K-8 Gifted Program Quality Review - Pennsbury School District

Question #1: Screening and Identification of Gifted Students
To what extent are screening, identification and placement procedures for the gifted
adhering to Chapter 16 Regulations and requirements?
Narrative Findings
In light of PDE Chapter 16 revisions and the changing requirements for screening and
identification of gifted students, the Pennsbury School District has taken steps over the past years,
to bring its procedures in compliance with these regulations. At present, there is an updated
elementary level Gifted Multiple Criteria Assessment matrix in place, the GMCA. This matrix
assesses all elementary students, as a first step, for screening and identifying potentially gifted
students by using standardized achievement data from two tests: CogAT and the ITBS. These
tests are administered at the end of 2 nd grade. The review committee found no universal
screening procedure or assessment in place for locating K-2 nd grade gifted students.
The evaluation team found some inconsistency among the elementary schools in the use of
criteria for selection of students to be screened. In addition, the agreed on total points of the
matrix set as the prerequisite for eligibility as a mentally gifted student are not consistently
followed. These decisions or exceptions do not appear to be ordinarily made by the Gifted
Multidisciplinary Team [GMDT].
For the next phase of the screening and identification process, the School District uses several
assessments, screening instruments, teacher and parent rating forms, an abbreviated version of
the Chuska Rates of Acquisition and Retention form, and the WISC-IV. The five multiple
criteria, other than I.Q., as described and required in Chapter 16, do not seem to play a large role
towards enlarging the scope of eligible students in need of a Gifted Individualized Education
Plan (GIEP). Such focus would enhance the likelihood of reducing the disparity of numbers of
students identified as gifted between schools with different socio-economic populations.
Teachers and other staff are not always clear or conversant with the District screening and
identification procedures. They are unsure about what to tell parents regarding how to initiate a
request for gifted education placement, or what role parents play in this process. In many cases,
classroom teachers do not appear to have a firm understanding of what characterizes academic
giftedness and its learning implications. Teachers and principals expressed interest in learning
more about the gifted child’s social, emotional, and intellectual behaviors, and how to meet these
student’s unique needs in their classrooms.
Parents voice concern, and note lack of communication about the District’s procedures and
requirements for screening, identification, and decision criteria for determining final placement.
They are confused about the GIEP process; their role in student placement; and to what extent
student assessment data is considered or used for instruction across content areas. Also, of note
from parents’ comments, is that parents and their children are not always informed beforehand
regarding the day or time the WISC-IV assessment will be administered.
6