Trinity High School
231 Park Avenue
Washington, PA 15301
724-223-2000 ext. 6520
Janice Kuhn
Heather Mohr


  • GWR...............Gifted Written Report
  • GMDE.............Gifted Multi-Disciplinary Evaluation
  • GIEP….............Gifted Individualized Education Plan
  • GNORA...........Gifted Notice of Recommended Assignment
  • IQ ...................Intelligence Quotient
  • LEA..................Local Education Agency
  • PAGE...............Pennsylvania Association for Gifted Education
  • PDE.................Pennsylvania Department of Education

Gifted Support Services

Per the Trinity Area Board of Directors, the framework for gifted programs within the Trinity Area School District shall encompass the following objectives:

  1. Expansion of academic attainments and intellectual skills
  2. Stimulation of intellectual curiosity, independence and responsibility
  3. Development of originality and creativity
  4. Development of a positive attitude toward self and others
  5. Development of desirable social and leadership skills
  6. Career exploration and awareness

Program Description

At all levels, gifted programming strives to provide academic enrichment, intellectual stimulation, creativity, self-awareness, and leadership. Services to gifted students at all levels may include: in-class differentiation in the core subject areas, acceleration based on individual needs, opportunities to work on projects with the Gifted Support Teacher, access to the Gifted Support Teacher as needed, opportunities for both individual and team interscholastic and regional enrichment activities based on areas of giftedness.

Elementary School

The elementary program offers weekly pull-out enrichment services to students who are identified as gifted. These services allow students to participate in opportunities which extend the curriculum, develop skills in problem solving and creativity, identify personal interests and needs, and encourage risk taking and responsibility for learning. Differentiated instruction, based on a variety of teaching practices, is utilized in order to increase the complexity, depth, and breadth of the curriculum. Units such as magnetism, mysteries, engineering, coastal erosion, Ancient Egypt, city creation, skimmers, patterns, analogies, Pentominoes, and the path to the presidency are used within the gifted support classroom. In addition, current events and student interest are used to create units of study and/or projects that meet the needs of the gifted students. Gifted students also have the opportunity to focus on areas of giftedness/strength within the gifted support classroom. The gifted teacher also works with the general education classroom teachers for modifications/adaptations within the general education environment as needed.


Gifted students are not always high-achieving students and likewise, high-achieving students are not always gifted. The table below compares some of the traits of the two types of students (Szabos, 1989).


  • Knows the answers
  • Is interested
  • Is attentive
  • Has good ideas
  • Works hard
  • Answers the questions
  • Is in the top group
  • Listens with interes
  • Learns with ease
  • Understands ideas
  • Has synchronous development


  • Asks the questions
  • Is highly curious
  • Is mentally and physically involved
  • Has wild silly ideas
  • Plays around yet tests well
  • Discusses in detail
  • Is beyond top group
  • Has strong feelings and opinions
  • Already knows
  • Constructs abstractions
  • Has asynchronous development


Gifted students have many strengths. With these strengths can sometimes come weaknesses. The chart below illustrates this concept (Clark, 1992; Seagoe, 1974).


  • Acquires and retains information quickly
  • Inquisitive; searches for significance
  • Intrinsic motivation
  • Enjoys abstractions and problem solving; able to conceptualize, synthesize
  • Emphasizes truth, equity, and fair play
  • Seeks to organize people and things
  • Large facile vocabulary; advanced, broad information
  • High expectations of self and others
  • Creative/inventive; likes new ways of doing things
  • Intense concentration; long attention span and persistence in areas of interest
  • Sensitivity, empathy; desire to be accepted by others
  • High energy, alertness, eagerness
  • Independent; prefers individualized work; reliant on self
  • Diverse interests and abilities; versatility
  • Strong sense of humor
  • Seeks cause and effect relationships


  • Impatient with others; dislikes basic routine
  • Asks embarrassing questions; excessive in interests
  • Strong willed; resists direction
  • Resists routine practice; questions teaching procedures
  • Worries about humanitarian concerns
  • Constructs complicated rules; often seen as bossy
  • May use words to manipulate; bored with school and age peers
  • Intolerant, perfectionistic; may become depressed
  • May be seen as disruptive and out of step
  • Neglects duties or people during periods of focus; resists interruption; stubborn
  • Sensitivity to criticism or peer rejection
  • Frustration with inactivity; may be seen as overactive
  • May reject parent or peer input; nonconformity
  • May appear disorganized or scattered; frustrated over lack of time
  • Peers may misunderstand humor; may become “class clown” for attention
  • Discomfort with the unclear or “illogical” such as traditions or emotions