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Gifted Education

Introduction

The School District of Haverford Township is committed to providing an educational experience that challenges and supports all learners, including students identified as gifted. Consistent with Pennsylvania Chapter 16 regulations, gifted education services are available to students who demonstrate both outstanding cognitive ability and a need for specially designed instruction that extends beyond the general education curriculum.

Gifted services are individualized and based on student needs, ensuring that each identified student has opportunities for enrichment, acceleration, and academic growth throughout their K–12 experience.

Eligibility and Identification Process

According to the Pennsylvania Department of Education and Chapter 16 regulations, a student may qualify for gifted education services if they meet two criteria:

  • Cognitive Ability: A student demonstrates superior cognitive ability, typically evidenced by an IQ of 130 or higher on an individually administered standardized test of intellectual functioning. However, a single IQ score is not the sole criterion; multiple criteria (such as advanced achievement, rapid acquisition and retention of new learning, and high performance in academic tasks) can also demonstrate gifted ability.
  • Instructional Need: The student must require Specially Designed Instruction (SDI) beyond what is ordinarily provided in the general education program to support their gifted needs.

Identification is determined through a comprehensive and collaborative process involving the student’s parents, teachers, school psychologist, and other relevant professionals.

Referral Process and Screening Procedures

Referrals for a gifted evaluation may be initiated by:

  • Parent or guardian referral (limited to one written request per academic year)
  • Teacher referral
  • Administrator referral
  • School counselor referral

Child Study Team (CST) Review and Naglieri Screening

Upon receipt of a referral, the student’s case is reviewed by the Child Study Team (CST). As part of the screening process, students are administered the Naglieri General Ability Tests (NGAT), which assess verbal, nonverbal, and quantitative reasoning skills.

  • Total NGAT Score ≥ 98th percentile: The student automatically moves forward for a full gifted evaluation.
  • Total NGAT Score between 95th–97th percentile or Subtest Score ≥ 98th percentile: The CST conducts a comprehensive review, incorporating additional data such as:
    • NWEA-MAP assessment results
    • Classroom curricular data
    • Teacher input regarding acquisition and retention of knowledge

Based on this full review, the CST determines whether a formal evaluation should proceed.

If an evaluation is warranted, the District issues a Permission to Evaluate (PTE) to the parents/guardians. Upon consent, the District must complete the evaluation and deliver a Gifted Written Report (GWR) within 60 calendar days.

Evaluation and Eligibility Determination

The Gifted Multidisciplinary Evaluation (GMDE) process gathers information from multiple sources to determine whether a student meets the criteria for gifted identification.

  • If the student qualifies under Chapter 16 and requires Specially Designed Instruction (SDI), a Gifted Individualized Education Program (GIEP) will be developed.
  • If the student qualifies but does not require SDI, or if the student is not found eligible, parents will receive a formal Notice of Recommended Assignment (NORA) detailing the outcome.

Parents are valued partners throughout the entire evaluation process.

Gifted Services K–12

Elementary School Program (Grades K–5)

  • Screening: All students are universally screened for gifted eligibility in second grade.
  • Gifted Support Services: Eligible students receive services through:
    • Pull-Out Enrichment: Students meet with gifted peers to engage in higher-level learning experiences focused on critical thinking and creativity
    • Push-In Enrichment: Gifted students receive differentiated instruction embedded within the regular education classroom.
    • Consultative Services: Classroom teachers differentiate instruction based on student strengths, supported by the Gifted Support Teacher.

Students complete research projects and problem-solving activities that deepen their learning beyond the standard curriculum.

Middle School Program (Grades 6–8)

  • Gifted Seminar: Eligible students participate in seminar sessions that build critical thinking, leadership, research, and problem-solving skills.
  • Acceleration and Enrichment: Students may access subject-specific acceleration (e.g., math) or Honors coursework as appropriate.
  • Consultation and Differentiation: General education teachers provide differentiated assignments, enrichment, and compacted curriculum with support from the Gifted Support Teacher.

High School Program (Grades 9–12)

  • Acceleration Options: Students may move into advanced coursework early (e.g., acceleration into higher-level science, math, and English classes).
  • Honors and Advanced Placement (AP) Courses: These provide increased academic rigor and challenge for gifted students.
  • Elective and Enrichment Opportunities: Students have access to a broad range of electives in academic, fine arts, technology, and performance areas.
  • Co-curricular Programs: Gifted students are encouraged to participate in academic competitions, student government, and specialized clubs (e.g., Hi-Q, Science Olympiad, Robotics).
  • GIEP Development: Students with unique needs for SDI beyond the general program may have an individualized GIEP created in consultation with the gifted team and guidance counselor.

Acceleration Protocol

The District provides a formal pathway for academic acceleration (Grades 1–8) in two forms:

  • Subject Matter Acceleration: Advancement in one or more subjects (e.g., mathematics, English) while remaining with age-level peers for other content areas.
  • Whole Grade Acceleration: Advancement to the next full grade level based on exceptional academic achievement, cognitive ability, and social-emotional readiness.

The acceleration process includes:

  • A written referral by a parent, teacher, counselor, or administrator
  • Level I Screening (preliminary data review: benchmarks, MAP scores, report cards)
  • Level II Screening (comprehensive assessments, Iowa Acceleration Scale for Whole Grade Acceleration)
  • A multidisciplinary Acceleration Team meeting to determine placement
  • A transition plan developed collaboratively with the family if acceleration is approved
     

No single test or score determines acceleration eligibility. Decisions are made holistically, considering multiple measures and aligned with the best interests of the student.

Parent Partnerships and Procedural Safeguards

Parents are critical partners in every aspect of gifted education, from referral to service delivery.
 Parents have procedural safeguards under Chapter 16 to ensure transparency, due process, and the right to participate meaningfully in decisions about their child's programming.

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