North Allegheny School District

MULTI-CRITERIA SCREENING AND 

IDENTIFICATION PROCESSES OF GIFTED STUDENTS

North Allegheny Gifted Support Program Philosophy Statement

North Allegheny’s Gifted Education Program reflects and extends our mission statement to appropriately challenge and prepare our advanced learners to live productively in our changing society.  While providing enrichment and a broad spectrum of educational opportunities, the gifted education program encourages the individual learner to develop personal responsibility, task commitment, self-discipline, independent learning skills, respectful conduct, and social/emotional balance.   The development of critical thinking, problem solving, communication skills and creativity is shared collaboratively among the gifted learner, the parents, and the North Allegheny educational community.

Mentally Gifted:

The definition of giftedness comes from the Pennsylvania Department of Education (PDE) Special Education Rules and Regulations under Chapter 16 and states that a student who is mentally gifted demonstrates outstanding intellectual and creative ability, the development of which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program.  This term includes a person who has an IQ of 130 or higher or when multiple criteria, as set forth in Chapter 16 and in Department Guidelines, indicate gifted ability.  Determination of gifted ability will not be based on IQ score alone.  Deficits in memory or processing speed, as indicated by intellectual ability subtests, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education.  A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability. Determination of mentally gifted must include a full assessment by a certified school psychologist.

The North Allegheny School District engages in identification procedures to ensure that eligible students receive an appropriate educational program consisting of gifted education, individualized to meet the student needs.  At no cost to the parents, these services are provided in compliance with state regulations and are reasonably calculated to yield meaningful educational benefit and student progress.  

Screening:

To identify students who may be eligible for gifted education, various screening activities are conducted annually.  This systematic screening process fulfills the District’s obligation to conduct child find activities for students who may need services or instruction not ordinarily provided in the general education curriculum.  The review considers information about academic and cognitive abilities collected on all students at a given grade level.  After receiving the results of the group achievement assessments, the District will conduct a review of screening information for students enrolled in grades 1 through 5 each school year.

Procedures:

A.   District Referral/Child Find:  The North Allegheny School District has established procedures whereby the classroom teacher and/or school counselor will review student performance data in January through May of each school year.  The review considers information about academic abilities collected on all students at a given grade level.  After receiving the results of the group ability assessment, the school counselor will conduct a review of the screening information for students in each building by completing the appropriate level on the Multiple Criteria-based Screening for Giftedness form.  Once a student meets the specific screening requirements on the Multiple Criteria-based Screening for Giftedness form, the District will make a referral for a Gifted Multi-Disciplinary Evaluation (GMDE).  Data available at each grade level will vary; however, these generally include the following: 

B.   Parent Referral:  When parents suspect their child is gifted, they may request in writing an evaluation at any time, with the limit of one request per school year.  As per 22 PA. Code § 16.22 (c), if a parent makes the request for an evaluation verbally, the school district must inform them to put their request in writing.  When the District receives the written request, the parents will receive a Permission to Evaluate form within 10 calendar days of the written request.  The District must receive a parent’s signature on the form in order to continue with the evaluation process.  Parents will also be asked to provide information that will be included in the evaluation.

Gifted Multi-Disciplinary Evaluation (GMDE)

When the District’s screening process indicates that a student has potential consistent with the definition of mentally gifted or a performance level which exceeds that of other students in the regular classroom or a parent(s) suspects their child is gifted and requests an evaluation in writing, the District will initiate a Gifted Multidisciplinary Evaluation (GMDE) as specified in Title 22 Pennsylvania Code, Chapter 16 to be conducted by the Gifted Multi-Disciplinary Team (GMDT).  The GMDE must be sufficient in scope and depth to investigate information relevant to the student’s suspected giftedness, including academic functioning, learning strengths, and educational needs.  

A. The Gifted Multi-Disciplinary Team (GMDT)

The Gifted Multi-Disciplinary Team (GMDT) includes a certified school psychologist, the principal or District representative, the classroom teacher(s), a school counselor, and the parent(s)/guardian(s).  The GMDT conducts a comprehensive evaluation that is sufficient in scope to investigate information relevant to the student’s suspected giftedness, including academic functioning, learning strengths, rates of acquisition and retention, intervening factors that may mask giftedness, and educational needs.  If at any time, the parent(s) decides to rescind permission to evaluate, the evaluation process will be stopped as long as the parent’s request is in writing.  

“The GMDT has the responsibility of contributing information to the GMDE that:

• Assures that comprehensive data has been collected on the student to indicate academic instructional levels, thinking skills and other learning skill levels, rate of acquisition/retention for mastery of new content/skills, academic interests/strengths, and, as appropriate, developmental levels (young students) and career goals.

• Provides clarifying information about the ability of children who score below IQ 130 (within the standard of measurement for the test) and have strong indications of gifted performance.

• Determines if additional assessment, such as out-of-level academic testing, is needed.  When normed and validated individualized standardized testing is used, a clear explanation of subtest results should be part of the Gifted Written Report.  Such explanation may include:

• • Mastery level

• • Functional/instructional level and frustration level

• • Grade level equivalencies

• • District performance criteria for competency

• • Mastery and excellence of output

• • Comprehensive developmental levels in subtests

• • Implications in the learning process of the student

• Recommends whether a student is gifted and in need of specially designed instruction.

• Recommends appropriate integrated programming for a student if there is more than one area of exceptionality.

• Provides information about the student's adaptive and social behavior if this is appropriate.

The GWR should be compiled based on a complete evaluation and carry the recommendations of all individuals participating, whether or not the individuals are in concurrence. The determination of giftedness, i.e., eligibility under Chapter 16, resides with the GMDT, which includes the parents.”  (Pennsylvania Department of Education Gifted Guidelines August 2010, pages 13-14)

The evaluation process must take into consideration any Intervening Factors Masking Giftedness. “Documented, observed validated or assessed 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.”  (22 PA. Code §16.21 (e) (5))

B. Tools for Evaluation

The following data will be considered by the GMDT:

1. Individual Achievement test
2. Curriculum-Based Assessments (CBA) in Reading and Mathematics
3. Gifted Rating Scale
4. Parent(s)/Guardian(s) Input
5. Teacher(s) Input
6. Other Educational Records

The GMDE must include information from the parents or others who interact with the student on a regular basis, and may include information from the student if appropriate.”  (22 PA. Code § 16.22 (f))

C. Gifted Written Report

The Gifted Written Report (GWR) brings together the findings from the evaluation or reevaluation concerning the student’s educational needs (strengths).  “The report must make recommendations as to whether the student is gifted and in need of specially designed instruction, indicate the basis of those recommendations, include recommendation for the student’s programming, and indicate the names and positions of the members of the GMDT.”  (22 PA. Code § 16.22(h)). 

D. Gifted Identification

During the evaluation process, the Permission to Evaluate (PTE) form will be issued to provide parental consent to administer one or more of the following instruments: individual cognitive ability test, individual achievement test, curriculum-based assessments (CBA) in reading and mathematics and/or gifted rating scale.  Gifted rating scales are norm-referenced rating scales based on current theories of giftedness. A minimum of one teacher will complete the scale who has known the student for at least one month.  In addition, parent and teacher input will be obtained and an educational records review conducted.

The term includes a person who has an IQ of 130 or higher or when multiple criteria as set forth in this chapter and in Department Guidelines indicate gifted ability and demonstrate a need for specially designed instruction. Determination of gifted ability will not be based on IQ score alone. Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education. The determination of mentally gifted must include an assessment by a certified school psychologist (22 Pa. Code §16.21(d)).  A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability utilizing the following multiple criteria below:

• Intellectual ability score of 127 or higher on an individual cognitive ability test. A general ability index will also be considered to mitigate the effects of memory and processing speed. No one test or measure is sufficient to determine giftedness.

Achievement

A year or more above grade achievement level for the normal age group in one or more subjects as measured by nationally normed and validated achievement tests able to accurately reflect gifted performance. Subject results shall yield academic instruction levels in all academic subject areas (22 Pa. Code §16.21(e) (1)).

• Individual Achievement test with a score at the 97th percentile rank or higher on the Reading Comprehension subtest, Reading Composite, Math Problem-Solving subtest, and/or Math Composite.

Rate of Acquisition, Rate of Retention 

An observed or measured rate of acquisition/retention of new academic content or skills that
reflect gifted ability (22 Pa. Code§16.21(e) (2)).

• Rates of acquisition and retention data are obtained by direct observation and reporting from teachers, special area teachers, and/or administrators and supervisors. Rate of Acquisition is defined as the rate at which a student acquires, understands, and demonstrates competency and/or mastery of new learning. Rate of Retention is defined as the rate at which a student retains concepts and skills necessary for subsequent learning. Areas observed/measured include English/Language Arts, Math, Social Studies, and Science. A student must demonstrate a high rate of acquisition and retention to be considered under this criterion.

Demonstrated Achievement

Demonstrated achievement, performance or expertise in one or more academic areas as
evidenced by excellence of products, portfolio or research, as well as criterion-referenced team
judgment (22 Pa. Code §16.21(e) (3)).

• Demonstrated achievement includes performance-based skills or expertise that shows a high-level of accomplishment, and indicates exceptional interest and motivation in specific areas. Demonstrated achievement is determined by teacher evaluation and observation of a student’s performance above and beyond local curricular expectations and standards. This may include work samples, summative assessments, end-of-year assessments, and formative assessments of which indicates needs beyond what can be offered through the continuum of services provided within the general education program.

• A recommendation from the team that includes specific documentation of academic acceleration and enrichment, when applicable, which have proven to be insufficient in providing an appropriate education for the student.

Early Skill Development

Early and measured use of high level thinking skills, academic creativity, leadership skills,
intense academic interest areas, communications skills, foreign language aptitude or technology
expertise (22 Pa. Code §16.21(e) (4)).

• A standardized, norm-referenced gifted rating scale that helps identify gifted and talented students will be completed by the student’s teacher(s). The 77th percentile is the minimum qualifying score in at least one area of skill development. The scale utilized complies with both the research literature and current definitions of giftedness, and measures early skill development including intellectual ability, creativity, leadership, and academic interests and skills.

Intervening Factors Masking Giftedness

Documented, observed, validated, or assessed evidence that intervening factors, such as English as a Second Language, disabilities defined in 34 CFR 300.8 (relating to a child with a disability), gender or race bias, or socio/cultural deprivation may mask gifted abilities.  The GMDE team is cautioned to examine the discrepancies between ability assessment results and academic achievement or demonstrated skills, and discrepancies among ability subtests.

If a student does not meet the definition of mentally gifted or multiple criteria and does not demonstrate the need for specially designed instruction, the student will not be admitted to the gifted education program.

E. Gifted Individualized Education Plan (GIEP)

The Gifted Individualized Education Plan (GIEP) is the framework of a student's program and should consist of information that is useful in providing appropriate programming and support services.  The GIEP is a yearly summary document that includes all curricular areas in which a gifted child is to receive education that is adapted and modified to provide opportunities to participate in acceleration or enrichment, or both, as appropriate for the student’s individual needs.  The options must enable them to learn at different rates, to learn difficult material earlier, and to think at a level different from their classmates.

A GIEP meeting must be held at least annually. In addition, a GIEP meeting must be held when a parent(s)/guardian(s) or teacher requests a meeting to develop, review, or revise a student's individualized education plan.  The GIEP Team includes the parent(s)/guardian(s); the student if 16 years of age or older (or younger if the parent(s)/guardian(s) chooses to have the student participate); a representative of the District who serves as the chairperson of the GIEP Team, who is knowledgeable about the availability of resources of the District and is authorized by the District to commit those resources; one or more of the student’s current teachers; and/or other individuals at the discretion of either the parent(s)/guardian(s) or the District.

The District will take steps to ensure that one or both of the parent(s)/guardian(s) of the student attend the GIEP meeting or have the opportunity to participate. An invitation to the GIEP meeting must be provided to the parents at least 10 calendar days in advance of the meeting. The meeting will be scheduled at a mutually agreed upon time and place.

Components of the GIEP include:

• Present Levels of Educational Performance which establish the extent of gifted potential, academic functioning levels, the child's rates of acquisition/retention, and performance levels. Information would include:  Academic/Cognitive Strengths, Achievement Results (aligned to grade/course level standards to indicate instructional level), Progress on Goals (for annual review only), Aptitudes, interests, specialized skills, products and evidence of effectiveness in other academic areas, and Grades/Classroom Performance as Indicated by Subject Area Teachers.

• Annual Goals are to be developed from the present levels of educational performance and be reasonably calculated to yield meaningful educational benefit and student progress within one year's time.

• Short-term Learning Outcomes are the actions and activities that will help the child reach the annual goals, evaluation criteria to determine when the child has achieved the annual goals, and the timelines. They should include what the student will produce, how he/she will apply the skills, or what real outcome will be achieved as a result of their engaging in a study, activity, or subject.

• Specially Designed Instruction are the adaptations or modifications to the general curriculum, instruction, instructional environments, methods, materials, or a specialized curriculum. Specially designed instruction consists of planning and implementing varied approaches to content, process and product modification in response to the student's interests, ability levels, readiness, and learning needs.

• Support Services could include, but are not limited to the following: career guidance, counseling, affective education, transportation, technology education, and flexible grouping.

• Dates indicate when the services will begin and the anticipated duration, based on one year, of the services.

F. Notice of Recommended Assignment (NORA)

At the conclusion of the GIEP meeting, a Notice of Recommended Assignment (NORA) is issued.  A NORA provides the parents with formal opportunity to agree or disagree with the identification, evaluation, educational placement, or the provision of gifted education as written in the GIEP.

Appendix A

Glossary of Terms:

Appendix B

Referral Sent:  __________________ (Date)

Gifted Program Screening and Eligibility Process

TEACHER INPUT FORM

Name of Student:                                           Grade:
Teacher’s Name:                                            Date:

Directions: PLEASE RETURN COMPLETE FORM TO SCHOOL COUNSELOR.  THANK YOU.

1.  How well does this student acquire information as compared to the majority of students in the classroom?

2.  How well does this student retain information as compared to the majority of students in the classroom?

3.  In which area of academics does this student excel?  Describe this student’s achievement, performance and expertise in this area.

4.  What specialized skills, interests or aptitudes has this student demonstrated? (i.e., higher level thinking skills, academic creativity, intense academic interests, exceptional communication skills, leadership skills, computer skills, etc.)

5.  Are there any intervening factors which mask this student’s gifted abilities (i.e., English as a second language, presence of a learning disability, presence of an emotional disability, poor test-taking abilities, social/cultural, etc.)

6.  Attach pieces of the student’s work to substantiate intellectual giftedness.

7.  Provide additional information that you believe is relevant.

Check one box per row:

Check all that apply.

☐ The student possesses ability above regular class curricula.
☐ The student’s social maturity is above classmates.
☐ The student has interest far advanced of regular classwork.
☐ The student needs stimulation that can be provided by an advanced program

Appendix C

Resources

Pennsylvania Department of Education Gifted Guidelines, August 2010

The Pennsylvania School Code, Chapter 16, Special Education for Gifted Students

Pennsylvania Association for Gifted Education