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.
7.
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.
8.
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.
9.
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.
10.
Consider compaction in other curriculum areas at
the middle school level.
11.
Consider a school-wide enrichment model that
includes all learners at the elementary level.

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.
1.
Develop an action plan to address nonparticipation
of gifted students in the GOAL program.
2.
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.

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.
1.
Ensure equitable staffing and facilities within each
school to comply with Chapter 16 Regulations to
allow for consistency in program delivery.

Findings:
◦ Variability of program delivery was evident across all levels.
1.
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.
2.
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.
3.
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).
4.
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.

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).
1.
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.
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Findings:
◦ Each document must be:
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Present
Up-to-date
Completed within timelines.
All required components are completed and reflective of the
student’s current educational placement and services

Reconvene GOAL Management Review Team to
begin the process of prioritizing recommendations
and developing a plan
Questions