• What Can I Expect if My Child is Identified as Gifted?


    All students who are identified as gifted are assigned to a gifted support case manager.  This professional educator is trained by the CGS, attends state-approved trainings at our Intermediate Unit (or others, if not offered at ours), and attends the Gifted Network meetings at our IU when possible. The gifted support teacher is responsible for working with GIEP team to annually (and as needed) review and revise GIEP, collaborate with regular education teacher(s), arrange career exploration (High School) with local businesses, and be an advocate for the students’ needs.


    At all grade levels, GIEP goals are written to the PA standards at the students’ instructional levels, with measurable progress objectives. Gifted services are all integrated into a student’s classes/coursework and school day, unless the GIEP team determines that pull-out enrichment is necessary to meet the student’s needs (this is rare).


    In grades K-6, all gifted students are cluster-grouped for content area classes with students who are either identified as being gifted with strengths in that area or non-identified peers who demonstrate significant strengths, similar retention and acquisition rates, and high motivation to learn. Within those classes and groups, students are taught skills, concepts, and knowledge that is aligned to the same learning outcome as other groups but at a higher grade level or standard. Beyond this differentiation, gifted students’ Specially Designed Instruction is individualized to the student. Examples of SDI previously used with students include unit/skill/topic pre-testing to compact curriculum, blended learning, or independent/paired inquiry-based learning projects to allow a student to dive deeper into a topic or skill when they can demonstrate skills/knowledge at their instructional level, individualized direct instruction specific to gaps resulting from acceleration, and reduction of practice when mastery is demonstrated.


    In grades 7-12, gifted students are served much the same as in grades K-6, with the primary differences being the career exploration (beyond the state-required artifact completion), being grouped for their advisory class (with the gifted support teacher in grades 9-12), and focused long-term schedule mapping to ensure time in the late high school years is available for Dual Enrollment (DE), Concurrent Enrollment (CE), and online advanced coursework.  The GIEP is not written to dictate curriculum or scope and sequence options, as Honors, DE, CE, and online advanced coursework are available to all students. Neither does the GIEP team overrule requirements to permit a gifted student to be scheduled into a course they have not met the requirements for; however, if a gifted student is not demonstrating expected academic performance and/or motivation, the GIEP team explores root causes and may refer the student for intervening services.   Regardless of placement in any particular course, differentiation, acceleration, and enrichment through SDI continue similarly to the K-6 grade band. Clubs, competitions, and participation in special events/activities are offered to all students, regardless of identification.