WASD Screening & Identification Process for Gifted Students

Gifted Screening and Identification Process: 

Level 1 – Universal Screening

Teacher / Data Team Input

(Grades K-3)

  • aimswebPlus Benchmark Math Composite score or Reading Composite score above the 95th percentile based on national norms
  • Grade 95% or above in all major subjects
  • Teacher completed Chuska Scale

(Grades 4-12)

  • Most recent PSSA Assessment data in ELA or Math advanced
  • Grades 95% or above in all major subjects
  • Teacher completed Chuska Scale

*If a teacher/team suspects that a student is demonstrating giftedness based on the above universal screening, the teacher/team completes the “Gifted Screening Referral Form” and submits it to the special education office. 

Level 2 – Individual Screening

  • PTE issued to administer the KBIT - Student is administered the Kaufman Brief Intelligence Test – Second Edition (KBIT 2).
    • If the student scores 125 or higher on Verbal, Nonverbal and/or Overall Composite they are referred for full gifted evaluation. Permission to evaluate will be issued to the parents.
    • If the student scores below 125 a letter to parents will be issued stating that full gifted evaluation is not recommended, however they still have the right to formally request this evaluation with the special education office.  

Level 3 – Full Gifted Evaluation

  • If the student meets all the criteria of the universal and individual screening process a “Gifted Permission to Evaluate” is sent from the special education office to the parents.
  • Upon receipt of the signed permission, the Gifted Multidisciplinary Team completes the evaluation within 60 calendar days.
  • Parents and teachers complete rating scales and input forms to be used in this evaluation.
  • A certified school psychologist administers comprehensive assessments of cognitive/intellectual functioning and academic achievement.
  • Results are summarized in the Gifted Written Report.
  • Determination for Eligibility is based on the “Wellsboro Area School District Gifted Eligibility Matrix” and team determination of “Need” for gifted services. 

Wellsboro Area School District Gifted Guidelines:

Mentally gifted is defined as 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. (22 Pa. Code §16.1)

Each school district shall establish procedures to determine whether a student is mentally gifted. This term includes a person who has an IQ of 130 or higher. No one test or measure is sufficient to determine giftedness, and the evaluation and testing literature recognizes that there is a margin for error in any standardized testing. The standard error of measurement also applies when reporting IQ.

A person with an IQ score lower than 130 may be admitted to gifted programs when other educational criteria in the profile if the person strongly indicates gifted ability as indicated by the gifted eligibility matrix.

WASD gifted evaluation data includes:

  • Cognitive Abilities, as measured by an individually administered IQ test (WJ-IV, WISC-V)
  • Academic abilities in reading, as measured by an individually administered achievement test (WJ-IV, WIAT-III)
  • Academic abilities in reading, as measured by benchmark assessments or group achievement test (most recent aimswebPlus benchmark data in grades K-3 or PSSA data in grades 4-8)
  • Academic abilities in reading, as measured by teacher grades (most recent quarter report card grade)
  • Academic abilities in math, as measured by an individually administered achievement test (WJ-IV, WIAT-III)
  • Academic abilities in math, as measured by benchmark assessments or group achievement test (most recent aimswebPlus benchmark data in grades K-3 or PSSA Data in grades 4-8)
  • Academic abilities in math, as measured by teacher grades (most recent quarter report card grade)
  • Teacher observations of leadership, specific academic aptitude, creativity, and intellectual abilities. (Teacher Recommendation). 
  • Completion of Chuska Rating Scale by the teacher to determine rate of acquisition and retention
  • Completion of parent input form

Kindergarten – Grade Three Criteria

A student that meets the following criteria is eligible for gifted support if the team determines their educational needs cannot be met within the general education setting.

Either:

  1. Student demonstrates cognitive/intellectual abilities equal to or above the 98th percentile (FSIQ, GIA, GAI or Gf-Gc = 130+) with criteria other than IQ (achievement, rate of acquisition/retention, early skill development) also indicating giftedness.

OR

  1. Student demonstrates cognitive/intellectual abilities equal to or above the 90th percentile (FSIQ, GIA, GAI, or Gf-Gc = 120) AND multiple criteria score minimum of 48.

COGNITIVE / INTELLECTUAL FUNCTIONING SCORE: _____________________

MULTIPLE CRITERIA MATRIX

Assessment Measure

Scoring Criteria

Student’s Score

Points Awarded

Individual Achievement
Reading

98th Percentile = 10

95th Percentile = 8

90th Percentile = 6

 

 

aimswebPlus Reading Composite

98th Percentile = 10

95th Percentile = 8

90th Percentile = 6

 

 

Class Achievement

Reading

98th Percentile = 10

95th Percentile = 8

93rd Percentile = 6

 

 

Individual Achievement Math

98th Percentile = 10

95th Percentile = 8

90th Percentile = 6

 

 

aimswebPlus Math Composite

98th Percentile = 10

95th Percentile = 8

90th Percentile = 6

 

 

Classroom Achievement Math

98th Percentile = 10

95th Percentile = 8

93rd Percentile = 6

 

 

Teacher Observation

Highly Recommend = 10

Recommend = 8

DON’T recommend = 0

 

 

 

 

TOTAL SCORE

 


Grade Four – Grade Twelve Criteria

A student that meets the following criteria is eligible for gifted support if the team determines their educational needs cannot be met within the general education setting.

Either:

  1. Student demonstrates cognitive/intellectual abilities equal to or above the 98th percentile (FSIQ, GIA, GAI or Gf-Gc = 130+) with criteria other than IQ (achievement, rate of acquisition/retention, early skill development) also indicating giftedness.

    OR

  2. Student demonstrates cognitive/intellectual abilities equal to or above the 90th percentile (FSIQ, GIA, GAI, or Gf-Gc = 120) AND multiple criteria score minimum of 48

COGNITIVE / INTELLECTUAL FUNCTIONING SCORE: ____________________

MULTIPLE CRITERIA MATRIX

Assessment Measure

Scoring Criteria

Student’s Score

Points Awarded

Individual Achievement
Reading

98th Percentile = 10

95th Percentile = 8

90th Percentile = 6

 

 

Most Recent PSSA Reading / ELA

 

 

Advanced = 10

 

 

 

Class Achievement

Reading / ELA

98th Percentile = 10

95th Percentile = 8

93rd Percentile = 6

 

 

Individual Achievement Math

98th Percentile = 10

95th Percentile = 8

90th Percentile = 6

 

 

Most Recent PSSA Math

 

Advanced = 10

 

 

 

Classroom Achievement Math

98th Percentile = 10

95th Percentile = 8

93rd Percentile = 6

 

 

Teacher Observation

Highly Recommend = 10

Recommend = 8

DON’T recommend = 0

 

 

 

 

TOTAL SCORE

 



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