Differentiated Education Plan

Summit Center Differentiated Education Plan (DEP)

A Differentiated Education Plan (DEP) for gifted youth is developed based upon information gathered from multiple sources and individuals.  The Summit Center DEP identifies the requirements for learning and appropriate differentiation for an individual gifted child by establishing an understanding of a student’s intellectual abilities, the current level of knowledge the student has mastered, the social-emotional needs of the student, and his or her special interests and skills and related needs. Given that school district GATE program opportunities vary widely, the DEP is written with recommendations that may be readily implemented within the regular classroom, within an existing gifted program, and for supplemental programming provided outside of the regular school environment as well.

Psychometric assessment data forms the basis of the DEP. This data is gathered from intelligence, ability, achievement, and personality assessments. Qualitative data is gathered from both interviews with the parents and child and surveys collected from the parents, the child, and the child’s teacher(s).Our Summit Center Educational Director, Dr. Susan Daniels – a Gifted Education Program Consultant and former GATE Program Coordinator – analyzes and synthesizes the data, making recommendations for appropriate academic differentiation, in-school adaptations, out of school accommodations, avenues for nurturing social-emotional development, and providing enrichment and/or acceleration opportunities according to the unique intellectual, academic, creative, and personality profile of the child. These include, but are not limited to: In-Class Flexible Grouping, Cluster Grouping, Flexible Subject Grouping, Flexible Cross Grade Grouping, Subject Advancement, Grade Advancement, Distance Learning Programs, Curriculum Compacting, Creative Projects and Programs, Student Learning Contracts, Independent Study and Academic Mentoring.

It is recommended that a DEP is developed at the time of initial assessment and at significant educational milestones or transitions, including: change of school, move to a new school level (primary grades, intermediate grades, MS, HS), or when a student is experiencing a lack of fit with current educational programs.