Gifted Education Guidelines
Gifted Education GuidelinesMay 2014COMMONWEALTH OF PENNSYLVANIADEPARTMENT OF EDUCATION333 Market StreetHarrisburg, PA 17126-0333www.education.state.pa.us
Commonwealth of PennsylvaniaTom Corbett, GovernorDepartment of EducationCarolyn C. Dumaresq, Ed.D., Acting SecretaryOffice of Elementary and Secondary EducationRita Perez, Acting Deputy SecretaryBureaus of Teaching and LearningJohn Weiss, ActingDivision of CurriculumRay Young, ChiefThe Pennsylvania Department of Education (PDE) does not discriminate in its educational programs, activities, oremployment practices, based on race, color, national origin, sex, sexual orientation, disability, age, religion,ancestry, union membership, or any other legally protected category. Announcement of this policy is in accordancewith State Law including the Pennsylvania Human Relations Act and with Federal law, including Title VI and TitleVII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of theRehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans withDisabilities Act of 1990.The following persons have been designated to handle inquiries regarding the Pennsylvania Department ofEducation’s nondiscrimination policies:For Inquiries Concerning Nondiscrimination in Employment:Pennsylvania Department of EducationEqual Employment Opportunity RepresentativeBureau of Human Resources333 Market Street, 11th FloorHarrisburg, PA 17126-0333Voice Telephone: (717) 787-4417Fax: (717) 783-9348Text Telephone TTY: (717) 783-8445For Inquiries Concerning Nondiscrimination in All Other Pennsylvania Department of Education Programsand Activities:Pennsylvania Department of EducationSchool Services Unit Director333 Market Street, 5th FloorHarrisburg, PA 17126-0333Voice Telephone: (717) 783-3750Fax: (717) 783-6802Text Telephone TTY: (717) 783-8445If you have any questions about this publication or for additional copies, contact:Pennsylvania Department of EducationBureau of Teaching and Learning333 Market Street, 5th FloorHarrisburg, PA 17126-0333Voice: (717) 783-3958Fax: (717) 783-3946TTY: (717) 783-8445www.education.state.pa.usAll Media Requests/Inquiries: Contact the Office of Press & Communications at (717) 783-9802
Table of ContentsAcknowledgements .1Purpose.3Guiding Principles .4Chapter 1: History .6Chapter 2: Identification and Educational Placement of Mentally Gifted Students .7Definition of Mentally Gifted .7Multiple Criteria.7Public Awareness .9Screening.10Gifted Multidisciplinary Evaluation .11Gifted Written Report .15Gifted Multidisciplinary Reevaluation .16Gifted Individualized Education Plan .17Educational Placement .23Notices .24Timelines.25Private School Placement .26Chapter 3: Gifted Programming Options .27Service Delivery Options - Recommendations .27Chapter 4: Curriculum and Instruction .29Introduction .29Curriculum and Instruction - Content .29Curriculum and Instruction - Process .31Curriculum and Instruction - Product .31Curriculum and Instruction - Learning Environment .31Gifted Education Delivery Options .32Chapter 5: Personnel .33Staff Development .33Staff Responsibilities .34Recommendations for Parents .38Additional Resources .39Glossary .40Sources of Gifted Materials and Information .45Chuska Scale for Rate of Acquisition .50Chuska Scale for Determining Rate of Retention .52State Court Case Law.54Appeal Panel Decisions .56Hearing Officer Decisions .56
AcknowledgementsThe 2014 Gifted Guidelines, which were prepared to supplement the Pennsylvania Code (22 Pa.Code Chapter 16) were revised by the Pennsylvania Department of Education (PDE) based onthe contributions of the following professionals:Dawn SettleJim LoGiudicePat HozellaJohn WeissShirley K. Curl, Ph.D.Lynn DellRichard MossTanya MorretCheryl EverettConnie SkipperJanice EstabrookTeacher of the Gifted, Tredyffrin/Easttown School Districtand Pa Association of Gifted Children (PAGE) PresidentPAGE MemberDirector, Bureau of Special Education, PDEActing Director, Bureau of Teaching and Learning, PDEBureau of Special Education, PDEAsst. Director, Bureau of Special Education, PDEBureau of Special Education, PDEEducational Consultant, intermediate unit 15Educational Consultant, intermediate unit 24Educational Consultant, intermediate unit 14Educational Consultant, intermediate unit 13The 2010 Gifted Guidelines, prepared to supplement Pennsylvania Code (22 Pa. Code Chapter16) were developed by the Pennsylvania Department of Education (PDE) based on thecontributions of the Gifted Education Stakeholder Work Group, which included:David Mason, Ed.D.Michelle CioraDawn SettleMarilyn ThomasRene FetchkinMary Ann SwiatekAnne CorwellJames AbbottSusan BurkKim Maguire, Ph.D.John TommasiniEdward Vollbrecht, Ph.D.Michelle Sellitto, D.Ed.Robert F. StaverMary CornmanWendy Reisinger, Ed.D.Shirley K. Curl, Ph.D.Pat HozellaRichard MossPatty ToddJudy BallMarci DavisLiz Stanley-SwopeRevised August 2014PA Association of Gifted Education (PAGE)Pennsylvania Educators for Gifted Students (PEGs)Teacher of the Gifted, Tredyffrin/Easttown School DistrictParentSchool PsychologistIndependent PsychologistDirector of Special Education, Upper Adams School DistrictAssistant Principal, Altoona Area High SchoolTeacher of the Gifted, Altoona Area High SchoolSupervisor of Gifted Education, intermediate unit 25Director, Bureau of Special Education, PDEDirector, Bureau of Teaching and Learning Support, PDEAsst. Director, Bureau of Teaching and Learning SupportPDEBureau of Teaching and Learning Support, PDEBureau of Teaching and Learning Support, PDEBureau of Teaching and Learning Support, PDEBureau of Special Education, PDEAsst. Director, Bureau of Special Education, PDEBureau of Special Education, PDEBureau of Special Education, PDEPaTTAN King of PrussiaPaTTAN HarrisburgConsultant1
The original (2004) revisions to the Gifted Education Guidelines were developed by thePennsylvania Department of Education (PDE), based on the contributions of:David Mason, Ed.D.Dr. Paula ChristensonJoyce ClarkDenice ColesJudy CunninghamCynthia FelisbertoGeri GriglakDebra HardyDr. Ken ChuskaJoseph KoczwaraJames LoGiudiceDenise McDonaldRichard C. MillerJudith Mosse, Ed.D.Mary Anne MuzzieSteffi PughRonald SchmiedelCynthia SnyderMary Beth StanvichBarbara A. ThrushBLaST Intermediate Unit 17Berks County Intermediate Unit 14Pittsburgh Public SchoolsKutztown Area School DistrictAllegheny Intermediate Unit 3Tuscarora Intermediate Unit 11Riverview Intermediate Unit 6Oil City School DistrictEducational ConsultantMars Area School DistrictBucks County Intermediate Unit 22Appalachia Intermediate Unit 8Appalachia Intermediate Unit 8Armstrong Area School DistrictNortheastern Intermediate Unit 19Tredyffrin/Easttown School DistrictPine-Richland School DistrictLincoln Intermediate Unit 12Northeastern Intermediate Unit 19Bureau of Special Education, PDEThese guidelines provide a practical framework to assist school districts in identifying mentallygifted students and implementing comprehensive programs to meet their needs. Despite thecomprehensive nature of these guidelines, it is difficult to foresee and discuss every situation thatmight arise. School administrators and parents are therefore encouraged to make use of theadditional resources included in the Pennsylvania Code (22 Pa. Code Chapter 16).Revised August 20142
PurposeThe Pennsylvania State Board of Education has defined the purpose of its regulations governingspecial education for gifted students (22 Pa. Code Chapter 16) as follows:§16.2. Purpose(a) This chapter specifies how the Commonwealth will meet its obligations to suspected andidentified gifted students who require gifted education to reach their potential. It is theintent of the Board that gifted students are provided with quality gifted education servicesand programs.(b) The Commonwealth, through the Department, will provide general supervision ofservices and programs provided under this chapter.(c) The Department will disseminate information about and promote the use of promisingpractices and innovative programs to meet the needs of gifted students.(d) To provide services and programs efficiently, the Commonwealth will delegateoperational responsibility to its school districts. Each school district shall, by directservice or through arrangement with other agencies, provide the following:(1) Services and programs planned, developed and operated for the identification and evaluationof each gifted student.(2) Gifted education for each gifted student which is based on the unique needs of the student,not solely on the student’s classification.(3) Gifted education for gifted students which enables them to participate in acceleration orenrichment, or both, as appropriate, and to receive services according to their intellectual andacademic abilities and needs.The purpose of these guidelines is to assist local education agencies in meeting the requirementsof the State Board’s regulations set forth at 22 Pa. Code Chapter 16 - Special Education forGifted Students. The regulations recognize that gifted students are considered to be “childrenwith exceptionalities” under the Public School Code of 1949 and in need of specially designedinstruction. The guidelines are an overview of both acceptable and best practices, procedures andpolicies designed to meet the learning needs of gifted students. These guidelines reflectPennsylvania’s continuing commitment to providing educational services appropriate formentally gifted students that are consistent with their individual needs, outstanding abilities andpotential for performing at high levels of accomplishment.Revised August 20143
Guiding PrinciplesPrograms for gifted children fit into the array of special programs available for all exceptionalchildren. These programs reflect individual differences, equal educational opportunity and desirefor the optimal development of each child. Programs that are based on sound philosophical,theoretical and empirical foundations are those most likely to benefit gifted students.The guiding principles for planning and implementing programs for the gifted include thefollowing:The local school district is primarily responsible for identifying all “children withexceptionalities” which means “children of school age who have a disability or who are giftedand who, by reason thereof, need specially designed instruction exceptional children anddeveloping educational programs to meet their needs.” (24 P.S. §13-1371(1))Like all exceptional children, the gifted student possesses special characteristics thatsignificantly affect that student’s ability to learn. In order to provide a meaningful benefit, thegifted student’s curriculum must be appropriately modified on an individual basis.Enable the provision of appropriate specially designed instruction based on the student’s needand ability. (22 Pa. Code §16.41(b) (2))The key to challenging the gifted student is the connection between instruction andindividual cognitive and affective behaviors. The emphasis in special programs for these studentsshould be on the stimulation of the cognitive processes of creativity, originality, problem solvingand complexity (increasing content depth and sophistication).The student is thought to be gifted because the school district’s screening of the student indicateshigh potential consistent with the definition of mentally gifted or a performance level whichexceeds that of other students in the regular classroom. (22 Pa. Code §16.22)A Gifted Individualized Education Plan is a written plan describing the education to be providedto a gifted student. The initial Gifted Individualized Education Plan must be based on and beresponsive to the results of the evaluation and be developed and implemented in accordance withthis chapter. (22 Pa. Code §16.22 and §16.32)The Gifted Multidisciplinary Evaluation and Present Levels of Educational Performancemust be sufficient in depth and breadth (scope) to provide the framework for a comprehensivegifted individualized education plan. Student assessment and performance data should bereflected in the development of the Gifted Individualized Education Plan. The gifted studentmay be involved in the development of the Gifted Individualized Education Plan at the parent’sdiscretion.The Gifted Individualized Education Plan team shall base educational placement decisions on thegifted student’s needs to enable the provision of appropriate specially designed instruction basedRevised August 20144
on the student’s need and ability and to ensure that the student is able to benefit meaningfullyfrom the rate, level and manner of instruction. (22 Pa. Code §16.41)Provide opportunities to participate in acceleration or enrichment, or both, as appropriate for thestudent’s needs. These opportunities must go beyond the program that the student would receiveas part of a general education. (22 Pa. Code §16.41)An effective approach would include all of the following: Acceleration, in which instruction is matched to the competence level of student.Enrichment, in which opportunities for the investigation of appropriate materials aregiven.Individualization, in which instruction is matched specifically to the student’sachievement, abilities, and interests.School districts must ensure that the gifted student’s individualized plan includes a range ofacceleration and enrichment options appropriate for the student’s needs. The regular educationcurricula and instruction must be adapted, modified or replaced to meet the individual needs ofthe gifted student.Gifted education programming must be an integral part of the instructional school day.Gifted students are not just gifted for a specific time each day or week. Responsibility fordevelopment and implementation of each Gifted Individualized Education Plan is sharedbetween regular education teachers, gifted education teachers and administrators.Districts may use administrative and instructional strategies and techniques in the provision ofgifted education for gifted students which do not require, but which may include, categoricalgrouping of students. (22 Pa. Code §16.41)The continuum of services that exists for the gifted student must be based on sound research andbest practice. Research studies from the National Research Center on the Gifted and Talentedsupport flexible grouping for gifted students across grade levels and content areas. The researchstudies also indicate that ability grouping, coupled with acceleration and differentiated curricula,provide maximum instructional benefit to gifted students. Incorporating homogeneous groupingof the gifted with systematic and continuous provisions in their K-12 educational planning offersgifted students opportunities to broaden and deepen their knowledge through interaction withtheir intellectual peers.Revised August 20145
Chapter 1: HistoryPennsylvania has a unique history in mandating special education for gifted students. Thepromulgation of Chapter 16: Special Education for Gifted Students reaffirms this legacy andcommitment to the importance of specially designed instruction for gifted students. ThePennsylvania State Board of Education acknowledges in Chapter 16 that students who are giftedare “children with exceptionalities” under the Public School Code of 1949, Section 1371. Thehistory leading up to these regulations includes the following: 1961 – “Handicapped Education” changed to “Exceptional Education” in the PublicSchool Code of 1949, began permissive identification of and programs for gifted studentswith state approval for funding as an excess cost. (Act 546 of1961) 1975 – The State Board provided that “exceptional persons” are to receive an appropriateprogram of education that is designed “to meet their individual needs.” “Exceptionalpersons” are “persons of school age who deviate from the average to such an extentthat they require special educational programs facilities or services ” Gifted studentswere clearly included among those “exceptional children” who deviate from the averageand who therefore “require special activities or services not ordinarily provided to regularchildren by local agencies.” (State Board Regulations, 1975) 1975 – Pennsylvania courts reaffirmed that gifted studen
A Gifted Individualized Education Plan is a written plan describing the education to be provided to a gifted student. The initial Gifted Individualized Education Plan must be based on and be responsive to the results of the evaluation and be developed and implemented in accordance with this chapter. (22 Pa. Code §16.22 and §16.32)
the Education of Gifted/Talented Students (19 TAC §89.5). 1.2 Gifted/talented education policies and procedures are reviewed and recommendations for improvement are made by an advisory group of community members, parents of gifted/talented students, school staff, and gifted/talented education staff,who meet regularly for that purpose.
gifted education. Terman became known as the father of gifted education for his longitudinal study of 1,528 gifted students that began in 1921. This study concluded that gifted students had superior mental abilities and were physically, psychologically, and socially healthier than their peers (Burks, Jensen, & Terman,
Some parents marvel that such a complex, precocious child was born to them. But most gifted children come from gifted parents, and lots of gifted parents don’t realize they’re gifted until they discover it in their children. “But I used to be exactly the same way,” they protest. And then it hits them. Ohhhhh.
Guidance and Counseling for the Gifted INTRODUCTION This notebook provides a guide for instructors and participant materials for the gifted endorsement course titled Guidance and Counseling for the Gifted. BACKGROUND The original Guidance and Counseling of the Gifted course development took place in 1992.
If they are really gifted they can manage on their own. Gifted students are a homogenous group, all high achievers. Gifted students have fewer problems than others because their intelligence and abilities somehow exempt them from the hassles of daily life. The future of the gifted student is assured - a world of opportunities awaits.
A Gifted IEP is a written plan describing the specially designed instruction to be provided to a gifted student. The initial Gifted IEP shall be based on and responsive to the results of the evaluation and shall be developed and implemented in accordance with Chapter 16 (22 Pa. Code§16.31(a)) Gifted IEP's are reviewed/revised at least annually.
eligibility for gifted education programs and services. CH A P T E R TW O explains how a gifted individualized education program plan is developed and what information it must include. CHAPTER THREE deals with the responsibilities a school district has to a child who is eligible for gifted education services and the child’s parents.
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