1. GVSD Parents of Gifted Information Session https://todaysmeet.com/gvgifted

2. Tier 1 Examples Typically supports provided by regular education teacher Pre-assessments Curriculum compacting Benchmark assessment to guide instructional decisions Skill grouping within class Tiered assignments Students working on similar skill but at varied depth and complexity 2

3. Tier 2 Examples Typically provided by regular education/gifted support teacher Partial day pull out grouping Push in group support Curriculum compacting Accelerated learning Early instruction Pre-assessment Replacement activities/projects 3

4. Tier 3 Examples Typically requires significant programming needs Grade level acceleration Content level acceleration Concurrent enrollment (elementary/middle school or middle school/high school) Dual enrollment options 4

5. GVSD Gifted Individualized Education Plans Strength Based Document Evidenced Based Pre-assessment Acceleration/Compacting curriculum Cluster grouping Grade level or content area acceleration Independent learning contracts Replacement activities Pull out options Push in options

6. Tredyffrin/Eastown (TE) School District Elementary Level At the elementary level, eligible students in second, third, or fourth grade may participate in the Challenge Program. The Challenge Program supplements a gifted student’s regular classroom experience by promoting higher thinking skills in a small group setting where students meet on a regular schedule during the 6 day cycle. The Challenge curriculum is organized around interdisciplinary units that are oriented to process, not product. The goals of the program are addressed through themes designed to foster higher level thinking, the creative process, decision making/problem solving ability, group process skills, self-concept development, and advanced communication techniques. Classroom and Challenge teachers work together on integrated themes. These integrations provide the opportunity to extend, enrich, and explore the natural connection between the regular education and the Challenge curricula.

7. Tredyffrin/Eastown (TE) School District Middle and High School Levels At the middle school and high school levels, eligible students work with gifted support teachers and classroom teachers to meet individualized needs as articulated in their GIEPs. The goals may be addressed in a variety of ways. Options include, but are not limited to, differentiated instruction in the regular classroom, the provision of alternate assignments, self-directed projects to enrich the curriculum, participation in small- group, topical seminars, accelerated learning opportunities and participation in specialized events such as academic competitions and contests.

8. Unionville Chadds Ford AT (academically talented) curriculum Elementary The Gifted Support program at the elementary school level is designed to meet the academic strengths of students identified as gifted learners. The elementary gifted model seeks to develop both the cognitive and affective domains of gifted students. Activities are embedded with performance skills that are tied to the Common Core. Performance skills include: information processing, problem solving, critical thinking, communication and responsibility. Students work both individually and in small groups to access and apply information. Depending on grade level and individual needs, most identified students meet with the gifted education teacher for 30-90 minutes per 6-day cycle. At this time, gifted peers work cooperatively on engaging, hands-on activities that address the higher level thinking skills of applying, analyzing, evaluating, and creating.

9. Unionville Chadds Ford AT (academically talented) curriculum Middle school Students identified as mentally gifted are offered the opportunity to participate in enrichment and challenge activities by attending Gifted Resource/AT (Academically Talented) classes. The AT room is located within the regular school building and students are grouped with other children in their grade levels who have also been identified as gifted. Sixth grade students are enrolled in a compacted literacy class, which takes place four out of the six day cycle, and attend enrichment classes in the AT resource room the other two days of the cycle. Seventh grade students are enrolled in a compacted Non-Fiction Writing class, which takes place four out of the six day cycle, and attend enrichment classes in the AT resource room the other two days of the cycle. Eighth grade students have the opportunity to attend AT classes in place of different enrichment classes (formally called “special area” classes) during all four marking periods. Participation depends upon students’ individual strengths and interests in accordance with the quarterly offerings.

10. Unionville Chadds Ford AT (academically talented) curriculum High school Within the AT program, all identified 9th grade students are able to take a Higher Order Thinking Skills (HOTS) seminar for credit either as a stand-alone course or in conjunction with a modified Computers Applications course. 9th grade students create 4 year plans and participate in enrichment opportunities designed to stimulate and develop higher order thinking skills. 10th grade students refine their 4-year plans and continue to enhance their evaluative and synthesis proficiencies. 11th and 12th grade students focus on the college search process and begin developing their post-secondary plans.

11. Radnor Township School District There is not one gifted “program” in Radnor Township School District (RTSD). 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. In most cases these offerings are also available to students who have demonstrated a need but have not been identified as gifted.

12. Districts from across the county Elementary Level Total Number of School District Responses= 7 out of 12 possible Number of School Districts% of School Districts Enrichment using differentiated curriculum in student strength areas in the regular education classroom 457 Acceleration in student strength area 7100 Pull-out classes geared to each student strength area 571 Pull-out classes with separate curriculum (not geared to student strength areas) 229 Push-in by gifted support teacher 457 Cluster grouping 343 Co-teaching (regular education and gifted support teacher) 114 Independent projects/research 571 Participation in competitions 457

13. Districts from across the county Middle School Level Total number of School District Responses= 6 out of 12 Number of School Districts % of School Districts Enrichment using differentiated curriculum in student strength areas in the regular education classroom 467 Acceleration in student strength area 6100 Pull-out classes geared to each student strength area 467 Pull-out classes with separate curriculum (not geared to student strength areas) 117 Push-in by gifted support teacher 00 Cluster grouping 233 Co-teaching (regular education and gifted support teacher) 00 Independent projects/research 467 Participation in competitions 467

14. Districts from across the county High School Level Total number of School District Responses= 6 out of 12 Number of School Districts Enrichment using differentiated curriculum in student strength areas in the regular education classroom 467 Acceleration in student strength area 583 Pull-out classes geared to each student strength area 233 Pull-out classes with separate curriculum (not geared to student strength areas) 117 Push-in by gifted support teacher 00 Cluster grouping 233 Co-teaching (regular education and gifted support teacher) 00 Independent projects/research 6100 Participation in competitions 350