Chapter 16

Compliance Monitoring for Continuous

Improvement (CMCI) System
Gifted Education Program
Introduction
In the 2005-2006 school year, the Bureau of Special Education ( B S E ) piloted the Gifted
CMCI system for monitoring school districts related to gifted education. On November 1, 2008,
22 Pa. Code Chapter 16 (Chapter 16) became effective and, in part, required that school
districts be monitored related to the provision of gifted education services.

It is the intent of the State Board of Education that gifted students 1 be provided with quality
gifted education services and programs. 22 Pa. Code § 16.2 (a). While operational
responsibility for gifted programming is delegated to school districts, Chapter 16 requires that
the Department of Education (“Department”) provide general supervision over gifted
services and programs. 22 Pa. Code§§ 16.2 (b), 16.6(a). For example, Section 16.6 (b)
obligates the Department to ensure proper fiscal accountability and prudent management of
gifted education.

In furtherance of its supervisory authority described above, the Department – through BSE –
conducts monitoring of gifted education programs offered by school districts. In addition to its
responsibility to ensure proper fiscal accountability and prudent management of gifted education
programs, the Department may require districts to incorporate certain information into their
Gifted Education Plans required under 22 Pa. Code § 4.13(e). The School Code also requires
that every district secure information and report to the Department every child with
exceptionalities within the district. 22 P.S. § 13-1371. Failure to satisfy these reporting
requirements can jeopardize a local education agencies' state appropriation under
24 P.S. § 25-2552.

1
A gifted student is defined as a student who is exceptional under section 1371 of the School Code (24
P.S. § 13-1371) because the student meets the definition of "mentally gifted" as defined in Chapter 16 ,
and needs specially designed instruction beyond that required in Chapter 4 (relating to academic
standards and assessment).Periodic monitoring of gifted education programs by the Department
pursuant to its supervisory authority is intended to assist school districts in meeting their obligations
under Article 13 and Chapter 16, so that gifted students in the Commonwealth have access to quality
gifted education services and programs.

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Monitoring of gifted education programs is also intended to ensure that school districts are
satisfying their responsibility to gifted students as exceptional students as defined in Article 13
of the School Code. School districts that refuse or neglect to comply with Article 13 risk a
potential forfeiture of any part, or all, of their state appropriation pursuant to 24 P.S. § 13-
1357. Likewise, professional disciplinary action may be initiated against administrators and
educators that demonstrate a continuing or persistent failure to offer gifted education
programming as is required by Article 13 and Chapter 16. 24 P.S. § 2070.9c, 22 Pa Code §
237.8.

The goals and unique aspects of the Gifted Education CMCI system are described below:

Focus on outcomes and improvement of results. While the Department remains ultimately
responsible for conducting comprehensive monitoring, and overseeing all corrective action and
improvement requirements, in Gifted Education through CMCI the school district has increased
direct responsibility for assessing its operations through the Gifted Facilitated Self-Assessment
(GFSA) and planning effective corrective action and improvement strategies.

Description of the Monitoring Process

Note that all monitoring activities, including preparation for on-site, conducting the monitoring,
and follow up are standardized statewide.

Components of Monitoring
The Gifted Facilitated Self-Assessment
The school district assesses and reports on its compliance and accomplishments with respect to
a variety of policies, procedures, student outcomes, file reviews and program operations. The
GFSA is prepared by the school district prior to the on-site portion of monitoring. It is used to
facilitate discussion between the school district and monitoring team and to identify areas of
non-compliance and potential non-compliance, as well as areas where improvement may be
required.

File Review
Monitoring team reviews student records on-site to determine compliance with requirements for
the Gifted Written Report (GWR), the Gifted IEP (GIEP), student placement and procedural
safeguards.

Parent and Teacher Interviews

Monitoring team interviews parents and teachers of students selected by the BSE for the
sample group. The goal is to determine if the school district involves parents, and professionals
in required processes (e.g. GIEP development), whether effective programs and services are
being provided, and whether the school district provides training to enhance knowledge. Parent
and teacher satisfaction with the school district’s program is also generally reflected.

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The Monitoring Report
When monitoring has been completed, the BSE prepares and issues a report to the school
district. The report consists of findings in seven topical areas:

1. Gifted Education Plan

2. Personnel
3. Special Education/Dual Exceptionalities
4. Screening and Evaluation Process
5. Gifted Education Placement
6. Gifted Education Procedural Safeguards
7. Gifted Student File Review

The report is formatted so that findings from all components of the monitoring are consolidated
by topical area. It lists the finding, and whether corrective action is required.

Corrective Action Plan

For certain types of findings, corrective action will be prescribed, and will not vary from school
district to school district. For example, if the finding is that the school district lacks a specific
required policy, it is reasonable to have the BSE prescribe a standardized remedy and timeline
for correcting this deficiency. However, the school district, based on its own unique
circumstances and goals, will individually design the majority of corrective action strategies. An
example is when a finding where the school district has no policy related to Gifted Education in
its Gifted Education Plan, the school district will recommend a corrective action strategy and
timeline for BSE consideration and the BSE Adviser and school district will mutually agree upon
the Plan for Corrective Action. Another example is the case of a student file review finding in
which it is determined that the school district has no representative at the student's GIEP
meeting. School district personnel are responsible for providing documentation to their BSE
Adviser to verify completion of corrective action.

As documented in the school district’s Corrective Action Plan, the BSE Adviser follows a
verification schedule. The Adviser maintains overall responsibility for documenting
implementation of the Corrective Action Plan. All activity will be documented via a template that
is available electronically, so that tracking can occur and be maintained by the BSE.

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 Preparation Checklist for Monitoring of Gifted Education

This checklist is a working document for you to use in preparation for the on-site Gifted
Compliance Monitoring visit. Please prepare a folder for each of the seven FSA topics and
have them ready for review.

GFSA TOPIC 1: Gifted Education Plans and Policy

Date Completed:

Review the gifted education plan developed under Chapter 4 (relating to academic
standards and assessments) to ensure that it includes the following components:

1) The procedures for screening and identifying gifted students enrolled in the school
district.
2) A procedure for tracking reports of students, personnel, and program elements, including
costs.
3) A description of gifted education services in grades K – 12.

GFSA TOPIC 2: Personnel

Date Completed:

Provide the in-service training/professional development plan, as part of the gifted

education plan, for gifted and regular education teachers, principals, administrators and
support staff responsible for gifted education.

Provide documentation of in-service training/professional development (i.e. agenda

rosters, hand-outs, sign in sheets, etc.)

Provide the policy pertaining to the certification of gifted support teachers.

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GFSA TOPIC 3: Special Education/Dual Exceptionalities

Date Completed:

Provide a copy of the district’s special education plan and the gifted education plan.

Provide the names of students who are eligible for both special education and gifted
education services.

Provide 3-5 student files of students with disabilities that are also eligible for gifted
education services.

GFSA TOPIC 4: Screening and Evaluation Process

Date Completed:

Provide copies of all awareness activities that are conducted annually to inform the
public of gifted education services and programs and how to request these services and
programs.

Provide the district screening and evaluation process which includes multiple criteria for
determining eligibility for gifted programs and services.

GFSA TOPIC 5: Gifted Education Placement

Date Completed:

Review the policy and procedure related to gifted education placement to verify
Compliance Sections 16.41 and 16.42.

Make the policy and procedures related to gifted education placement available to BSE
during the on-site visit.

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GFSA TOPIC 6: Gifted Education Procedural Safeguards

Date Completed:

Review the gifted education procedural safeguard policy and procedures to ensure that
they comply with the requirements of Chapter 16.

Provide the district’s policy and procedures related to gifted education procedural
safeguards to BSE during the on-site visit.

GFSA TOPIC 7: Student Record Review

Date Completed:

Provide copies of 10 individual files for on-site review. The names of these students will
be provided to the school district.

Additional Information to be provided during On-Site Visit

Provide copies of schedules for teachers involved in the Teacher Interviews.

Provide copies of the school calendar for the past two years.

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 General Virtual Monitoring Schedule
Gifted Education Program
Timeframe Activity Participants
Prior to virtual monitoring  Complete Gifted Facilitated  District Determined Team
Due to the nature of virtual Self-Assessment (30 days
monitoring, the process prior to monitoring week)  District Determined Team
may occur over a 1 to 4  Access to Review student
week time frame. files  District Determined Team
Documents will be shared  Notify parents and teachers
via email. Access to District of monitoring dates and
potential contact
student files will need to be
arranged.

Day 1 Monday Virtual Entrance Conference  Superintendent

During 1st week Review/discussion of  Director/Supervisor/Coordinator
information submitted in the of Gifted Education
Sharing documents begins Gifted Facilitated Self-  Representative Building
Assessment (GFSA) Principals
District and PDE chair will  Collection of supporting  School Psychologists
documents sent via email  Others as designated by the
work together to schedule
attachments Director or PDE team
interviews
 PDE Monitoring Team
 Schedule virtual teacher  Gifted Support Teachers
interviews and parent phone  General Education Teachers
interviews
 Parents
 File Review (In-depth
student case studies)
begins
 Continuation of File  PDE Monitoring Chairperson
Once all documents are in Reviews and Interviews  Peer Monitors (if applicable)
and have been reviewed a  Meeting of the chairperson  Superintendent
virtual exit conference will and peers to review data  Director/Supervisor/Coordinator
be scheduled from reviews. Forward any of Gifted Education
required documentation and  Others as designated by the
forms to the chairperson. Director or PDE team
 Virtual Exit Conference
 District Receives Executive  PDE Monitoring Chairperson
60 Days from the date of the Summary Report  Superintendent
Virtual Exit Conference Summary of Findings  Director/Supervisor/Coordinator
Commendations of Gifted Education
Corrective Action Verification  Others as designated by the
Form Director or PDE team
 Virtual Meeting to develop  PDE Monitoring Chairperson
60 Days from Date Executive the Corrective Action  Superintendent
Summary Verification Form (1st Visit)  Director/Supervisor/Coordinator
of Gifted Education
 Others as designated by the
Director or PDE team
 Virtual or On- Site Meeting  PDE Monitoring Chairperson
One Year from to review results of the  Director/Supervisor/Coordinator
Corrective Verification Plan of Gifted Education
1st Visit

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 Timeframe Activity Participants
 Includes file review  Others as designated by the
Director or PDE team

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 Executive Summary
of the
Gifted Education Compliance Monitoring Review
of the
School District

PART I
SUMMARY OF FINDINGS
Review Process
Prior to the Bureau’s monitoring the week of DATE, the School District was formally notified of
the dates the on-site review would be conducted. The District was informed of its responsibility
to compile various reports, written policies, and procedures to document compliance with
requirements.

While on-site, the monitoring team employed a variety of techniques to gain an in-depth
understanding of the District’s gifted program operations. These techniques included:

 Interviews of District administrative and teaching staff.

 Review of policies, notices, plans, gifted education forms, and data reports used and
compiled by the District (Gifted Facilitated Self-Assessment.)
 Comprehensive case studies (including interviews of gifted education staff and parents,
and student file reviews).

General Findings
In reaching compliance determinations, Bureau of Special Education (BSE) monitoring teams
apply criteria contained in state gifted education regulations. Specifically, these are:

 22 Pa. Code Chapter 16 (State Board of Education Gifted Education Regulations)

This report focuses on compliance with requirements and also contains some descriptive
information (such as interview results) which is intended to provide feedback to assist in
program planning.

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 Overall Findings of the Three Major Sections
of the Compliance Monitoring Instrument

1. GIFTED FACILITATED SELF-ASSESSMENT (GFSA)

The team reviewed the GFSA submitted by the School District and conducted on-site
verification activities of the information submitted in the GFSA. The on-site verification activities
included review of policies, notices, procedures, and school file reviews.

GFSA In Compliance Out of Compliance

Strategic Plan and Policy
Personnel
Special Education/Dual Exceptionalities
Screening and Evaluation Process
Gifted Education Placement
Gifted Procedural Safeguards
Student Record Review

2. FILE REVIEW (Student case studies)

The gifted education records of randomly selected students receiving gifted education services
were studied to determine whether the District complied with essential requirements in five
areas.

The status of compliance of the District is as follows:

Out of N/A
Section of the FILE REVIEW In Compliance
Compliance
Essential Student Documents Are
Present and Were Prepared Within
Timelines
Evaluation/Reevaluation: Process and
Content
Gifted Individualized Education
Program (GIEP): Process and Content
TOTALS

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July 2024 11
 3. TEACHER AND PARENT INTERVIEWS

Interviews were conducted with parents and teachers of students selected by BSE for the
sample group. The goal was to determine if the District involves parents and professionals in
required processes (e.g., Evaluation, GIEP development…), whether programs and services are
being provided, and whether the District provides training to enhance knowledge. Parent and
teacher satisfaction with the gifted education services is also generally assessed.

# Yes # No N/A
Responses Responses
Teacher Interviews
Parent Interviews
TOTALS

4. COMMENDATIONS

PART II
CORRECTIVE ACTION PROCESS
PART I of this report presented an overall summary of findings in each major area reviewed by
the team. In the Appendix to the report, we have provided you with detailed findings for each of
the criteria of the 3 major sections of the gifted compliance monitoring instrument, i.e. GFSA,
File Review, and Parent and Teacher Interviews. The detailed report of findings in the Appendix
includes:

 Criteria Number
 Statements of all requirements
 Whether each requirement was met or was not met
 Statements of corrective action required for those criteria not met

Upon receipt of this report, the District should review the corrective actions required. The
Report is formatted so that findings from all components of the gifted monitoring are
consolidated by topical area. The Report lists the finding, and whether corrective action is
required. For certain types of findings, corrective action will be prescribed, and will not vary
from school district to school district. For example, if the finding is that a school district lacks a
specific required policy, it is reasonable to have the BSE prescribe a standardized remedy and
timeline for correcting this deficiency. However, the majority of corrective action activities will be
individually designed by school districts based on their own unique circumstances and goals.

The BSE Adviser will schedule an on-site visit with school districts within 60 days following
issuance of the gifted monitoring report. The Adviser and school district staff will develop a LEA
Compliance and Improvement Plan for corrective action. A school district will recommend a
corrective action or Improvement Plan strategy and timeline. A school district proposes

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corrective action activities and the BSE Adviser and school district mutually agree upon the Plan
for Corrective Action. The BSE Adviser will confirm and submit a PDE- approved school district
improvement plan.

With respect to the File Review, because students were selected at random, findings are
generalized to the entire population of gifted students. During the corrective action review, the
BSE Adviser will select students at random and not focus on those students in the original
sample. Consequently, school districts should approach corrective action on a systemic basis.
If there has been a finding of non-compliance regarding the appropriateness or implementation
of an individual student’s program a school district must take immediate, individual corrective
action.

Upon conclusion of the corrective action process, a school district will be notified of its
successful completion of the gifted monitoring process.

While the Bureau of Special Education chairperson was responsible for on-site activities, report
preparation, and resolution of any discrepancies in the report, responsibility for the corrective
action process is assigned to the Director’s Office. Therefore, school districts should direct
inquiries and concerns related to corrective action to Shirley Moyer, M. Ed. at (717) 705-5186.

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 Gifted Education Facilitated Self-Assessment

School District:

Date Completed:

Dates of Compliance Monitoring:

Team Members who completed this document:

Please respond to each question to the best of your ability based on your present knowledge of
your school district's gifted education program.

Gifted Education Plan

1. Does the District’s Comprehensive Plan include evaluation procedures and service
elements (outlined in the gifted education plan) for the education of all gifted students
enrolled in the school district as developed under Chapter 4? (§16.4)

Yes No

2. Does the District’s Gifted Education Plan describe its policy for systematically
identifying children who are gifted and in need of specially designed instruction? (§
16.4(b) (1))

Yes No

3. Does the District’s Comprehensive Plan describe the K-12 options for gifted
education services, including acceleration, enrichment or a combination both, which
go beyond the program that the student would receive as part of general education?
(§16.41 (b)(3) )

Yes No

4. What are some examples where students can participate in acceleration and/or
enrichment that extend beyond the program the student would receive as part of
general education? (§16.41 (b) (3))

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 5. How does the Comprehensive Plan ensure implementation of the District's Gifted
Education Plan? (§16.4 (a))

6. What procedures are in place for tracking reports of students, personnel, and
program elements including the costs of the elements, which are relevant to the
delivery of gifted education? (§16.4 (c))

Personnel
7. Are District personnel who serve on the Gifted Multidisciplinary Team and who
identify gifted students appropriately certified in accordance with Chapter 16? (§16.5
and §16.22 (d))

Yes No

8. Are District personnel providing direct or indirect service to gifted students

appropriately certified in accordance with Chapter 16? (§16.5)

Yes No

9. Does the District provide and document continuing professional development/in-

service training for regular teachers, principals, administrators and support staff
persons responsible for gifted education? (§16.5 (c))

Yes No

10. Does the District ensure that paraprofessionals working with gifted students are
working under the direction of professional personnel? (§16.5 (b))

Yes No

Special Education/Dual Exceptionalities

11. Does the District have any students who are dually eligible for services under
Chapters 14 and 16? (§16.7)

Yes No

12. Does each dually identified student have a single individualized educational plan?
(§16.7 (d))

Yes No

13. For dually identified students, are the essential elements (PLEPs, Goals, STLOs,
SDI, and Support Services) of the GIEP represented in the individualized plan for a
student with disabilities? ((§16.7 (d) and §16.32 (d))

July 2024 15
 Yes No

Screening and Evaluation

14. Does the District’s screening process include a system to locate and identify all
students within that district who are thought to be gifted and in need of specially
designed instruction? (§16.21 (a))

Yes No

15. What awareness activities does the District’s process include to inform the public of
gifted education services and the manner by which to request these services?
(§16.21 (b))

16. What is the process for screening and/or referring, a student for potential gifted
eligibility? Attach any supporting documentation. (§ 16.21 (b) and § 16.22 (b))

17. Does the District allow parents who suspect that their child is gifted to request a
gifted multidisciplinary evaluation of their child at any time, with a limit of one request
per school term? (§ 16.22 (c))

Yes No

18. Does the District conduct multidisciplinary evaluations by the Gifted Multidisciplinary
Team? (§ 16.22 (d))

Yes No

19. Is the Gifted Multidisciplinary Team formed on the basis of the student’s strengths
and needs and comprised of the student (if appropriate), the student’s parents, a
certified school psychologist, persons familiar with the student’s educational
experience and performance, one or more of the student’s current teachers, persons
trained in the appropriate evaluation techniques and, when possible, persons familiar
with the student’s cultural background? (§ 16.22 (d))

Yes No

20. Does the District conduct gifted multidisciplinary evaluations sufficient in scope and
depth to investigate information relevant to the student’s suspected giftedness? (§
16.22 (e))

July 2024 16
 Yes No

21. How does the District multidisciplinary evaluation process include information from
the parents or others who interact with the student on a regular basis, and
information from the student if appropriate in order to determine eligibility?(§ 16.22 (f)
and (§ 16.22 (i))

22. Are the following protection-in-evaluation measures considered when performing an

evaluation of a student suspected of being gifted: a) No one test or type of test is
used as the sole criterion; and b) Intelligence tests yielding an IQ score are not used
as the only measure of aptitude for students of limited English proficiency, or for
students of racial-, linguistic- or ethnic-minority background? (§ 16.22 (g))

Yes No

23. Are the tests and similar evaluation materials used in the determination of giftedness
selected and administered in a manner that is free from racial and cultural bias and
bias based on disability, so that the test results accurately reflect the student’s
aptitude, and achievement level? (§ 16.22(g) (3)(i) and (ii))

Yes No

24. Are the tests and similar evaluation materials professionally validated for the specific
purpose for which they are used, and administered by certified school psychologists
under instructions provided by the producer of the tests and sound professional
practice? (§ 16.22 (3)(iii) and (iv))

Yes No

25. Do the tests and similar evaluation materials assess specific areas of educational
need and ability and not merely a single general IQ? (§ 16.22 (3)(v))

Yes No

July 2024 17
 26. Do the criteria used for gifted eligibility include multiple factors such as: achievement
test scores, acquisition and retention rates, demonstrated achievement,
performance, or expertise in one or more academic areas, higher level thinking skills,
academic creativity, leadership skills, academic interest areas, communication skills,
foreign language aptitude or technology expertise and evidence that intervening
factors are masking giftedness? (§ 16.21(e)(1-4)).

Yes No

27. Is there a system for documenting, observing, validating or assessing evidence that
intervening factors such as English as a second language, learning disability,
physical impairment, emotional disability, gender or race bias, or socio/cultural
deprivation are masking gifted abilities? (§ 16.21(e) (5))

Yes No

28. Does the GMDT (gifted multidisciplinary team) prepare a written report which brings
together the information and findings from the evaluation or reevaluation concerning
the student’s educational needs and strengths, recommendations as to whether the
student is gifted and in need of specially designed instruction, the basis for those
recommendations, and the names and positions of the members of the GMDT? (§
16.22 (h))

Yes No

29. Does the school district complete the initial evaluation and have a copy of the
evaluation report presented to the parents no later than 60 calendar days after the
school district receives written parental consent for evaluation or an order of a court
or hearing officer to conduct a multidisciplinary evaluation? (§ 16.22 (j))

Yes No

30. Are gifted students reevaluated before a change in educational placement (begin
new services, discontinue existing services, whole grade acceleration) is
recommended for the student? (§ 16.23 (a))

Yes No

31. Do reevaluations include a review of the student’s GIEP, a determination of which

instructional activities have been successful, and recommendations for the revision
of the GIEP? (§ 16.23 (c))

Yes No

32. Do reevaluations occur within the 60 calendar day timeline for such reevaluations
(except that the calendar days from the day after the last day of the spring school

July 2024 18
 term up to and including the day before the first day of the subsequent fall school
term may not be counted)? (§ 16.23 (d))

Yes No

Gifted Education Placement

33. Does the GIEP team base educational placement decisions on the gifted student’s
instructional needs and abilities? (§ 16.41 (a))

Yes No

34. Did the District adopt board policies relating to caseloads and class sizes for gifted
students? (§ 16.41 (c))

Yes No

35. If the district has exceeded the caseload class size requirements, is there a waiver
received from the Secretary of Education? (§ 16.41 (d))

Yes No

36. Is there evidence that gifted educational placement is not made based on a lack of
available placement alternatives?

Yes No

37. Have you ever denied gifted educational placement for any of the following: If so,
please explain. (§ 16.41 (e))

a) Lack of availability of placement alternatives?

Yes No

b) Lack of availability or efforts to make educational or support services available?

Yes No

c) Lack of staff qualified to provide the services (content specific qualifications) set
forth in the GIEP?

Yes No

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 d) Lack of availability of space or of a specific facility?

Yes No

e) Administrative convenience?

Yes No

38. Does the District procedure support the right of parents to have their gifted children
educated at private schools completely at private expense? (§ 16.42 (a))

Yes No

Gifted Education Procedural Safeguards

39. Does the district adhere to the requirements of Chapter 16.31 relating to students
moving into the District with a completed GlEP from a different district? (§ 16.31)

Yes No

40. Does the District document the provision of written notice to the parents in
accordance with the timelines established? (§ 16.61)

Yes No

41. Does the District adhere to the pendency requirements? (§ 16.61) (a))

Yes No

42. Is there documentation that written parental consent is obtained when required? (§
16.62.)

Yes No

43. Does the District provide the Notice of Parental Rights for Gifted Students
(procedural safeguards) and document that parents have received it? (§ 16.61 (a))

Yes No

July 2024 20
 44. Does the District understand its responsibilities if a parent requests due process or
mediation? (§ 16.63 and 16.64)

Yes No

45. Does the District’s confidentiality policy for gifted students adhere to the
requirements of FERPA and Chapter 12? (§ 16.65.)

Yes No

July 2024 21
 Gifted File Review
Student Name:

Age of Student:

Enrolled Grade:

Permission to Evaluate
# Question Yes No N/A
8 PTE Consent form is present in the student file
(If the answer to Question #8 is No, indicate NA for Questions 9-13)
Date District sent Consent form:
Date of Receipt of Consent Form:
Date of Notice of Intent to Re-Evaluate, if applicable:

The following information is present:

# Question Yes No N/A
9 Demographic Data
10 Reason(s) for referral
11 Proposed types of assessments and procedures
12 Contact person’s name and contact information
13 Parent Signature and initials documenting receipt of Notice of
Parental Rights for Gifted Students.

Gifted Written Report

# Question Yes No N/A
14 GWR is present in the student file
(If the answer to Question #14 is No, indicate NA for Questions 15-21)
Date of GWR
15 GWR was completed within timelines
(Within 60 calendar days from the date of LEA receipt of signed PTE,
excluding summer break)

The following information is present:

# Question Yes No N/A
16 Demographic Data
17 Date report was provided to parents
If report was presented at a gifted team meeting:
Date of Invitation
Date of Gifted Team meeting
18 Evaluations and information provided by the parents of the
student (or documentation of the District’s attempts to obtain
parent input)
19 Teacher input is reflected in the document.
20 Information and recommendations from the school psychologist
are in the document
21 Recommendations from the team for the student are present in
the document.

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Invitation to Participate in a Gifted Team Meeting
# Question Yes No N/A
22 Current Invitation for most recent Gifted Team meeting is present
in the student file. If the answer is no, indicate NA for #23-#28.
23 Invitation to Participate in a Gifted Team Meeting was issued prior
to the meeting or documentation that parent signed a waiver to
move directly to a GIEP meeting from a GMDE meeting.

The following information is present:

# Question Yes No N/A
24 Demographic Data
25 Purpose(s) of the meeting is identified
26 Names of invited GIEP Team members are included
27 Date/time/location of the meeting is included.
28 Parent response or documentation of parent attendance at the
meeting, or documentation of multiple efforts to encourage
participation, and parent initials documenting receipt of Notice of
Parental Rights for a Gifted Student is present.

Gifted Individualized Education Plan (GIEP)

# Question Yes No N/A
29 GIEP is present in the student file. If the answer is No, indicate
NA for questions #30-#44

Documentation of GIEP Team Participation:

# Question Yes No N/A
30 Parent(s) (or documented efforts to have them attend)
31 Student (If parent(s) chose to have student participation.
32 One or more of the student’s current general education teachers
33 Teacher of the Gifted
34 District Representative (authorized to commit the resources of the
district)
35 Other individuals at the discretion of either the parents or the
District
36 Date of GIEP Team Meeting
37 GIEP was completed within the timeline (No more than 30
calendar days from GWR or within one year of last GIEP Annual
Review).

The following information is present:

# Question Yes No N/A
38 Demographic Data
39 GIEP Implementation Date
40 Anticipated duration of services

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Present Levels of Education Performance - the following information is present:
# Question Yes No N/A
41 Information is current (within one year of the date of the GIEP)
42 Information regarding student’s academic strengths indicates
current instructional levels using multiple data points and leads to
a goal
43 Progress on previous year’s academic goals is reported and
evidence is cited to support growth
44 Instructional needs of the student are based on educational
strengths

Annual Goals and Objectives

The following information is present:

# Question Yes No N/A
45 Annual goals are stated and aligned to standards
46 Annual goals are responsive to the strengths identified in the
Present Levels
47 Short term learning outcomes lead to goal achievement
48 Objective criteria and assessment procedures are described
49 Timelines are established so parents can gauge progress on
goals
50 Specially designed instruction includes strategies that support
enrichment, acceleration, or a combination of both
51 Specially designed instruction has a defined start date, frequency,
and the duration is indicated
52 Location (s) and/or Provider(s) of the specially designed
instruction is documented
53 Specially designed instruction supports the attainment of the goal

Support Services
# Question Yes No N/A
54 Support service includes collaboration among the gifted support
and general education teacher(s)
55 Reference to a 504 is included if a student also receives services
under Chapter 15
56 Support Services define the start date, frequency, and duration
57 Location(s) of the support service is documented
58 Provider(s) of the support service is documented

July 2024 24
Notice of Recommended Assignment (NORA)
# Question Yes No N/A
59 NORA is present in the student file.
(If the answer to 59 is No, indicate NA for questions 60-68)
Date District sent/presented NORA
Date District received signed NORA

The following information is present:

# Question Yes No N/A
60 Demographic data
61 Type of action taken
62 A description of the action proposed or evidence of refusal to take
action
63 A description of the other options the GIEP team considered and
the reason why these options were rejected supported by data
64 Description of the evaluation procedures, assessment, record, or
report used as the basis for proposed action or action refused
and supported by data
65 Signature of District Superintendent
66 Parent initials documenting receipt of Notice of Parental Rights
for Gifted Students
67 NORA reflects the instructional planning indicated on the
student’s GIEP

July 2024 25
 Interview for Gifted Support Teacher/Case Manager

School District:

Monitoring Date:

Building Level: Elementary Jr. High/Middle High School

Student’s Name: Student’s Age:

Read to interviewee: Your answers to the questions are kept confidential.

# Question Yes No Other (Please explain)
68 Are you knowledgeable about Chapter 16
and your role in providing gifted education
services?
69 Are you familiar with the content of this
student’s GIEP including annual goals, short
term learning outcomes, specially designed
instruction and support services?
70 Do you collaborate with general education
teachers to plan and implement special
designed instruction as defined in the
student’s GIEP?
71 When planning the GIEP, are you providing
enrichment and/or acceleration aligned to
the PA Core Standards?
72 Was the placement for this student based
upon the data collected on the individual
student’s strengths?
73 Are the services and supports agreed upon
in the GIEP being implemented with fidelity?
74 Has the District provided training on gifted
education to adequately prepare you for
teaching gifted children?

Please add any additional comments about the District’s Gifted Education
Continuum of Services:

July 2024 26
 Interview for General Education Teacher

School District:

Monitoring Date:

Building Level: Elementary Jr. High/Middle High School

Student’s Name: Student’s Age:

Read to interviewee: Your answers to the questions are kept confidential.

# Question Yes No Other (Please explain)
75 Are you knowledgeable about Chapter 16
and your role in providing gifted education
services?
76 Are you familiar with the content of this
student’s GIEP including annual goals, short
term learning outcomes, specially designed
instruction and support services?
77 Do you collaborate with the gifted education
teacher to plan and implement special
designed instruction as defined in the
student’s GIEP?
78 Did you participate in the GIEP planning
process for this student?
79 Was the placement for this student based
upon the data collected on the individual
student’s strengths?
80 Are the services and supports agreed upon
in the GIEP being implemented with fidelity?
81 Has the District provided training on gifted
education to adequately prepare you for
teaching gifted children?

In what ways do you differentiate the general education curriculum for this
student that is not included in the GIEP?

Please add any additional comments about the District’s Gifted Education
Continuum of Services:

July 2024 27
 Interview for Parent of Gifted Student

School District:

Monitoring Date:

Building Level: Elementary Jr. High/Middle High School

Student’s Name: Student’s Age:

Read to interviewee: Your answers to the questions are kept confidential.

# Question Yes No Other (Please explain)
82 Were you asked to provide information for
your child’s Gifted Multidisciplinary
Evaluation or most recent Gifted
Individualized Education Plan (GIEP)?
83 Was the Gifted Individualized Education
Plan finalized with input from the team at the
most recent GIEP review?
84 Were the following GIEP team members
present at the meeting: general education
teacher, gifted support teacher, and district
representative, and Student, if applicable.
85 Did the GIEP team consider your input
when drafting the GIEP?
86 Was the placement for your child based
upon the data collected on his/her individual
strengths?
87 Were all the services that the team
considered offered regardless of lack of
resources, including qualified staff, funds, or
space?
88 Are you aware and understand gifted
regulations, parental rights, timelines, and
district policy(s) on gifted education?
89 Do you believe that the academic
expectations outlined in the GIEP for your
child are strength-based?
90 Do you feel that the assessment measures
are a reflection of your child’s progress?
91 Do you believe that there is sufficient
communication between you and school
district personnel?
92 Are the services and supports agreed upon
in the GIEP being implemented with fidelity?

July 2024 28
Please add any additional comments about the District’s Gifted Education
Continuum of Services:

July 2024 29
Gifted Corrective Action Verification - Bureau of Special Education
This form is designed to serve both as a planning tool for Improvement and as verification of completion of corrective action. It is to be
submitted as a tracking document and with a school district’s written request for extensions to due dates for corrective action.

School District:

BSE Special Education Adviser:

Date:

Date of 1st Visit:

Policies and Procedures

Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
1 GFSA-Strategic Plan and Policy
Standard: The School District has a gifted education
plan that includes procedures for the education of all
gifted students enrolled in the school district.
2 GFSA-Personnel
Standard: In-Service training appropriately prepares
and trains personnel to address the special
knowledge, skills and abilities to serve the unique
needs of gifted students.
3 GFSA - Special Education/Dual Exceptionalities
Standard: For students who are eligible for gifted
individualized services under Chapter 16 and also for
special education services under Chapter 14, the
School District must demonstrate compliance with all
requirements of Chapter 14.

July 2024 30
 Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
4 GFSA-Screening and Evaluation Process
Standard: The School District demonstrates
compliance with annual public notice requirements
and has an appropriate screening and evaluation
process.
5 GFSA-Gifted Education Placement
Standard: The School District demonstrates that
educational placement and instruction is based on
each gifted student’s needs in accordance with
Chapter 16.
6 GFSA-Gifted procedural safeguards
Standard: The School District will demonstrate
compliance with the gifted education procedural
safeguard requirements of Chapter 16.
7 GFSA-Student Record Review
Standard: The School District has developed gifted
multidisciplinary evaluation reports and gifted IEPs as
required under Chapter 16 and has provided parents
with procedural safeguards.

File Review (Completed by the School District Team and BSE Team) Report of Results by Frequency Count of
Responses

Permission to Evaluation (PTE) – Consent Form – the following information is present:

Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
8 PTE-Consent form is present in the student file
9 Demographic data
10 Reason(s) for referral
11 Proposed types of assessments and procedures.
12 Contact person’s name and contact information.

July 2024 31
 Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
13 Parent signature and initials documenting receipt of
Notice of Parental Rights for Gifted Students.

Gifted Written Report (GWR) – the following information is present:

Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
14 GWR is present in the student file.
15 GWR was completed within timelines.
16 Demographic data
17 Date report was provided to parent.
18 Evaluations and information provided by the parents
of the student (or documentation of the School
District’s attempts to obtain parent input).
19 Teacher input is reflected in the document.
20 Information and recommendations from the District
psychologist are in the document.
21 Recommendations from the team for the student are
present in the document.

Invitation to participate in a Gift Team Meeting – the following information is present:

Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
22 Current Invitation is present in the student file.
23 Invitation to Participate in Gifted Team Meeting was
issued prior to the meeting or documentation that
parent signed waiver to move directly to GIEP
Meeting from a GMDE meeting.
24 Demographic Data
25 Purpose(s) of the meeting is identified.
26 Names of invited GIEP team members are included.
27 Date/time/location of meeting is included.

July 2024 32
 Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
28 Parent response, or documentation of parent
attendance at the meeting, or documentation of
multiple efforts to encourage participation, and parent
initials documenting receipt of Notice of Parental
Rights for a Gifted Student.

Gifted Individualized Education Plan (GIEP) – documentation of GIEP team participation:

Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
29 GIEP is present in the student file.
30 Parent(s)(or documented efforts to have them attend)
31 Student (if parent(s) choose to have the student
participate).
32 One or more of the student’s current regular
education teachers.
33 Teacher of Gifted
34 School District (authorized to commit the resources of
the district).
35 Other individuals at the discretion of either the
parent(s) or the School District.
36 Date of the GIEP Team Meeting
37 GIEP was completed within timelines.

Gifted Individualized Education Plan (GIEP) – the following information is present:

Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
38 Demographic Data
39 GIEP implementation date.
40 Anticipated duration of services

Present Levels of Education Performance (PLEPS) – the following information is present:

July 2024 33
 Required Corrective Timelines
Q# Action or and Extension Date
Y N NA %# Citation Improvement Plan Resources Date Closed
41 Information is current (within one year of the date of
the GIEP).
42 Information regarding the student’s academic
strengths indicates current instructional levels using
multiple data points and leads to a goal.
43 Progress on previous year’s academic goals is
reported and evidence is cited to support growth
44 Instructional needs of the student are based on
educational strengths

Annual Goals and Objectives

The following information is present:

Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
45 Annual Goals are stated and aligned to standards.
46 Annual Goals are responsive to the strengths in the
Present Levels.
47 Short Term learning outcomes lead to goal
achievement.
48 Objective criteria and assessment procedures are
described.
49 Timelines are established so parents can gauge
progress on goals.
50 Specially designed instruction includes strategies that
support enrichment, acceleration, or a combination of
both.
51 Specially designed instruction has a defined start
date, frequency, and the duration is indicated.
52 Location(s) and/or Provider(s) of the specially
designed instruction is documented.

July 2024 34
 Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
53 Specially designed instruction supports the
attainment of the goal.

Support Services
Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
54 Support service includes collaboration among the
gifted support and general education teacher(s)
55 Reference to a 504 is included if a student also
receives services under Chapter 15
56 Support services define the start date, frequency, and
duration
57 Location(s) of the support service is documented
58 Provider(s) of the support service is documented

Notice of Recommended Assignment (NORA)

Required Corrective Timelines
Action or and Extension Date
Y N NA %# Citation Improvement Plan Resources Date Closed
5
9 NORA is present in the student file.

The following information is present:

Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
60 Demographic data
61 Type of action taken
62 A description of the action proposed or evidence of
refusal to take action

July 2024 35
 Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
63 A description of the other options the GIEP team
considered and the reason why those options were
rejected
64 Description of the evaluation procedure, assessment,
record or report used as the basis for proposed
action or action refused.
65 Signature of School District Superintendent.
66 Parent initials documenting receipt of Notice of
Parental Rights for Gifted Students
67 NORA reflects the instructional planning indicated on
the student’s GIEP

Interview for Teacher of Gifted Students

The District will consider interview responses in planning improvements for gifted education.

Required Corrective Timelines

Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
68 Are you knowledgeable about Chapter 16 and your
role in providing gifted education services?
69 Are you familiar with the content of this student’s
GIEP including annual goals, short term learning
outcomes, specially designed instruction and support
services?
70 Do you collaborate with general education teachers
to plan and implement special designed instruction as
defined in the student’s GIEP?
71 When planning the GIEP, are you providing
enrichment and/or acceleration aligned to the PA
Core Standards?
72 Was the placement for this student based upon the
data collected on the individual student’s strengths?

July 2024 36
 Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
73 Are the services and supports agreed upon in the
GIEP being implemented with fidelity?
74 Has the school district provided training on gifted
education to adequately prepare you for teaching
gifted children?

Interview for Regular Education Teacher(s)

The District will consider interview responses in planning improvements for gifted education.

Required Corrective Timelines

Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
75 Are you knowledgeable about Chapter 16 and your
role in providing gifted education services?
76 Are you familiar with the content of this student’s
GIEP including annual goals, short term learning
outcomes, specially designed instruction and support
services?
77 Do you collaborate with the gifted education teacher
to plan and implement special designed instruction as
defined in the student’s GIEP?
78 Did you participate in the GIEP planning process for
this student?
79 Was the placement for this student based upon the
data collected on the individual student’s strengths?
80 Are the services and supports agreed upon in the
GIEP being implemented with fidelity?
81 Has the school district provided training on gifted
education to adequately prepare you for teaching
gifted children?

July 2024 37
Interview for Parent of Gifted Student
The District will consider interview responses in planning improvements for gifted education.

Required Corrective Timelines

Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
82 Were you asked to provide information for your
child’s Gifted Multidisciplinary Evaluation or most
recent Gifted Individualized Education Plan (GIEP)?
83 Was the GIEP finalized with input from the team at
the most recent GIEP review?
84 Were the following GIEP team members present at
the meeting: general education teacher, gifted
support teacher, and district representative, and
Student, if applicable.
85 Did the GIEP team consider your input when drafting
the GIEP?
86 Was the placement for your child based upon the
data collected on his/her individual strengths?
87 Were all the services that the team considered
offered regardless of lack of resources, including
qualified staff, funds, or space?
88 Are you aware and understand gifted regulations,
parental rights, timelines, and district policy(s) on
gifted education?
89 Do you believe that the academic expectations
outlined in the GIEP for your child are strength-
based?
90 Do you feel that the assessment measures are a
reflection of your child’s progress?
91 Do you believe that there is sufficient communication
between you and school district personnel?
92 Are the services and supports agreed upon in the
GIEP being implemented with fidelity?

July 2024 38
Other Non-Compliance Issues
Required Corrective Timelines
Action or and Extension Date
Q# Y N NA %# Citation Improvement Plan Resources Date Closed
Other Non-Compliance Issues

July 2024 39