Gifted Services 2014-15 School Year

Radnor Township School District Wayne, PA

Table of Contents Gifted Services Overview

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Acronyms Used In Gifted Education

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Characteristics of Gifted Learners

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Gifted Identification

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Gifted Referral Process Overview

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Frequently Asked Questions

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Contact Information

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Additional Resources

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Gifted Services Overview The goal of Radnor Township School District’s academic programs for advanced learners is to provide extended curriculum, services, and opportunities to students who have demonstrated the need for learning experiences which are both above grade level and are presented at a more rapid rate and pace. In keeping with the Pennsylvania Department of Education’s Chapter 16 regulations, a Gifted Individual Education Plan (GIEP) will be developed for students who are identified as mentally gifted. However, our flexible model for services enables us to meet the needs of any and all students who demonstrate the need for academic challenge beyond the regular education curriculum whether they are identified as gifted or not.

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Acronyms Used in Gifted Education CBA

Curriculum-based Assessment

GIEP

Gifted Individualized Education Plan

GMDE

Gifted Multi-Disciplinary Evaluation

GMDT

Gifted Multi-Disciplinary Team

GWR

Gifted Written Report

IQ

Intelligence Quotient

IU

Intermediate Unit

LEA

Local Education Agency

MDE

Multi-Disciplinary Evaluation

NORA

Notice of Recommended Assignment

NWEA-MAP

NWEA Measures of Academic Progress

PAGE

Pennsylvania Association for Gifted Education

PDE

Pennsylvania Department of Education

PHC

Pre-hearing Conference

RTII

Response to Instruction and Intervention

SBV

Stanford-Binet Fifth Edition

WISC IV

Weschler Intelligence Scales, Fourth Edition

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Characteristics of Gifted Learners Gifted students are not always high-achieving students and may not always have the highest grades. Conversely, many students who achieve well on grade-level curricula are often very bright students who are properly placed at the level at which they can be most successful, and will not be identified as gifted according to the PDE definition. The table below compares some of the traits of the two types of students (Szabos, J., 1989).

A Bright Child

A Gifted Child

Knows the answers

Asks the questions

Is interested

Is highly curious

Has good ideas

Has wild, highly imaginative ideas

Works hard

Plays around, yet tests well

Top group

Beyond the group

Listens with interest

Shows strong feeling & opinions

Learns with ease

Already knows

Understands ideas

Constructs abstractions

Enjoys peers

Prefers adults

Grasps the meaning

Draws inferences

Completes assignments

Initiates projects

Is receptive

Is intense

Enjoys school

Enjoys learning

Absorbs information

Manipulates information

Good memorizer

Good guesser

Enjoys straight forward sequential presentation

Thrives on complexity

Is alert

Is5keenly observant

Is pleased with own learning

Is highly self-critical

Gifted Identification Radnor Township School District monitors all students carefully and offers in-class opportunities to demonstrate mastery of skills and content. Demonstrated mastery is one variable which qualifies students for enrichment, curricular extensions, or acceleration in mastered curricular areas, whether or not they have been formally identified as gifted under Pennsylvania law.

Referral Process Students may be referred for gifted screening by classroom teachers, school principals, or parents. Parents who believe their child may qualify for GIEP identification according to PA Chapter 16 guidelines and wish to request a screening should begin the process with a written request to their child’s principal asking that their child be formally evaluated. Parents who have submitted a written request for evaluation will subsequently receive a Permission to Evaluate (PTE) form in the mail. Evaluation for gifted services can begin only after parents have signed the PTE and sent it back to the district. The evaluation process can take up to 60 school days. The chart on page 7 depicts the steps in the gifted evaluation process. 6

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Gifted Referral Process Overview 1

Parent Referral Parent writes letter to school principal

Teacher Referral Teacher writes to TOGL* requesting gifted evaluation.

2 TOGL contacts parent for permission to begin initial screening. Permission to Evaluate form is sent for parent signature and return.

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TOGL administers a brief IQ test, surveys parents and teachers, conducts above grade level testing, reviews multiple criteria. Based on results of step 3, if gifted identification is likely, TOGL recommends full-scale IQ testing.

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Based on results of step 3, if gifted identification is unlikely. OR TOGL recommends screening be discontinued.**

5 Parent agrees, Parent requests sends written that screening OR notice to continue. discontinue screening.

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School psychologist administers IQ battery, reports findings to GMDT.

7 Within 60 school days of the return of signed Permission to Evaluate form, a Gifted Written Report is delivered to the parents.

*Teacher of Gifted Learners

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**See rationale on page 9 for discontinuing the gifted identification process for students who do not qualify during initial screening.

PA Department of Education Definition Mentally Gifted An IQ of 130 or higher or multiple criteria strongly indicate gifted ability. IQ Testing A certified school psychologist will conduct an individual evaluation using the Stanford-Binet V.

Locally Developed Multiple Criteria  Achievement test scores  Reading assessments  Math assessments  Above-grade-level curriculum-based assessments  Teacher/counselor/parent surveys  Demonstrated achievement, performance level in

academic areas

GIEP Students who meet the gifted criteria outlined by the Pennsylvania Department of Education will be formally identified as “gifted.” A Gifted Individualized Education Plan (GIEP) will be created, outlining specific areas of student strength. Annual goals are described, and individualized programming is recommended for developing these areas of strength. 8

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Rationale for Discontinuing Gifted Identification Process If Initial Screening Indicates That Gifted Identification Is Not Likely Most students are not gifted. The National Association for Gifted Children estimates that only approximately 6% of the student population in the United States are gifted. The screening instruments and multiple criteria used in the early stages of the gifted identification process are designed to capture the greatest possible number of students who are potentially eligible for gifted identification under PA Chapter 16 and to advance them to further testing. Many extremely bright, talented and successful students are not identified as gifted and have numerous opportunities to shine in Radnor Township School District. Only students who have demonstrated extremely high academic capability are recommended for gifted screening at all, and these students need to know that their parents are proud of them and that they are loved and accepted for who they are. Children who are being tested for gifted identification are generally aware their parents love and accept them for who they are but can be demoralized by continuing a process that will result in their not being identified as gifted, especially if they sense that this identification is of particular importance to their parents. While it is important that children do their best during a screening for gifted education, it is equally important that parents reassure their children that attaining a particular level of performance on screening instruments is immaterial. It should also be noted that since testing for gifted identification is conducted during the school day, students will, of necessity, miss valuable instruction during testing time. Your child will benefit more from 9 continued immersion in his or her academic activities than from further evaluation.

Gifted Education at Radnor The Radnor Township School District provides educational opportunities designed to meet the needs, abilities, and interests of all of our students. A GIEP, listing goals and specially designed instruction, will be created for each formally identified student; however, all students who demonstrate mastery in specific subject areas will be eligible for enrichment, extensions, and acceleration in those areas.

Gifted Education Services Educational services for identified gifted and advanced students in the Radnor Township School District are designed to be both comprehensive and fluid, spanning all subject areas and student needs, and unrestricted by rigid entrance or exit criteria.

Elementary and Middle School In elementary and middle school, the teacher of gifted learners (TOGL) works with the general education classroom teachers to modify and adapt instruction and materials. The TOGL may also work with students in pull-out groups to augment or replace the regular classroom instruction. Beginning in school year 2011-12, RTSD has been formalizing pre-testing protocols for all students to determine which students are ready for more complex instruction and materials. This practice has further facilitated in-class differentiation for all students, including gifted students whose specific needs have been outlined in 10/2/14 the 10 Published specially designed instruction section of their GIEPs.

Embedded in Core Curriculum Teachers at all grade levels differentiate instruction using guided reading, cross-class flexible grouping for math, replacement vocabulary study for mastered spelling and vocabulary lessons, and a variety of other differentiation techniques. The TOGL monitors the appropriate implementation of these strategies in the general education classroom for students with GIEPs.

Acceleration Acceleration is the practice of presenting curriculum content earlier or at a faster pace. Because a large body of longitudinal research overwhelmingly verifies the positive effects of acceleration, RTSD offers a variety of acceleration options based on student performance. Acceleration Options Early Admission to Kindergarten Early Admission to First Grade Whole Grade Acceleration* Subject-Matter Acceleration Self-Paced Instruction Combined Classes Curriculum Compacting Mentoring *Whole grade acceleration decisions are made 11 using the Iowa Acceleration Scales.

Gifted Services, continued...

Cross Class Flexible Grouping Cross-class flexible grouping is a method of placing students in temporary instructional groupings according to their assessed readiness to learn particular skills. Grade‐level teachers share responsibility for the entire grade, with each providing focused instruction to groups of students brought together by academic need and readiness, rather than by class assignment.

Curriculum Extensions Students who demonstrate a need will be provided with opportunities to be challenged beyond the regular education curriculum. Extensions might include more advanced mathematics problems, vocabulary instruction, or unit extensions based on alternative literature. Students may participate in small group seminars with peers who have similar interests and achievement levels. Radnor Middle School students may also be provided with year-long mentored learning modules. These provide students with an above-grade-level, challenging academic experience in various content areas.

Integrated Courses In integrated high-school courses, students are team-taught social studies and language arts at an advanced level. Students are expected to make connections across themes and time.Published At every10/2/14 step 12 along the way, challenging assessments develop skills in thinking, writing, presentation, and research.

Gifted Services, continued...

Advanced Placement Courses Advanced Placement classes are college-level courses developed by The College Board which provide the opportunity for high-school students to receive college credit, depending on their performance on the AP exam. AP courses are often recommended as one option for helping gifted students meet their GIEP goals. Radnor Township School District currently offers 24 AP courses. College students who have completed two or more AP courses while in high school are 76% more likely to attain a Bachelor’s degree.

Independent Study GIEP students at all levels may conduct independent studies in a variety of disciplines. At the elementary and middle school levels, projects are jointly designed by the student and the TOGL. At the high school level, students can be mentored as they complete a project of their own design, or may choose to complete an internship in an area of interest.

Students who are not formally identified as gifted according to Pennsylvania Department of Education criteria, but who exhibit mastery in specific subject areas, will also be eligible for enrichment, extension, and acceleration in those 13 areas.

Frequently Asked Questions What is the appropriate age for gifted evaluation? Most children should be evaluated when they are in second grade or older. Earlier testing may reflect rich pre-school experiences which are virtually indistinguishable from advanced learning capabilities in young learners. Students may be re-evaluated each time their educational placement is changed, and premature identification can result in the child’s later ineligibility for continued formal identification. All students whose classroom achievement consistently indicates that they need advanced replacement work will be offered the opportunity to develop on above-grade-level content and skills. Should a parent request that gifted screening continue if initial screening indicates that exceptionality is unlikely? Parents have the right to request that gifted evaluation continue with a full assessment of intellectual functioning. Most parents choose to discontinue the gifted evaluation based on the recommendation of the Gifted Multidisciplinary Team to avoid feelings of failure on the part of the student. Even many students who are recommended for further evaluation based on early screening criteria are not ultimately identified as gifted. How often may a student be reevaluated? A student may be reevaluated one year following his/her last evaluation. It is recommended that parents and teachers discuss whether or not there is new data available that would increase the likelihood of gifted identification before requesting reevaluation.

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Frequently Asked Questions May parents obtain testing from a private psychologist? Parents may, at their own expense, contract for gifted testing with a private psychologist. Radnor Township School District will consider this testing along with multiple criteria, but is not required to accept the results. Since RTSD uses the StanfordBinet Intelligence Scale Fifth Edition it is recommended that any outside testing be conducted using the same test. If my child was identified as gifted in another school district and transfers to RTSD will they continue as gifted? When a student moves from one Pennsylvania school district to another their GIEP remains in place until such time as the student can be reevaluated for services in their new district. Students who have been identified as gifted in another state or district will go through the RTSD evaluation process. RTSD will consider documentation from previous school districts when conducting the reevaluation. What opportunities are available for students who are not identified as gifted? Approximately two-thirds of RTSD students who are referred for gifted evaluation are not found to be “mentally gifted.” However, all students with a demonstrated need for academic advancement are eligible for curriculum enhancement or for acceleration. Formal identification as “mentally gifted” is not required for students to access academic opportunities that meet their needs. What is the RTSD gifted program? There is not one gifted “program” in Radnor Township School District. Students who are identified as gifted will have their individual needs met with an appropriate combination of offerings such as individual course acceleration, curriculum extension or replacement work. 15

Contact Information Please direct your questions about our academic services for advanced learners to the Teacher of Gifted Learners at your child’s school. Teachers may be reached by email or by calling the telephone numbers and extensions listed below.

Central Office Administrators Director of Student Services Mr. Kevin Kane 610-688-8100 x6116 Supervisor of Curriculum Mr. Jim Kearney 610-688-8100 x6163

Teachers of Gifted Learners Ithan Elementary School Ms. Amy Jo Cooper, 610-527-1357 x5247 Radnor Elementary School Ms. Jessica Lagreca, 610-788-9300 x2366 Wayne Elementary School Ms. Mary Sunderland 610-687-8480 x4283 Radnor Middle School Ms. Steffi Pugh, 610-386-6300 x7225 Radnor High School Mr. Brian Dietzler, 610-688-8100 x3773 Mr. Ryan Frost 610-293-0855 x3681 16

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Additional Resources Radnor Township School District Webpage www.rtsd.org/Page/12403 A webpage with information and resources related to the district’s academic programs for advanced learners is maintained on the Radnor Township School District website.

Pennsylvania Department of Education www.education.state.pa.us Interested parties can find more information about gifted education, Chapter 16, and their rights on the Pennsylvania Department of Education website.

Pennsylvania Association for Gifted Education (PAGE) www.giftedpage.org PAGE is an organization of parents, teachers, educators, other professionals and community members who collaborate to address the unique needs of children who may be able to develop their talent potential with appropriate educational experiences.

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Additional Resources Websites AAGC (American Association for Gifted Children)

www.aagc.org

AEGUS (Association for the Education of Gifted www.aegus1.org Underachieving Students): BEC (Basic Education Circular):

www.portal.state.pa.us

CEC (Council for Exceptional Children):

www.cec.sped.org

C-MITES (Carnegie Mellon Institute for Talented Elementary www.cmu.edu/cmites/ Students) GCC (Gifted-Children.com: Identification, Encouragement, and Development)

www.giftedchildren.com

EPGY (Education Program for Gifted Youth Stanford University)

http://epgy.stanford.edu

Hoagies Gifted Education Page:

www.hoagiesgifted.org

Intermediate Unit 13

www.iu13.org/ inst_gifted_hapenings.shtml

Johns Hopkins University

www.jhu.edu/gifted

NAGC (National Association for Gifted Children)

www.nagc.org

National Resource Center on the Gifted and Talented

www.gifted.uconn.edu/nrcgt/ nrconlin.html

NEA (National Education Association)

www.nea.org/tools/12983.htm

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Parent Education Network

Published 10/2/14

www.parentednet.org

Additional Resources Websites continued... Pennsylvania Department of Education

www.pde.state.pa.us

PSEA (Pennsylvania State Educawww.psea.org tion Association) PaTTAN (Pennsylvania Training and Technical Assistance Network)

www.pattan.net or 1-800-879-2301 and ask for all materials on Gifted Ed

Prufrock Press Inc.

www.prufrock.com

SENG (Supporting the Emotional Needs of the Gifted)

www.sengifted.org

TAG (The Association for the Gifted):

www.cectag.org

University of Connecticut: Neag Center for Gifted Education and www.gifted.uconn.edu Talent Development

Websites of Gifted Summer Programs Center for Talent Development at www.ctd.northwestern.edu/ Northwestern University: Davidson Institute for Talent Development:

www.davidsongifted.org/

EPGY (Education Program for Gifted Youth Stanford University):

http://epgy.stanford.edu

George Washington University Summer Scholars Program:

www.gwu.edu/summer/scholars

Ithaca College: Summer College for High School Students

www.ithaca.edu/ summercollege

Summer Academy in Applied Science and Technology:

www.seas.upenn.edu/saast

Summer Institute for the Gifted:

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University of Virginia: 4 Star Summer Camps:

www.giftedstudy.com www.4starcamps.com

Radnor Township School District Revised: October 2, 2014

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