# data[].attributes.attachment_link.title
Helpful Resources and Blogs to Get You Started.docx (2).pdf

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Search for Gifted in the Communities section.

# data[].attributes.attachment_link.description
The page you requested has encountered an unhandled exception

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.title
Resources for Access & Distance Education

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.title
PAIU Shared Resources for Enrichment.xlsx

# data[].attributes.body
Special Education Advisor
Pennsylvania Department of Education

shirmoyer@pa.gov
717-705-5186

# data[].attributes.body
Western PA Gifted Liaison
Allegheny Intermediate Unit

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

# data[].attributes.body
Eastern PA Gifted Liaison
Montgomery County IU

psemicek@mciu.org
610-755-9483

# data[].attributes.body
This is the list of gifted liaisons for each Intermediate Unit

# data[].attributes.body
Includes free and fee-based tutoring and classes.

# data[].attributes.attachment_link.readable_text
What's included:

One membership for your entire household. Whether you want to get ahead, catch up, or learn for the joy of it, a Learning Membership offers a personalized approach to reaching your goals, and inspiring new ones.

# data[].attributes.attachment_link.description
4.9/5.0. Varsity Tutors offers private and group tutoring, classes, test prep, and virtual learning for all students and professionals. Access 3,000+ subjects and 40,000+ instructors online today.

# data[].attributes.body
Supporting Emotional Needs of the Gifted

# data[].attributes.attachment_link.title
SENG - Supporting Emotional Needs of the Gifted

# data[].attributes.attachment_link.description
Supporting the social & emotional needs of the gifted, talented, and twice-exceptional since 1981.

# data[].attributes.attachment_link.title
Copy of 81 Interesting Ways to Use Google Forms in the Classroom

# data[].attributes.attachment_link.description
81 Interesting Ways* to Use Google Forms in the Classroom *and tips i wonder

# data[].attributes.body
Formative Assessment

# data[].attributes.attachment_link.title
Formative Assessment Teaching Tools | Nearpod

# data[].attributes.attachment_link.description
Nearpod offers nine types of Formative Assessment tools designed for teachers to capture real-time insight into all students' understanding in any lessons.

# data[].attributes.attachment_link.readable_text
is a smart, student response system that empowers teachers to collect data from their students via smartphones, laptops, and tablets. I find to be the most useful SMS app because students can use it on any platform with internet service, rather than phones with text messaging services. I let my students use with my laptops and iPod Touches in the classroom. It is a great way for teachers to assess students and collect immediate feedback.

Its so Simple
Teachers login through their device and select an activity which controls the flow of questions and games. Students simply login with their device and interact real time with the content.

Quick and Easy Assessment
Student responses are visually represented for multiple choice, true/false and Short Answer questions. For pre-planned activities a teacher can view reports online as a google spreadsheet or as an emailed Excel file.
I am a huge advocate of Socrative for several reasons

Socrative was created by a group of teachers

Its interative and engaging

It provides immediate feedback via formative assessments

It is paperless

It saves time when grading assignments

Students can use Socratic on any device, on any platform.

Below are 13 ways that I am currently using as formative assessments with my students.

1. True or False Questions

2. Multiple Choice Questions

3. Short Response

4. Visual Data (Bar graphs and visual short responses)

5. Exit Ticket

6. Pre-Assessment

7. Post-Assesment

8. Create Short Quizzes

9. Upload Premade Quizzes

10. Reflection

11. Collect Background Knowledge

12. Quick Check for Understanding

13. Voting on best responses

Here is just one example of how I use with my students.

In this example, I first use Socrative as a pre-assessment to get my students' background knowledge on how they perform an online search. I have them rate their ability level of conducting an online search from a scale of 1 to 5. Then I display their responses in the form of a bar graph. I then ask my students to think critically by having them draw their own conclusions from the graph and share them with the class.

Next, I have my students respond to the following short answer question: What is one trick that you use to help you perform a Google Search? I have them type in their responses for everyone to see. After all of their responses are displayed on the projector, the students then vote on the response that they feel is the most valuable. Next, I have my students watch a screencast that I created, showing them additional tips, tricks, and features of Google Search. Lastly, I have them take a Post-Assessment and have them respond to the short answer question: What is the most valuable feature of a Google Search that you learned from watching the video? Then I have my students vote on the most valuable response.

8 Reasons Why iGot 6 iTouches 4 My Students 2 Use
6 SMS Tools 4 Yr Studnts 2 Use w/ Thr Cells
Get Ahead of the Technology Curve with BYOD
6 Reasons Why You Should Use 6 Laptops in Your Classroom

# data[].attributes.attachment_link.title
13 Ways to Use Socrative as a Formative Assessment

# data[].attributes.attachment_link.description
is a smart, student response system that empowers teachers to collect data from their students via smartphones, laptops, and tablets. I find to be the most useful SMS app because students can use it on any platform with internet service, rather than phones with text messaging services.

# data[].attributes.attachment_link.readable_text
Website: theanswerpad.com
Interactive (the student response system):

Student engagement.

Formative assessment.

Immediate feedback.

Back channel.

Answer Sheets (the grading solution):

Helps teacher transitioning from paper to digital assessment.

Saves teachers time by using existing paper resources ie tests and quizzes.

Is an auto grading app supporting show your work.

Draw Capabilities in both Interactive and Answer Sheets: Gives students different ways to show what they know and demonstrate learning.

What grade and age range? K-12 but also seeing a growth in higher ed.
Is this core/supplemental/special needs/extracurricular/professional development or what?
Designed for use in all areas. As a platform for continual formative assessment, it can be incorporated into any lesson to support all learning in core, supplemental, special needs etc. Interactive also works really well for PD sessions.
What subject, topic, what standards is it mapped to?
Interactive can be used for any tool and any standards. Answer sheets, our grading solution, come with pre-loaded CC standards for Math and ELA, but any standards can be imported so that quizzes in any subject area can be graded.
What lesson time does it use?
The Answer Pad is designed to be used throughout the class period, teachers can use Interactive whenever they would like the students to participate and show what they know. Depending on the class, this could be once or twice, or 25 times. It can also be used for quick checks for understanding or to work collaboratively through multi step problems. We envision the tool being used for continual formative assessment, throughout the class period.

What is the pricing model? A very comprehensive free version and a paid school version but it also enables individual teachers to upgrade to the school version without everyone being onboard. Higher-ed pricing model where cost is passed to the students.

Are there services around it? It is a free standing, web based, content agnostic tool. Online video tutorials are available in the Learn Library, and online demos can be scheduled. TAP can help teachers to import custom standards if necessary. Short videos are also available on our YouTube Channel .Train the trainer PD is also available for school purchases.
What makes Answer Pad unique?
The Answer Pad is a formative and summative platform for teachers. It combines two powerful functionalities: it is both a student response system B.Y.O.D. and 1:1 classrooms.

Interactive requires little or no preparation time for teachers. It can be easily used on the fly to check understanding.

Premade background images are available, together with likert scale, free draw, and the usual select response questions.

Teachers can send immediate feedback to the student once the response has been submitted and can unlock the interface so the student can re try.

Broadcast allows teachers to send one student's response to all for working collaboratively.

All drawings and responses can be stored, building up digital student portfolios.

The grading solution has a unique approach of creating digital answer keys for paper quizzes.

The auto grading app supports over 10 different question types including essay and multiple correct.

Students can show their work for each and every question on the quiz. Teachers can upload the paper test for a paperless solution.

Teachers can monitor live progress as students progress through the assignment.

All reports are standards based.

Teachers can monitor students' progress live during the assessment.
A description of the characteristics--how is it designed for user interface, user experience? What instructional design principles are at work here?
The teacher is always browser based and can register at The Answer Pad for a free account., Students can be on a browser or on a free iOs or Android app. The student interface is mobile friendly and uniform on all devices. Using Interactive, students can either join via Quick Connect code, or they can register for an account. For Answer Sheets the students must be registered. Registration is quick and easy, via import or self registration. If teachers try the tool before using it in class, be sure to either use a different device for teacher and student, or, if on the same device, use different browsers.

The student response system continually gives teachers immediate data about their students level of comprehension and gives teachers an opportunity to provide feedback at the point of instruction. Research shows that timely feedback if extremely effective. The portfolio stores student work and can track progress by standard, or topic providing a different perspective. The Answer Sheets reuse teacher created tests, quizzes in the back of a textbook, and transforms these tests into a digital experience, gives the student an opportunity to show work to support their answers. This is a huge time saver for teachers and an easy way to transition to digital assessment.

# data[].attributes.attachment_link.title
The Answer Pad provides Formative & Summative Assessment for the 1:1 & B.Y.O.D. Classroom

# data[].attributes.attachment_link.description
Website: theanswerpad.com Interactive (the student response system): Student engagement. Formative assessment. Immediate feedback. Back channel. Answer Sheets (the grading solution): Helps teacher transitioning from paper to digital assessment. Saves teachers time by using existing paper resources ie tests and quizzes. Is an auto grading app supporting show your work.

# data[].attributes.body
Has a free version for one teacher.

# data[].attributes.attachment_link.readable_text
Kahoot!'s new student passes are a one-way ticket to take students from players to creators! Empower your students to engage in active learning with the tools they need to create and host kahoots that demonstrate their learning to the whole class.

With student passes your class will have access to:

The full functionality of the Kahoot! creator to make fun and engaging kahoots for their peers

Award-winning learning apps from Poio and DragonBox to master everything from the basics of reading and numeracy to algebra, geometry, and even chess

Premium Kahoot! features including exclusive question types like brainstorm, type answer, and puzzles, plus creation tools to create advanced slide layouts with our premium image library

# data[].attributes.attachment_link.title
Make your students the hosts of their own learning experiences

# data[].attributes.attachment_link.description
A student-centered learning platform and content hub designed to help students to take an active role in their education through powerful play

# data[].attributes.attachment_link.readable_text
The evidence is in the practice

ESSA Level 3 correlation evidence in math and ELA, earned by teachers running frequent formative assessments.

When teachers run 30+ formative questions a week, the research is clear: they get more data-driven, their students get more engaged. Wayground is built to make that practice enjoyable ot run, attainable to fit a class period, and habitual enough to last past September.

# data[].attributes.attachment_link.title
Quizizz is now Wayground | Teacher AI and Resources

# data[].attributes.attachment_link.description
Find standards-aligned resources that engage every student. Wayground (formerly Quizizz) helps teachers differentiate instruction with AI and track student progress.

# data[].attributes.attachment_link.title
TinyTap - Play & Create Interactive Lessons

# data[].attributes.attachment_link.description
TinyTap is a social platform which empowers families, teachers and students to learn from each other by creating their own personalized interactive lessons and games and playing thousands of new ones shared daily by a worldwide community of educators and learners worldwide.

# data[].attributes.headline
Best Practices for Designing Effective Rubrics

# data[].attributes.subject
Best Practices for Designing Effective Rubrics

# data[].attributes.attachment_link.readable_text
By Philip Arcuria & Maryrose Chaaban
Rubrics: A Definition
Rubrics have become a highly touted and ubiquitous tool in the proverbial assessment toolbox of higher education instructors. Rubrics can provide a wide range of benefits, from providing consistent feedback to students to decreasing overall grading time.

So, what is a rubric? Formally defined, a rubric is a "...coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria" (Brookhart, 2013, p. 4). In short, rubrics distinguish between levels of student performance on a given activity.

More broadly, a rubric is an evaluation tool that has three distinguishing features: evaluative criteria, quality definitions, and a scoring strategy (Popham, 2000).

Evaluative criteria represent the dimensions on which a student activity or artifact (e.g., an assignment) is evaluated.

Quality definitions comprise qualitative descriptions that distinguish student performance across a continuum for a given criterion.

The scoring strategy articulates the process of converting the qualitative evaluations of student performance related to each criterion into an overall judgement of the quality of the artifact.

Benefits of a Rubric

Rubrics can be used to provide objective, meaningful, and substantive feedback on a variety of assignments including papers, presentations, discussions, and projects. A carefully designed rubric can provide benefits to instructors and students alike.

Rubrics can help instructors:

reduce the amount of time spent grading

ensure consistency and objectivity in grading

reduce uncertainty and complaints about grades

adjust instruction or provide additional resources based on the overall performance of an entire class

Rubrics can also help students:

understand an instructor's expectations on an assignment

understand how the assignment aligns to the course objectives

improve their performance by integrating instructor feedback

evaluate their own work

Getting Started with Designing a Rubric

There are two main types of rubrics instructors can design: holistic rubrics and analytic rubrics. Holistic rubrics provide one overall score and do not provide students with feedback on how they performed on each individual assignment criterion. Conversely, analytic rubrics provide students with a score on each criterion. This article focuses on analytic rubrics, which tend to be preferable for formative assessments given they provide students with specific guidance and feedback related to each relevant criterion (Brookhart, 2013).

Analytic rubrics can be broken down into three parts:

1. Performance criteria are the factors being measured (e.g., Organization of Essay, Thesis Statement, etc.) and are commonly represented as the rows of a rubric.

2. Performance levels represent gradations of performance and typically take the form of the column headings of a rubric. The performance labels can be numeric (e.g., 1, 2, 3, 4) or textual (e.g., Poor, Acceptable, Good, Excellent).

3. Performance level descriptors articulate observable characteristics of performance for the intersection of a given criteria and performance level and comprise the cells of a rubric.

Best Practices when Designing Rubric

One of the first steps in designing a quality rubric is to identify the skills and knowledge students should demonstrate in the assignment based on the overall course or module learning objectives.

Building off of the recommendations of van Leusen (2013), you can use the following questions to get started:

What knowledge and skills is the assignment designed to assess? (Learning Objective)

What observable criteria represent those knowledge and skills? (Performance Criteria)

How can you best divide those criteria to represent distinct and meaningful levels of student performance? (Performance Levels)

What observable characteristics of students' work differentiate among the performance levels for each criterion? (Performance Level Descriptors)

Addressing these questions can go a long way in helping you pinpoint the criteria you should include in a high-quality rubric. Once you have identified your criteria, you can start designing your rubric. Generally speaking, a high-quality analytic rubric should:

1. Consist of 3-5 performance levels (Popham, 2000; Suskie, 2009).

2. Include two or more performance criteria, and the labels for the criteria should be distinct, clear, and meaningful (Brookhart, 2013; Nitko & Brookhart, 2007; Popham, 2000; Suskie, 2009).

3. Include performance level descriptors that: distinguish between qualitative differences in performance that are observable and measurable; are consistent within each criterion; and clearly articulate the expectations for each performance level (Banta & Palomba, 2015; Brookhart, 2013; Nitko & Brookhart, 2007; Popham, 2000; Suskie, 2009).

Evaluating Your Rubric

Once you have created a rubric, you can use the following checklist to evaluate its level of quality. This checklist is based on research by the ASU EdPlus Action Lab, where it is used for automated scoring of rubrics to assess basic structure.

Performance Levels (columns)

The labels/descriptions of the performance levels are distinct, clear and meaningful

The labels/ descriptions of the performance criteria are distinct, clear and meaningful

Click the following link to download the checklist: Analytic Rubric Checklist

Examples of Exemplary Rubrics

The Association of American Colleges and Universities created a series of high-quality rubrics entitled VALUE rubrics that span intellectual and practical skills (i.e. critical thinking, written communication, teamwork), personal and social responsibility (i.e. civic engagement, global learning, and ethical reasoning), and integrative learning.

These rubrics are open source and available to download directly from their website. To view these rubrics, please visit the Association of American Colleges and Universities - VALUE Rubrics.

Additional Resources

Here is a list of additional resources regarding rubrics:

References

Arcuria, P., Morgan, W., & Fikes, T. G. (2019). Validating the use of LMS-derived rubric structural features to facilitate automated measurement of rubric quality. International Conference on Learning Analytics and Knowledge.

Banta, T. W., & Palomba, C. A. (2015). Assessment essentials: planning, implementing, and improving assessment in higher education. San Francisco, CA: Jossey-Bass.

Brookhart, Susan M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria, VA: Association for Supervision & Curriculum Development.

Nitko, A. J., & Brookhart, S. M. (2007). Educational Assessment of Students (5th ed.). Upper Saddle River, NJ: Pearson Education.

Popham, W. J. (2000). Modern educational measurement: Practical guidelines for educational leaders (3rd ed.). Boston: Allyn and Bacon.

Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Francisco, CA: Jossey-Bass.

van Leusen, P. (2013). Assessments with rubrics. ASU TeachOnline. Retreived from https://teachonline.asu.edu/2013/08/assessments-with-rubrics/

About the Action Lab

The Action Lab, a dedicated digital teaching and learning laboratory within EdPlus, engages in deep learning analytics, leveraging expertise in learning, cognitive, social, and data sciences to provide continuous program improvement that drives student success. Our mission is to make technology- enabled education research useful for systemic, scalable and radical advancement in digital teaching and learning.

Special Thanks

We would like to thank Tom Fikes, Director of Research, EdPlus Action Lab, and Julie Allen, Sr. Instructional Designer, EdPlus Instructional Design & New Media for their editing prowess.

# data[].attributes.attachment_link.title
Best Practices for Designing Effective Rubrics - Teach Online

# data[].attributes.attachment_link.description
By Philip Arcuria & Maryrose Chaaban Rubrics: A Definition Rubrics have become a highly touted and ubiquitous tool in the proverbial assessment toolbox of higher education instructors. Rubrics can provide a wide range of benefits, from providing consistent feedback to students to decreasing overall grading time. So, what is a rubric?

# data[].attributes.attachment_link.readable_text
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​

# data[].attributes.attachment_link.title
Process for Gifted Documentation of Dual Exceptionalities and Caseload Assignments

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
Musically talented children often face the same dilemmas as the intellectually gifted. Just as gifted children struggle in classrooms where their academic needs are ignored, there is sometimes a mismatch between musically talented kids and their teachers, leaving their needs unmet.

Parents of musically gifted children may have little direction, and typically seek out music instruction locally, through word-of-mouth referral, and where it is affordable and convenient. Some teachers may be accomplished musicians, some may be retired music educators, some may have been teaching privately for years. However, what works for one child may not work another. Just as some classroom teachers follow a structured curriculum and have difficulty accommodating the needs of gifted children, many music teachers adhere to rigid views of what is acceptable pedagogy. They insist on following a strict format of study, don't know when to hold back, and may not recognize when a talented child needs a push.

Photo courtesy of Clark Young

Sara's parents responded to their five-year-old's sense of rhythm and interest in piano by requesting a lesson at a large, well-known music school in the area. The school had fairly rigid expectations - requesting payment up front for an entire nine months of lessons, without regard for whether the child established rapport with the teacher or sustained interest in practice. Sara's mom asked for a trial lesson and Sara was assigned to a young woman, who initially told her to wait in the hallway, along with a group of other parents. Since she had a musical background, though, she insisted on attending the session, so she could assess the teacher's approach and see how Sara responded to the lesson.

The teacher asked Sara to play something, since Sara already had some rudimentary understanding of musical notation that she learned from her parents. When Sara did not follow some additional instructions on the page, the teacher asked her what a particular word meant. Sara became quiet and said nothing. Sara's mom had to remind the teacher that Sara was five, was still in pre-school, and could not read words like that yet. When asked how future lessons might proceed, Sara's mom was informed that she would not be permitted to stay in the room, despite her own past musical training. The entire experience was a disappointment and they did not return. Sara's mom kept searching, and eventually found a lovely, experienced private teacher, who was highly attuned to the developmental needs of young children.

What happened to Sara and her family occurs much too often. Many parents without a musical background may be afraid to assert their feelings and concerns, and go along with a stale, uninspired, and often developmentally inappropriate approach to learning. What should you do when searching for a music teacher for your child?

Supporting, encouraging, and nurturing a musically talented child can be a challenge. There are few resources, and no clear roadmaps for parents. Finding the right teacher takes time and effort. Don't necessarily settle for the first teacher your meet, or the one your neighbor's child likes. Keep searching until you find the right fit. Your child's needs also may change over time, and a new teacher might provide the right motivational boost as your child matures. You also may benefit by finding (or starting) a group for parents of young musicians, who can offer ideas, resources, and support. Most of all, enjoy this wonderful journey with your child!
(With a grateful shout-out to Myanna Harvey and Wendell Hobbs - great music teachers who started my kids off in the right direction!) A similar version of this article was previously published in Parent.co.

# data[].attributes.attachment_link.description
Musically talented children often face the same dilemmas as the intellectually gifted. Just as gifted children struggle in classrooms where their academic needs are ignored, there is sometimes a mismatch between musically talented kids and their teachers, leaving their needs unmet.

# data[].attributes.attachment_link.description
I give you the information and expertise you need to master meeting the needs of gifted kids Get free stuff & great ideas delivered to your very own inbox! I give you the information and expertise you need to master meeting the needs of gifted kids Get free stuff & great ideas delivered to your ...

# data[].attributes.attachment_link.description
Our gifted children-parenting, education, support and advocacy.

# data[].attributes.attachment_link.readable_text
Hello! I'm Ian Byrd. I've been writing about education since 2009. I grew up as a gifted student, taught gifted students, spoke at dozens of conferences, and led professional development around the US. Now, I take work off of teachers' plates by developing video lessons that they can just use. Check it out at Byrdseed.TV.

# data[].attributes.attachment_link.description
Differentiated lessons from Ian Byrd that'll get your students' brains sweating.

# data[].attributes.headline
10 TED-Ed Lessons to get students thinking

# data[].attributes.subject
10 TED-Ed Lessons to get students thinking

# data[].attributes.attachment_link.readable_text
School days might seem as if they move at a glacial pace after winter break. The spring and summer breaks seem too far away, and whether students are learning in-person or online, they could use a bit of fun. Teachers can use TED-Ed Lessons to liven up long days and highlight students' different personal interests.

The TED-Ed platform is especially cool because educators can build lessons around any TED-Ed Original, TED Talk, or YouTube video.

Once you find the video you want to use, you can use the TED-Ed Lessons editor to add questions, discussion prompts, and additional resources.

Use these TED-Ed Lessons for brain breaks, to introduce new lessons, or to inject some fun and engaging conversation into your class.

1. The strange history of the world's most stolen painting
Throughout six centuries, the Ghent Altarpiece, also called "The Adoration of the Mystic Lamb," has been burned, forged, and raided in three different wars. It is, in fact, the world's most stolen artwork- and is considered one of the most influential paintings ever made. What exactly makes the piece so special? Noah Charney digs into Jan van Eyck's masterpiece.

2. These squids can fly... no, really
In 1947, explorers noticed a strange phenomenon while crossing the Pacific Ocean. Somehow, small squid known to live deep beneath the waves kept appearing on the roof of their boat. The crew was mystified- until they saw the squids soaring above the sea for roughly 50 meters. How and why do these marine creatures take to the sky? Robert Siddall explores the high-flying capabilities of cephalopods.

3. The life cycle of a cup of coffee
How many people does it take to make a cup of coffee? For many of us, all it takes is a short walk and a quick pour. But this simple staple is the result of a globe-spanning process whose cost and complexity are far greater than you might imagine. AJ Jacobs traces the journey of this caffeinated elixir from seed to cup.

4. The most colorful gemstones on Earth
In November 1986, Australian miners climbed Lunatic Hill and bored 20 meters into the Earth. They were rewarded with a fist-sized, record breaking gemstone, which they named the Hailey's Comet opal. Thanks to a characteristic called "play of color," no two opals look the same. So what causes these vibrant displays? Jeff Dekofsky digs into the rock's shimmering, dancing displays of light.

5. Why the ancient Greeks couldn't see blue
Why is the color "blue" barely mentioned in ancient writings and texts? Did ancient civilizations just see color differently? Were they all color blind? AsapSCIENCE digs into the neuroscience of how we see different colors.

6. Which type of milk is best for you?
If you go to the store in search of milk, there are a dizzying number of products to choose from. There's dairy milk, but also plant-based products such as almond, soy, and oat milks. So which milk is actually best for you? And which uses the fewest resources and produces the least pollution? Jonathan J. O'Sullivan and Grace E. Cunningham dive into some of the most popular milks to find out.

10 TED-Ed Lessons to get students thinking

7. Can we create the "perfect" farm?
About 10,000 years ago, humans began to farm. This agricultural revolution was a turning point in our history and enabled the existence of civilization. Today, nearly 40% of our planet is farmland. Spread all over the world, these lands are the pieces to a global puzzle we're all facing: in the future, how can we feed every member of a growing population a healthy diet? Brent Loken investigates.

8. Who owns the "wilderness?"
In 1903, US President Theodore Roosevelt took a camping trip in California's Yosemite Valley with conservationist John Muir. Roosevelt famously loved the outdoors, but Muir had invited him for more than just camping: Yosemite was in danger. It was part of a struggle to set aside land for both preservation and public use. Elyse Cox details the delicate balancing act of creating a national park.

9. The myth of the stolen eyeballs
Deep in the Amazon rainforest in the river Nea'ocoyá lived a school of particularly big and tasty fish. When the rains came and the water rose the fish appeared, and swam away as the waters fell. Villagers along the river followed them to a lagoon and set up camp. But their young shaman soon sensed they might not be completely alone. Nathan D. Horowitz details the Siekopai myth of the air goblins.

10. A brief history of plastic
For centuries, billiard balls were made of ivory from elephant tusks. But when excessive hunting caused elephant populations to decline, they began to look for alternatives. John Wesley Hyatt took up the challenge. In five years, he invented a new material called celluloid, which would become known as the first plastic. Trace the history of the material that ushered in the "plastics century."

# data[].attributes.attachment_link.title
10 TED-Ed Lessons to get students thinking

# data[].attributes.attachment_link.description
School days might seem as if they move at a glacial pace after winter break. The spring and summer breaks seem too far away, and whether students are learning in-person or online, they could use a bit of fun. Teachers can use TED-Ed Lessons to liven up long days and highlight students' different personal interests.

# data[].attributes.headline
8 virtual field trips for STEM engagement

# data[].attributes.subject
8 virtual field trips for STEM engagement

# data[].attributes.attachment_link.title
8 virtual field trips for STEM engagement

# data[].attributes.attachment_link.description
It's January. Winter break is over, and the rest of the school year-whether in person, hybrid, or virtual-seems never-ending. And while traditional field trips are on pause while ...

# data[].attributes.attachment_link.readable_text
The Gifted Guide is your guide for teaching all things gifted! Here you will find resources for creating and compiling quality curriculum for all grade levels. So far, the site has I've also created a self-paced professional development course on differentiation for the gifted child if you're interested in PD that will leave you with ready-made resources that will make your life easier, not harder.

I want to make navigation easy, so you can use the to explore the site! Some great places to start are the , where I map out a drop down menus or the search function at the top right of the webpage ready-to-use resources. comprehensive curriculum for grades 1-8. Another great place is the , which has a lot of

# data[].attributes.attachment_link.description
The Gifted Guide is your guide for teaching all things gifted! Here you will find resources for creating and compiling quality curriculum for all grade levels. So far, the site has over 70 free slideshows & units! I've also created a self-paced professional development course on differentiation

# data[].attributes.body
You can create an account to get Gifted documents translated.

# data[].attributes.attachment_link.title
Updated March 2021 TransACT Account Setup/Steps

# data[].attributes.attachment_link.readable_text
Had I known just how far ahead I was and how much better things would be, I wouldn't have been nearly so nervous. Sure it was awkward because classmates were perplexed why I left that class after Christmas. But it has been good... maybe not fifth grade, but this year it has been awesome."

"I almost bought the myth of acceleration being harmful to social growth. As it turns out, it was a most positive surge developmentally."

"Acceleration has gone off without a hitch and is probably the best thing we ever did for him."

# data[].attributes.attachment_link.description
The Acceleration Institute is dedicated to the study of curricular acceleration for academically talented students. Academic acceleration is one of the most effective educational interventions for gifted students.

# data[].attributes.attachment_link.readable_text
BIG IDEAS for LITTLE SCHOLARS was created for teachers and parents of the insatiably curious and intellectually gifted or advanced. You'll find here a collection of recommended learning resources designed for use with K -8 gifted and advanced students. Please click on to learn more.

If you don't find what you're looking for, send a request! Finding and developing lessons, units, and project ideas for advanced and gifted students can be time-consuming, so please join us in pooling our resources! Subscribe to receive updates to the site about twice a month!

There is no extra cost to you, but when you purchase Amazon products linked here, I make a few pennies on the dollar (read more here). Being an Amazon Affiliate helps me offset the costs of maintaining and securing this site, which really makes my husband happy!
MESSAGE or REQUEST VIDEO TOUR of the SITE

# data[].attributes.attachment_link.description
BIG IDEAS for LITTLE SCHOLARS was created for teachers and parents of the insatiably curious and intellectually gifted or advanced. You'll find here a collection of recommended learning resources designed for use with K -8 gifted and advanced students. Please click on ABOUT to learn more.

# data[].attributes.headline
Digital Lessons for Elementary Gifted Students K-8

# data[].attributes.subject
Digital Lessons for Elementary Gifted Students K-8

# data[].attributes.attachment_link.readable_text
Fight burnout and join thousands of teachers saving hours of time using MagicSchool to help lesson plan, differentiate, write assessments, write IEPS, communicate clearly, and more.

MagicSchool has consistently been named one of the best ai tools for teachers.

# data[].attributes.attachment_link.title
MagicSchool.ai - AI for teachers - lesson planning and more!

# data[].attributes.attachment_link.description
Join thousands of teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

# data[].attributes.attachment_link.readable_text
Optimal Identification App - Use this app to calculate the overall performance of an identification system based on the number of assessments, their reliability values, their respective cut scores (gifted criterion) and the intercorrelation among the various components.

Gifted Identification Explorer - Use this app to evaluate the system performance of a two-stage gifted identification procedure based on instrument reliability levels, intercorrelation, and cut scores. This app is especially helpful to see just how many students your system will miss (1-sensitivity) as designed.

Resources on Equity in Gifted Identification:

, blog post, and instructional video on how to use online data to to find and calculate equity rates within your gifted and talented population.

Resources for Implementing Local Norms:

Instructional video - how to "do" local norms

that goes along with the video and also explains more detail as well as how to respond to common concerns.

Local norms spreadsheet / template for use in implementing local norms (created by Matt McBee)

from local norms session for the Illinois Association for Gifted Children

# data[].attributes.attachment_link.title
Scott J. Peters, Ph.D. - Gifted Identification Resources

# data[].attributes.attachment_link.description
Optimal Identification App - Use this app to calculate the overall performance of an identification system based on the number of assessments, their reliability values, their respective cut scores (gifted criterion) and the intercorrelation among the various components. Gifted Identification