Hempfield School District provides gifted support services for students who have been identified as gifted students and need additional services beyond the regular education curriculum. A multi-criteria process, based on Pennsylvania State Guidelines, is used to identify students for gifted support services.
The mission of the Hempfield School District’s gifted support services in partnership with families is to provide educational support, and extend the regular curriculum while promoting the unique abilities of individual students, which will enable them to become independent, continuous learners and contributors to the community. The goal of our gifted services is for students to view learning as a lifelong process that enriches the individual and benefits society.
The instructional focus is based on engaging the student in challenging tasks whether these tasks are replacement or core instruction:
- Extending and refining knowledge through the development of complex reasoning skills such as comparing, classifying, abstracting, inductive reasoning, deductive reasoning, constructing support, analyzing errors and analyzing perspectives.
- Students participating in complex tasks and educational opportunities, which foster their creative expression, enrich their knowledge base, and stimulate them to excel as self-directed learners.
- Guiding students to use knowledge meaningfully with skills such as decision-making, problem solving, experimental inquiry, system analysis and investigations.
- Promoting habits of the mind that exemplify critical thinking, creative thinking, and self-regulated thinking.
- Developing the personal and social awareness of each student.
Students develop the appropriate skills, concepts and attitudes to be a successful life-long learner. The students will comprehend their own giftedness in relationship to self and society. They will develop a better understanding of self and their interest, aptitudes and areas of strength. The students will demonstrate the development of interpersonal skills. They will comprehend the importance of career decision-making and explore careers related to areas of personal interest.
Differentiation/responsive learning experiences occur at all levels as the teachers plan lessons to meet the needs and strengths of their students. All Hempfield instructional staff has received extensive in-services training in Understanding by Design and Differentiated Instruction. Thus, gifted support services are a combination of time with the gifted support teacher and with the regular education teacher.
Elementary School Gifted Services are designed to provide educational experiences that support and extend the regular curriculum. These services provide complex tasks and challenges through planned learning experiences that reflect the Dimensions of Learning model. Students participate in a pull-out class. Occasionally, these classes are scheduled during core instruction time.
Students work in small groups with their intellectual peers on a unit that is an extension of a science or social studies topic from the core curriculum. The students’ individual strengths, skills and habits are embedded into these units. Students work individually on critical thinking skills, logic and reasoning skills, math extensions, and ELA skills. Affective lessons address social and emotional topics for each small group.
Students who do not participate in the pull-out classes will be offered consultative services with the Gifted Support Teacher who will monitor progress and adjustment at the elementary school level. These consultative services will be offered at a minimum of four times per academic year.
The Middle School Gifted Services are designed to offer a continuum of services to meet the diverse needs of gifted students. A variety of service delivery options are available for students within the Middle School Gifted Services dependent upon students’ individual needs and interests. Students can participate in a pull-out class designed with planned learning experiences. These lessons will occur during non-instructional class periods.
Students who opt not to participate in the pull-out classes will be offered consultative services with the Gifted Support Teacher who will monitor progress and adjustment at the middle school level. These consultative services will be offered at a minimum of four times per academic year.
In addition to the pull-out class and consultative services, all identified gifted students are eligible to participate in specially designed workshops. Mini-sessions designed to address specifically targeted needs, book discussions and videoconferences are additional options available through the Middle School Gifted Services.
The High School Gifted Services are designed to offer a continuum of services to meet the diverse needs of gifted students. A variety of service delivery options are available for students within the High School Gifted Services dependent upon students’ individual needs and interests.
Students will be offered consultative services with the Gifted Support Teacher who will monitor progress and adjustment at the high school level. Included in this service will be the creation of a student portfolio in preparation for college visitations. These consultative services will be offered at a minimum of three times per academic year.
Students can participate in an elective course, Honors Seminar. This course is a semester-long course scheduled to meet every other day for one block period, and is an Honors level course. The Honors Seminar course will provide an opportunity for gifted students to understand, expand, and utilize their giftedness.
In addition to the Honors Seminar and consultative services, all identified gifted students are eligible to participate in specially designed seminar workshops. Mini-sessions designed to address specifically targeted needs, class meetings, skill sessions, videoconferences, TED talks are some of the additional options available in the High School Gifted Services. Check out the High School Gifted Schoology course to see the calendar of options.