 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
Click here for information on Special Education PhilosophyThe Pine-Richland School District is committed to providing opportunities which promote the growth of skills, knowledge and understanding necessary for identified gifted students to reach their potential and fulfill their future roles in our changing society. Inherent in that commitment is the recognition of the unique abilities, talents, interests and needs of intellectually gifted students which require special educational considerations. The gifted program is a wholehearted commitment to the gifted student, yet the responsibility for educating a gifted student is the responsibility of all educators, the student's parents and the student. To provide for the interests, abilities and goals of gifted students we offer a variety of administrative, organizational, curricular and instructional practices and provisions. Classroom modifications in curriculum content, instructional methods, student assignments, evaluation criteria and learning environment are essential components to differentiation. The program is designed to include the affective and cognitive education of the student and to enhance the transfer of learning from the classroom to real life situations so that students become high level producers (not just consumers) of ideas and performers (not just appreciators) of artistic feats and services to society. ElementaryThe elementary gifted support program provides opportunities to enhance the student's individual strengths and interests with specially designed activities and enrichment experiences. In the support program the students meet weekly where hands-on activities, research, independent projects, field trips, academic and creative competitions and higher level thinking skills are developed to meet identified individual needs. The elementary gifted student's needs are also addressed in the regular classroom. Middle SchoolThe middle school gifted program is designed to enhance the gifted student's individual needs throughout the entire school day. Student needs in the regular education program are met through the use of advanced questioning techniques, curriculum compacting, independent study and/or differentiated outcomes and products. The gifted support program, which supplements the regular class program, works to enhance the skills the student needs to be a successful learner. Creative skills, problem solving skills and independent study skills are among the many support strands offered that are transferable for use by the student to enhance learning and performance across a variety of structures. In addition, students have the opportunity to participate in workshops, seminars, contests and competitions based on their individual needs. High SchoolThe high school program is designed to offer the gifted student the opportunity to continue to develop, excel at and apply their individual skills and talents. Each student's identified needs determine the level of intervention which may range from regular educational support and differentiation, honors and advanced placement classes, to workshops, competitions, shadow studies, mentorships and independent studies and projects. The senior high gifted student may choose to participate in a limited manner outside of the classroom, through regular education, honors and advanced placement classes. Where appropriate, the gifted facilitator will work with the classroom teacher to differentiate the curriculum. These students may receive differentiation and participate in activities the classroom cannot offer. The curriculum is compacted or modified to permit students to participate outside of the classroom. At times the student will be required to make up the missed material and work. The main goal of the senior high gifted program is to encourage the gifted students to challenge themselves and become self-motivated learners. It is also our desire that gifted students become producers of information and performers of artistic feats and services to society. The curricular framework for meeting the wide range of gifted needs and abilities include these essentials:
Multidisciplinary EvaluationThe screening of students for the mentally gifted program begins with a review of the studentís achievement and ability tests, grades, learning characteristics, interests and experiences. Teachers, parents, or students in some cases, may initiate this screening process by contacting the studentís classroom teacher at the elementary level or the teacher of the gifted or guidance counselor at the middle school and high school levels. To qualify for initial gifted screening the student must first meet the following criteria: a 3.7 grade average, 97 percentile achievement test composite, a screening I.Q. test score of 130 and judged (evaluated) by teachers to have outstanding learning characteristics typical of gifted students. An independent classroom observation is also completed by a staff member other than the studentís teacher. Parent rating scales of their childís abilities and specific aptitudes are also included in the evaluation process. Students who meet these multiple criteria are referred to the school psychologistís office for further assessment. A certified school psychologist administers an individual intelligence examination. The school psychologist then evaluates all assessment data provided by the school to determine whether the student meets the multiple referral criteria established by the school district. The school psychologist then summarizes this information in a Comprehensive Evaluation Report (CER) which identifies the studentís strengths and needs. The CER report concludes whether the student is eligible for the gifted program and whether the student requires specialized instruction. Students New to DistrictStudents who move into Pine-Richland School District from out of state gifted or accelerated programs will be evaluated individually. Generally one of three alternative actions will be recommended. 1. Accept student into the gifted program immediately. (For those students who come from states with similar Pennsylvania qualifying criteria.) 2. Accept student's records as meeting the district's screening criteria and refer for final qualifying assessment with the school psychologist. (Individual examinations required.) 3. Defer
the decision until the student has completed at least one semester
of study in Pine-Richland School District. Parents who wish more information about the gifted referral process should contact their school counselor. Literature is available concerning the evaluation and referral process from the school counselorís office. (Questions and Answers About the Mentally Gifted Evaluation.) Student/Parent RightsThe Pine-Richland School District is in compliance with all state and federal special education laws. Parents may obtain detailed information on student/parent rights, review their child's record or review the Pine-Richland Special Education Plan by contacting Dr. Bruce Golmic. Special Education and Pupil Services 724-625-7773, ext. 6500 Director
of Special Education School
Psychologist Elementary
Gifted Program Facilitators Middle
School Gifted Program Facilitators High
School Gifted Program Facilitators |
