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Helpful Resources and Blogs to Get You Started.docx (2).pdf

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NAGC seeks to provide information to educators, parents, caregivers, and mental health providers who are supporting gifted children during this unprecedented time. NAGC has turned to trusted partners, such as state gifted associations, publishing partners, and/or leaders within the gifted community, for recommended resources. However, the information provided here, except those resources published by NAGC, have not been vetted by the association, nor should they be viewed as an endorsement or as approved by NAGC.
Updated 6/1/20

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Resources for Educators & Parents During COVID-19

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NAGC seeks to provide information to educators, parents, caregivers, and mental health providers who are supporting gifted children during this unprecedented time. NAGC has turned to trusted partners, such as state gifted associations, publishing partners, and/or leaders within the gifted community, for recommended resources. However, the information provided here, except

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Search for Gifted in the Communities section.

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Gifted education is the shared responsibility of the Bureau of Special Education and the Bureau of Teaching and Learning Support. The integrated approach commits both Bureaus to providing support for Chapter 16.

Title 22 Education, Chapter 16: Special Education for Gifted Students regulations, the Parent Guide to Gifted Education, the Basic Education Circular Special Education for Gifted Students and the Gifted Guidelines reflect Pennsylvania's commitment to gifted students as "children with exceptionalities" and therefore in need of specially designed instruction.

Basic Education Circular (BECs) for Gifted Students

If you need assistance for Gifted Education, please contact:

Shirley Moyer
Bureau of Special Education
Phone: (717) 705-5186
Email: shirmoyer@pa.gov

Gifted Education Forms

Gifted Complaint Form

To file a gifted complaint with PDE's Bureau of Special Education, use the below gifted complaint form.

Please return form to: PDE/BSE, 333 Market Street, 7th Floor, Harrisburg, PA 17126-0333 or to Don Dolbin at ddolbin@pa.gov.

You must send a copy of this complaint to the school district.

Curriculum Resources to Support Gifted Education

Additional Resources for Parents

The Pennsylvania Association for Gifted Education - PAGE
The mission of Pennsylvania Association for Gifted Education (PAGE) is to advocate for mentally gifted children by working with parents, teachers, administrators, policy makers, and the community to meet the diverse needs of gifted learners.

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Gifted education is the shared responsibility of the Bureau of Special Education and the Bureau of Teaching and Learning Support. The integrated approach commits both Bureaus to providing support for Chapter 16.

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Special Education Advisor
Pennsylvania Department of Education

shirmoyer@pa.gov
717-705-5186

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Coronavirus (COVID-19) mitigation efforts have required school communities to work within changing, complex circumstances and unprecedented situations. The Pennsylvania Department of Education is committed to offering guidance and resources to support and help protect school communities during this pandemic.

V isit our What's New page for a daily summary of updates made across our COVID-19 website.

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Resources for School Communities During COVID-19

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Coronavirus (COVID-19) mitigation efforts have required school communities to work within changing, complex circumstances and unprecedented situations. The Pennsylvania Department of Education is committed to offering guidance and resources to support and help protect school communities during this pandemic. V isit our What's New page for a daily summary of updates made across our COVID-19 website.

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Western PA Gifted Liaison
Allegheny Intermediate Unit

amy.davis@aiu3.net
412-394-4193

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Tweets by jmattmiller

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We have created this page to serve as your entry point for the many resources available on our website. The site also has a robust search feature you can use to locate resources about a specific topic not included on this page.

AEM Center Activities

We would love to hear about your successes in using technology to support learning at home. If you are comfortable, record a brief (less than a minute) video testimonial and post it to a social media platform of your choice and let us know about it by tagging us: @CAST_UDL on Twitter, @CASTUDL on Facebook.

AEM Café

Every first Thursday of the month from 1:00 - 2:00 pm PT / 4:00 - 5:00 pm ET, we'll focus on a topic, share some little-known resources from the AEM Center, and the rest is up to you. Show up, chat, ask questions, or just listen to the conversation. The AEM Café is open and ready to welcome you.
Register once for the entire AEM Café monthly series
Have an idea for a topic? Let us know by filling out this quick form, or share it with us on Twitter using #AEM4All and tagging @CAST_UDL.

Accessibility Practices for Teachers

The AEM Center hosts webinars focusing on tools and resources to support the transition to remote learning in response to COVID-19. You can watch the recordings and download the handouts and slide decks from the AEM Events page, where you can also register for upcoming webinars as they are announced.

For background information, including definitions of key terms, watch the AEM Center webinar Coming to Terms: The Meaning of "Accessible."

Personalizing the Reading Experience

Personlizing the Writing Experience

Making Math Notation Accessible

Creating Accessible Documents

Creating High Quality and Accessible Video

Accessible Open Educational Resources

Access to Materials for Qualifying Students

U.S. Department of Education Guidance

Your State's Human Network

Office of Special Education Programs Funded Centers

AEM Center Partners

Continuing Conversations

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Resources for Access & Distance Education

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We have created this page to serve as your entry point for the many resources available on our website. The site also has a robust search feature you can use to locate resources about a specific topic not included on this page. We would love to hear about your successes in using technology to support learning at home.

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This section was developed to provide Resources and Supports for Educators, Families, and Students during the COVID-19 situation. These supports are provided at no cost via the Bureau of Special Education, Pennsylvania Department of Education.

Please check back frequently as this page will be updated regularly with new information.

NEW!! Special Education COVID-19 Mitigation Equity Grant

- PDF of Special Education COVID-19 Grant Application

- Secondary Transition Resources Listing
- Pennsylvania COVID-19 Compensatory Services
- Video: Special Education COVID-19 Mitigation Equity Grant Webinar 9/24/2020

PaTTAN Family Resources for Students with Complex Learning Needs

PaTTAN Family Resources for Students with Complex Learning Needs It is recognized that everyone is doing their best to manage work, self-care, children's online education, and more during the COVID-19 pandemic. Families and professionals supporting children with disabilities face additional challenges. You are not in this alone. The Pennsylvania Training and Technical Assistance Network (PaTTAN), in collaboration with the Bureau of Special Education, has created a website for families and general educators supporting complex learners at home. For the purpose of this website, a complex learner is a child, youth, or young adult with an intellectual or significant cognitive disability, multiple disabilities, and/or sensory impairment.

Pennsylvania Department of Education COVID-19 Frequently Asked Questions

HUNE - HUNE is a not for profit organization that provides free bilingual English and Spanish training, technical assistance and individual assistance to families of infants, toddlers, children, and youth with disabilities and to professionals who work with children.

ESL Portal PA - The ESL Portal PA is an online resource of professional learning opportunities and instructional materials that supports Pennsylvania educators and community organizations as they strive to provide equitable, high quality educational programs for English learners and their families. The portal also links to updated federal and state guidance, current educational research, instructional practice and more.

PEAL Center - PEAL serves families and youth across PA with offices in Pittsburgh and Philadelphia. The PEAL team works with families, youth and young adults to help them: understand their rights and advocate for themselves, be included and educated in their home schools, and access high quality, coordinated physical and behavioral health care.

Chatterpack - List of Free Speech, Language, communication and SEND resources for schools and parent/carers

Include ME COVID-19 Response - Support to Districts Update

Navigate 2020: Virtual Conference and College Fair (May 4-6, 2020) - Three days of live-stream presentations will help students and families understand: The impact of COVID-19 on the admission process; Financial aid and financial award programs; How to balance the application (Test scores, essay, extracurriculars, etc.); Multicultural, first generation and accessibility/disablity resources on college campuses; How to find the best college fit/choose a major; Waht to expect the first year on campus

School Virtually provides information for educators and parents as schools make a quick swtich to distance and online learning. Going beyond lists of resources, School Virtually provides tips on designing online instruction, using technology tools, and supporting students with disabilities and language Learners.

Building Engagement with Distance Learning - TIES Center

CAST Remote Learning Resources

PaTTAN Initiatives Resources:

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This section was developed to provide Resources and Supports for Educators, Families, and Students during the COVID-19 situation. These supports are provided at no cost via the Bureau of Special Education, Pennsylvania Department of Education. Please check back frequently as this page will be updated regularly with new information.

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Eastern PA Gifted Liaison
Montgomery County IU

psemicek@mciu.org
610-755-9483

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PAIU Shared Resources for Enrichment.xlsx

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This is the list of gifted liaisons for each Intermediate Unit

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IMPORTANT NOTE: While electronic signatures on Gifted documents are permissible, PLEASE check with your administrator first to make sure this is not in violation of any LEA policies. Again, we insist that you check with your administrator first prior to asking any parent/guardian to electro...

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Process for Gifted Documentation of Dual Exceptionalities 

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Process for Gifted Documentation of Dual Exceptionalities 

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BEC on Dual Exceptionalities and Case Load Sizes

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22 Pa. Code § 16.6 (a), (c)
22 Pa. Code § 16.7
22 Pa. Code § 16.22 (j), (d)
22 Pa. Code § 16.32 (d) (1-6)
22 Pa. Code § 14.123 (b)
22 Pa. Code § 14.124 (b)

Date of Issue: March 11, 2020

Purpose

This circular provides guidance for (1) completing documentation for students identified with dual exceptionalities, and (2) caseload assignment for gifted and special education.

Background and Authority

Educational programs for students identified as gifted administered within this Commonwealth are considered to be under the general supervision of the Department of Education and must meet the provisions of 22 Pa. Code § 16.6 (a). Per 22 Pa. Code §16.6 (a), State Board of Education's Committee on Gifted and Special Education completed a 4-year review of Chapter 16 in the Fall 2018 after conducting roundtable discussions with stakeholders in Norristown, Pittsburgh, and Harrisburg. In March 2019, the State Board of Education released recommendations based on the roundtable discussions.

During the State Board of Education's review of Chapter 16, certain stakeholders commented that 22 Pa. Code Chapters 14 (related to special education services and programs) and 16 should work in tandem to allow evaluations to be conducted concurrently when dually exceptional students are involved. Specifically, it was suggested that the timeframes in Chapter 14 and Chapter 16 be amended to provide for 60 days total for both evaluations.

In response, the State Board of Education issued the following recommendation: The Department of Education should create guidance on the implementation of the Evaluation and Reevaluation provisions at 22 Pa. Code §14.123(b) and §14.124(b) and the Gifted Multidisciplinary Evaluation and Gifted Multidisciplinary Reevaluation provisions at 22 Pa. Code §16.22 (j) and §16.22 (d) as they pertain to students who may be dually exceptional. The guidance should encourage school districts to follow best practice in conducting both evaluations during a simultaneous 60-calendar day period.

Regulatory language does not exist in either Chapter 14 or Chapter 16 to mandate school districts to conduct evaluations for students with dual exceptionalities during a single 60 calendar day period. That said, the Department of Education provides this guidance to encourage school districts to adhere to this best practice.

Three compliance questions have been consistently raised across the state during gifted monitoring, gifted network liaison meetings, and at informational sessions with stakeholders. The questions and the Department's responses to each are as follows:

What components of a Gifted Individual Education Plan (GIEP) are required to be included in the development of the single Individual Education Plan (IEP)?

22 Pa. Code §16.32 (d) provides:

(d) The GIEP of each gifted student shall be based on the GMDT's written report and contain the following:

(1) A statement of the student's present levels of educational performance.

(2) A statement of annual goals and short-term learning outcomes which are responsive to the learning needs identified in the evaluation report.

(3) A statement of the specially designed instruction and support services to be provided to the student. For a student with disability identified as eligible under 34 CFR 300.8 (relating to child with a disability), this would include accommodations and modifications in accordance with 34 CFR 300.320 (a)(4) (relating to definitions of individualized education program).

(4) Projected dates for initiation, anticipated frequency, location and anticipated duration of gifted education.

(5) Appropriate objective criteria, assessment procedures and timelines for determining, on at least an annual basis, whether the goals and learning outcomes are being achieved.

(6) The names and positions of GIEP team participants and the date of the meeting.

1. Who is responsible for writing the IEP, and what is the Gifted Teacher's role in the process?

Regulatory language specifies that if a student is dually exceptional, the procedures in Chapter 14 take precedence. (22 Pa. Code in § 16.7 (d))

The gifted teacher becomes a mandatory member of the IEP team and will update Present Levels of Educational Performance (PLEP), write goals based on PLEPs, develop measurable Short Term Learning Outcomes (STLO), Specially Designed Instruction (SDI) and support services. 22 Pa. Code § 16.7 (b) specifies the needs established under gifted status in this chapter shall be fully addressed through the procedures required in Chapter 14.

2. On what caseload is the student with dual exceptionalities counted?

The student will be counted on both the gifted caseload and the IEP caseload.

Procedures

When a student is determined to be dually exceptional, school districts are strongly advised to incorporate the following steps in the identification process:

In cases when gifted and disabilities are jointly the reason for the initial referral:

Complete a single Prior Written Notice (PWN) for Initial Evaluation and Request for Consent Form for an initial evaluation. The PWN will include gifted and the disability in:

1. The statement for the reason for the proposed evaluation section.

2. The section for the proposed types of tests and assessments.

1. The Evaluation Report (ER) will contain all the essential components of a Gifted Written Report (GWR) under Chapter 16 and all the essential components of an ER under Chapter 14.

2. The timelines to complete this single evaluation is 60 calendar days from the date of receipt of the signed PWN for Initial Request and Consent Form.

3. If the student is found to be dually exceptional, the teacher of gifted becomes a required member of the IEP team.

4. An IEP is developed within 30 calendar days from the issuance date of the MDT's written report.

5. The IEP will address all the essential components of the requirements in Chapter 14 and Chapter 16.

6. Cyclical re-evaluations required in Chapter 14 will be followed and all the essential components of a gifted reevaluation will be updated within cyclical reevaluation reports. It is not necessary to repeat IQ and Achievement testing in a gifted re-evaluation. Gifted re-evaluations are conducted by the GMDT team. It is necessary to include a review of records, updating Present Levels of Educational Performance (PLEP), identifying academic strengths, progress on previous goals, instructional needs based on the strengths of the student's GIEP, a determination of which instructional activities have been successful, and recommendations for the revision of the GIEP.

7. District will issue a single Notice of Recommended Educational Placement/Prior Written Notice (NOREP/PWN) and will include gifted support in all the areas required in a Notice of Recommended Assignment (NORA).

In cases when a student is referred for a mentally gifted evaluation and is already an identified student with special needs under IDEA, school districts will follow the re-evaluation process as required in Chapter 14. Items 2-8 above apply in this situation and item 1 is the issuance of a PWN for Re-evaluation Request and Request for Consent Form.

In cases when a student is already identified as mentally gifted and is now referred for an evaluation under special education, school districts will issue a PWN for Initial Request and Consent Form following steps 1-8 as outlined above. In this scenario, school districts will incorporate current essential gifted information in the ER; however, would not be required to conduct gifted eligibility testing.

References

22 Pa. Code § 16.6 (a), (c)
22 Pa. Code § 16.7
22 Pa. Code § 16.22 (j), (d)
22 Pa. Code § 16.32 (d) (1-6)
22 Pa. Code § 14.123(b)
22 Pa. Code § 14.124(b)

Bureau/Office Contact

School Services Office
Pennsylvania Department of Education - Office of Elementary and Secondary Education
333 Market Street | Harrisburg, PA 17126-0333
Phone: 717.787.4860 | Fax: 717.214.4389
RA-PDE-SchoolService@pa.gov​

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Process for Gifted Documentation of Dual Exceptionalities and Caseload Assignments

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22 Pa. Code § 16.6 (a), (c)22 Pa. Code § 16.722 Pa. Code § 16.22 (j), (d)22 Pa. Code § 16.32 (d) (1-6)22 Pa. Code § 14.123 (b)22 Pa. Code § 14.124 (b) Date of Issue: March 11, 2020 This circular provides guidance for (1) completing documentation for students identified with dual exceptionalities, and (2) caseload assignment for gifted and special education.

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World Council for Gifted and Talented Children

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World Council for Gifted and Talented Children

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World Council for Gifted and Talented Children

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In conjunction with the World Council for Gifted and Talented Children (WCGTC®) biennial conference, the WCGTC® presents awards in six different areas of recognition: research, creativity, leadership, distinguished service, emerging

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About WCGTC - World Council for Gifted and Talented Children

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The World Council for Gifted and Talented Children (WCGTC) is a worldwide nonprofit organization providing advocacy & support for gifted children.

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Texas Association for the Gifted & Talented

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Texas Association for the Gifted & Talented

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Back to School Letter from the TAGT President

For most, the beginning of this year was January 2023, the Year of the Rabbit symbolic of longevity, prosperity, hope, peace, and calm. But then, I am not like most people. I, like you, am an educator. My year is the academic year and according to my planner, that year begins in August. And as one would expect, the texts, calls emails, calendar reminders, and such began rolling in last week right on cue.

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Texas Association for the Gifted & Talented

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Back to School Letter from the TAGT President For most, the beginning of this year was January 2023, the Year of the Rabbit symbolic of longevity, prosperity, hope, peace, and calm. But then, I am not like most people. I, like you, am an educator.

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Register today! What's Inside:
Join us February 21-23, 2020 in Palm Springs, California for the 58th Annual California Association for the Gifted Conference.

Join us February 23, 2020 in Palm Springs to learn more about the intellectual, social, and emotional needs of your gifted child. Sessions available in English and Spanish.

Message from the President

What does it mean to be Twice Exceptional (2E)?

CAG Conference Keynote Sessions

Why Should You Attend the 2019 Conference?

Saturday Social

#CAGcon Registration At-A-Glance

57th Annual CAG Conference Kickoff

For General Information or questions regarding the 58th Annual CAG Conference, including Registration and Vendor information, please contact Conference Chair Krista Landgraf and Krisa Muller: CAGConferenceContact@gmail.com

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2020 Conference At-A-Glance Join us February 21-23, 2020 in Palm Springs, California for the 58th Annual California Association for the Gifted Conference. Register today! #CAGcon 2020 Schedule At-A-Glance Join us February 21-23, 2020 for #CAGcon 2020. Register today! Parent Day Join us February 23, 2020 in Palm Springs to learn more about the intellectual, social,...

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