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Committee outlines priorities to reshape Patton Middle School gifted services
Summary
A district committee reviewed gifted programming at Patton Middle School, recommended three priorities (individualized services, student connection and shared ownership), and proposed working with the middle‑school scheduling committee to align services; next steps include clarifying exit criteria and communicating changes to families.
Unionville‑Chadds Ford administrators and a parent–staff–student committee on May 12 presented an extensive review of gifted services at Patton Middle School and proposed priorities and next steps to align programming with Pennsylvania requirements and student needs.
Dr. Bridal (presentation lead) said the committee included students, parents and staff from elementary through high school and that the work built on a January 2024 administrative review prompted by questions about how the district delivers gifted services under Pennsylvania’s Chapter 16 rules. The committee reviewed research, surveyed other Pennsylvania districts, consulted the Pennsylvania Department of Education Bureau of Special Education gifted advisor and gathered student voices.
The committee distilled its work into three priorities: (1) provide individualized gifted services tailored to a student’s area(s) of strength, (2) foster student connection and social‑emotional wellness for gifted learners, and (3) build shared ownership between regular‑education and gifted‑education staff. The committee noted current middle‑school practice places many students into a compacted fourth‑day ELA model in sixth and seventh grade with a different elective model in eighth grade; that model has raised concerns about students whose strengths are mainly in math being scheduled into compacted ELA classes.
Recommendations and next steps The committee recommended combining its work with the middle‑school scheduling committee to ensure delivery models fit the master schedule. Short‑term steps include expanding membership of the scheduling committee to include gifted‑services committee members, increasing professional development for staff who deliver gifted instruction, refining gifted‑resource (two‑day) work to align with individual GIEP goals, and clarifying exit criteria for students no longer in need of gifted services. The committee also suggested revisiting how eighth‑grade electives and the so‑called fifth‑core courses connect to gifted services.
Staff said the committee will continue work over the summer and fall, aim to present specific scheduling options to the scheduling committee, and update communications and the district website so families understand what the changes might mean. Presenters encouraged ongoing community engagement and said some students who participated in the committee volunteered to remain involved in future discussions.
No formal action was taken at the May 12 meeting; the presentation was informational and committee work will continue.
