Gifted (Enrichment and Acceleration)

Definition of Mentally Gifted Mentally gifted is defined as outstanding intellectual and creative ability the development of which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program. (22 Pa. Code §16.1) Intellectual ability is not equated with an IQ score alone. Intellectual ability is and should be a reflection of a range of assessments including a student’s performance and potential.

The term “mentally gifted” includes a person who has an IQ of 130 or higher, when multiple criteria as set forth in Department Guidelines indicate gifted ability. Determination of gifted ability will not be based on IQ score alone. The determination shall include an assessment by a certified school psychologist. (22 Pa. Code §16.21(d)) No one test or measure is sufficient to determine giftedness, and the evaluation and testing literature recognizes that there is a margin for error in any standardized testing. The standard error of measurement also applies when reporting IQ.

Gifted Education then may be best defined as the continuum of programs, services and interventions designed to meet these distinct academic needs. According to the Pennsylvania Department of Education, these services will provide the following opportunities: acceleration, enrichment, and individualization in which instruction is matched specifically to the student’s achievement, ability, and interests.

As part of Child Find, the Central York School District is responsible for identifying students that need gifted education. A comprehensive screening plan is in place for students in grades K-12. Students who meet the gifted screening requirements are referred for a Gifted Multidisciplinary Evaluation (GMDE). Multidisciplinary evaluations shall be conducted by a Gifted Multidisciplinary Team (GMDT). 

The GMDT shall be formed on the basis of the student’s needs and shall be comprised of the student’s parents/guardians, a certified school psychologist, persons familiar with the student’s educational experience and performance, one or more of the student’s current teachers, persons trained in the appropriate evaluation techniques and, when possible, persons familiar with the student’s cultural background. The certified school psychologist determines the student’s intellectual ability (IQ). The term “mentally gifted” includes a person who has an IQ of 130 or higher and other factors (listed below) that indicate gifted ability. Gifted ability cannot be based on IQ score alone. If the IQ score is lower than 130, the student may qualify for gifted support services when other conditions strongly indicate gifted ability and student’s need for specially designed instruction. The factors that may be considered include: 

• Achievement test scores that are a year or more above level 
• Observed or measured acquisition/retention rates that reflect gifted ability 
• Demonstrated higher-level thinking skills 
• Documented evidence that intervening factors are masking gifted ability 

The school psychologist shall prepare a written report that brings together the information and findings collected from the GMDT’s evaluation or reevaluation concerning the student’s educational needs and strengths. The report must make recommendations as to whether the student is mentally gifted and in need of specially designed instruction, indicate the basis for those recommendations, include recommendations for the student’s programming and indicate the names and positions of the members of the GMDT. 

The initial evaluation shall be completed and a copy of the evaluation report presented to the parents/guardians no later than sixty (60) calendar days after the school receives written consent for the evaluation or receives an order of a court or hearing officer to conduct a multidisciplinary evaluation, except that the calendar days from the day after the last day of the spring school term up to and including the day before the first day of the subsequent fall school term may not be counted. If the student meets the criteria for gifted support services, a GIEP will be developed.

The GIEP is a yearly summary document that includes all curricular areas in which a gifted child is to receive education that is adapted and modified to meet the students’ individual needs. Acceleration, enrichment, or both are appropriate options. The options provided to gifted students shall enable them to learn at different rates, to learn difficult material earlier, and to think at a level different from their classmates. 

If the student is recommended for placement in the gifted program, a GIEP is written. The gifted facilitator will convene a meeting with the GMDE team members no later than thirty (30) calendar days from the GMDE date. The GIEP is based on and responsive to the results of the evaluation and implemented in accordance with PDE regulations – Chapter 16. 

After the GMDE team develops the GIEP, parents/guardians will receive a Notice of Recommended Assignment (NORA) and a copy of the Notice of Parental Rights for Gifted Children. When parents/guardians sign the NORA, they must indicate their approval or disapproval of the gifted education placement and program. The gifted facilitator must have a signed NORA indicating approval of the recommendation before the student can be placed in a gifted program (PDE). Likewise, if the GMDE team decides that the child is not in need of gifted services, a NORA must be signed indicating approval or disapproval of the recommendation.