1. Gifted Task Force

2.  Screening and Identification  Program Design  Curriculum and Instruction

3. Screening and Identification Subcommittee

4.  Dr. Susan Mowrer-Benda  Mike Karabin  Rachel Alderfer  Thomas Baldo  Eric Kahler  Julia Burfeind  Fran Milles  Randi McCullough  Denise Kaminski  Tanya Morret  Dan Burkholder  Kate Duffy  Cindy Motter  Amanda Hicks  Pamela Bernardo  Dr. Monica McHale-Small

5.  Universal Screening Process K-12  Diagnostic Screening  Reynolds Intellectual Screening  GATES 2 (Gifted And Talented Evaluation Scale)

7.  Determination of gifted ability will not be based on IQ score alone. A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability.  Multiple Criteria  (1) A year or more above grade achievement level for the normal age group in one or more subjects as measured by Nationally normed and validated achievement tests able to accurately reflect gifted performance in combination with Curriculum Based Assessments.  (2) An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability.

8.  (3) Demonstrated achievement, performance or expertise in one or more academic areas as evidenced by excellence of products, portfolio or research, as well as criterion referenced team judgment.  (4) Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise.  (5) Documented, observed, validated or assessed evidence that intervening factors such as English as a second language, disabilities defined in 34 CFR 300.8 (relating to child with a disability), gender or race bias, or socio/cultural deprivation are masking gifted abilities

9.  The Screening and Identification Sub- committee began writing the SVSD Gifted Comprehensive Plan which outlines the previously discussed Evaluation Process as well as:  Timelines for screening and evaluations  Timelines for developing a GIEP  Professional Development  Program Design K-12

10. Program Design Subcommittee

11.  Dr. Mowrer-Benda  Dan Burkholder  Cindy Motter  Eric Kahler  Tom Halcisak  Pamela Bernardo  Jason Stern  Sandra Miller  Ashley James  Matt Bernd  Jena Brodhead  Kate Duffy  Mary Banonis  Jessica Schmidt  Janice Kimenhour  Ken Napaver  Annika Sundlof  Adam Prager

12.  Reviewed State Guidelines for Gifted  Reviewed Chapter 16 Guidelines  Reviewed Proposed Acceleration Policy  Reviewed Proposed Screening Process

13. School Program Reviews  Gettysburg  Lower Merion  Easton  Saucon Valley  Nazareth * * Spoke with Nazareth in Curriculum & Instruction Sub-committee

14.  SVHS  Creation of a High School period for Gifted/Mentorship opportunities. (Discussed Period 5 timeframe) ▪ Student Interests Surveys, Transition to College or workplace, Community speakers, mentoring, internships, job shadowing  Assigned High School Teacher for Gifted (Mrs. Krupa) ▪ Liaison between students/ families and school counselors

15.  Middle School – (Ms. Brodt)  Co-Teaching Model focused on ELA grades 5 -8  Middle School Consultation/Mentorship opportunities  Math Courses will allow students to access challenging Math curriculum  PA Core :5/6, 6/7, 7/8

16.  Elementary School – (Mrs. Lewis)  Elementary combination of push in and pull out support  Co-teaching Model for 3-4 with ELA core instruction with a hybrid push in.  Recommendation for Math instruction blended gr. 3/4 and 4/5 ▪ Based on data collection of demonstrated student need

17. Curriculum and Instruction Subcommittee

18.  Dr. Susan Mowrer-Benda  Eric Kahler  Ken Napaver  Tracy Magnotta  Sheila McClain  Shamim Pakzod  Jennifer Burkholder  Denise Kaminski  Tanya Morret  Dan Burkholder  Kate Duffy  Matthew Bernd  Cindy Motter  Kelly Calabrese  Amber Brodt  Dr. John Paulson  Kayleigh Boyle  Kiran Pandy  Pamela Bernardo  James Deegan  Jennifer Sakelarides

19.  Update K-10 curriculum to explicitly include enrichment  Develop differentiated lessons and activities for advanced learners in grades K-12  Create online repository for resources K-12 teachers can use to differentiate lessons and measure student growth  Implement activities that address the affective needs of advanced learners  Create a Math Pathways document to define options for math course completion (3 math pathways)  District Wide Acceleration Protocol

20.  Design training related to identification and differentiation for gifted students  Educate gifted education staff on current trends in the field  Enhance the collegial nature between gifted and regular education teachers  Enhance the collegial nature between administrators and those in unique roles and functions  Provide Professional Development for Gifted and Regular Educators, Administrators, and Parents.  Create and use of a database that aligns content area to level of need: enrichment/acceleration/both  Create District Website for Gifted Education

21.  District Administration and Tanya Morret drafted a proposed District Full Grade/Subject Acceleration Guide  The Acceleration Protocol will provide guidance for all students in which the team feels acceleration is a possible intervention to meet the student’s needs.  The Acceleration Guide establishes a District Acceleration Committee who will undertake a review of criteria to determine when acceleration is appropriate for advanced learners.

22.  If the student is identified as gifted and has a GIEP, the GIEP team will assemble with the parents to make a determination outside of the Acceleration policy and adhere to Chapter 16 regulations.