The School District of Haverford Township presented a yearlong review of its K–12 gifted education program and said it has revised evaluation documents, strengthened alignment with Chapter 16 regulations and is exploring a subject-specific acceleration policy.

The changes stem from a comprehensive review conducted with the Chester County Intermediate Unit during the 2022–23 school year and continued work by a K–12 interdisciplinary committee in 2023–24, district staff said. "We reframe GIP goals to focus on measurable student specific outcomes," Miss Butler said, describing revisions to Gifted Written Reports (GWRs) and Gifted Individualized Education Program (GIEP) templates.

Why it matters: The committee said updates aim to ensure regulatory alignment under the state’s Chapter 16 framework and to make gifted services more coherent across buildings. Board members and staff said the work could affect identification, reevaluation timelines and how students access acceleration in individual subjects.

District presenters said their 2024–25 priorities included: strengthening documentation to show a student’s need for specially designed instruction; developing clear reevaluation procedures aligned with Chapter 16, Section 22; improving family-facing communication; and studying a districtwide acceleration policy. "This is an ongoing area of study for us, so no formal recommendations are being made at this time," Miss Arterline said of the acceleration work.

Staff described two possible models for acceleration after surveying neighboring districts: one that applies to all students and one limited to students identified under Chapter 16. "The wording that you have, it could be, like, subject by subject," a board member said during questions, noting a student could need acceleration in math but not meet full gifted IEP requirements. Dr. David Parker said the earliest a formal acceleration proposal might appear would be "probably the spring semester of next year," but that the timeline is flexible.

Presenters also described professional development plans for classroom teachers, seminar teachers and administrators; universal screening and program design updates; and expanded outreach through principal newsletters and an updated district website. Dr. Parker publicly recognized seminar teachers for their work and invited board questions.

Board members expressed interest in ensuring acceleration options are available to students who show area-specific strengths and in clarifying how twice-exceptional students (gifted students with additional learning or behavioral needs) will be served.

The committee did not take action at the meeting; staff said any formal policy proposals or Board approvals would return to the full Board in later meetings.