1. Gifted Education

2. Policy 206, Assignment Within District Last revised in 2009 Does not specify a grouping structure Addresses needs of students and district resources: The Board directs that the assignment of students to classes and schools within this district shall be consistent with the educational needs and abilities of students and the best use of district resources. Gives assignment responsibility to Principals: The Board directs that the assignment of students to classes and schools within this district shall be consistent with the educational needs and abilities of students and the best use of district resources. The building principal shall assign students in the school to appropriate grades, classes or groups, based on consideration of the needs and abilities of the student, as well as the educational program and administration of the school.

3. Classroom assignments for the 2015-2016 school year was completed at the building level. District office administration did not dictate a process nor was there any direct involvement. Mrs. Motter convened an SVES Task Force to get teacher input on building needs. Class grouping and the need for an emotional support class were discussed. Teacher input, performance data, student behaviors and other information was considered in developing class assignments. Theclass assignment process at SVES was fully compliant with district policy but was different from the past several years.

4. Policy 114, Gifted Education Last revised in 2009 Built around compliance with Chapter 16 No specific class grouping/placement addressed. Compliance with this policy, adequacy of this policy and overall compliance with Chapter 16 is part of the focus of the Gifted Needs Assessment and Task Force.

5. Plan developed by Dr. Rutt and approved by Board last fall. Specifies: SVSD follows and implements the Chapter 16 regulations regarding the identification of mentally gifted students. The Saucon Valley School District uses both acceleration and enrichment to assist students in achieving their GIEP goals. SVSD clusters gifted students in grades K-6 in order to ensure gifted students are educated frequently with like- ability peers and in accordance with their GIEP’s.

6. National Association for Gifted Education Cluster grouping – the top 5-8 gifted students at a grade level placed in a mixed ability classroom as a small group and are provided proportionate differentiated curriculum and instruction by a teacher with gifted training (e.g., 8 children in a class of 24 would receive 1/3rd of the teacher’s time and instruction)

7. No currently identified students in grades K and 1. All identified 2 nd and 3 rd grade students had been placed in same class at start of school year. Gifted students in grade 4 and above are grouped with high achievement students as in prior years. Gifted Teacher caseloads are below the state maximum of 65. (Lewis, 39 Brodt, 48 Schmidt, 45) Dr. Mowrer-Benda and Dr. Anderson developed a schedule for K-5 Gifted Teacher that will allow the gifted teacher to have direct contact with identified students. Students in grades 8 through 12 receive no direct support from a teacher of the gifted.

8. Chapter 14 requires that we serve students in the Least Restrictive Environment. Chapter 14 requires that LEA’s provide: Learning Support, Autistic Support, Speech and Language Support, Life Skills Support, Emotional Support, Vision Support, Deaf and Hearing Support, Multiple Disabilities Support.

9. Was developed to meet existing building needs 1 Teacher 1 Paraprofessional 2 Days per Week Social Worker OT Consultation BCBA Consultation Evidenced Based Social Skills Curriculum CPI Training Conscious Discipline Training