Gifted Education

Gifted screenings are conducted two (2) times per school year using the measures below:
 

ELEMENTARY
PART A (for grades K-3):
Reading/Language Arts (2 out of 2):
·       STAR Score: 95% percentile or greater; and
·       F&P score 1.5 or more years above grade level
OR
Mathematics (2 out of 2):
·       STAR Score: 95% percentile or greater; and
·       Reveal Math test average of the preceding and/or current year 95% or greater
*Students in grades K-1 will be monitored for at least two (2) data cycles.
*Part B will begin in the fall of 2nd grade unless significant data suggests otherwise.

 
PART A (for grades 4-5):
Reading/Language Arts (2 out of 3):
·       STAR Score: 95% percentile or greater
·       F&P score 1.5 or more years above grade level
·       PSSA Advanced Score (previous year), if applicable
OR
Mathematics (3 out of 3):
·       STAR Score: 95% percentile or greater
·       Reveal Math test average of the preceding and/or current year 95% or greater
·       PSSA Advanced Score (previous year), if applicable

Once the above data is collected, a team meeting will be scheduled with the building MTSS Team to make a recommendation about continuing to Part B as described below. In addition to the above, our screening procedures also include multiple criteria for gifted potential/performance and may include additional information as set forth in the Pennsylvania Department of Education Gifted Education Guidelines.

SECONDARY - MIDDLE SCHOOL
PART A (for grades 6-8):
Reading/Language Arts (2 out of 2):
·       STAR Score: 95% percentile or greater
·       PSSA Advanced Score (previous year), if applicable
OR
Mathematics (3 out of 3):
·       STAR Score: 95% percentile or greater
·       Reveal Math test average of the preceding and/or current year 95% or greater
·       PSSA Advanced Score (previous year), if applicable

Once the above data is collected, a team meeting will be scheduled with the building MTSS Team to recommend continuing to Part B as described below. In addition to the above, our screening procedures also include multiple criteria for gifted potential/performance and may include additional information as set forth in the Pennsylvania Department of Education Gifted Education Guidelines.

SECONDARY - HIGH SCHOOL
PART A (for grades 9-12):
Reading/Language Arts (2 out of 2):
·       Keystone Exam Advanced Score, (previous year), if applicable
·       Coursework test average of the preceding and/or current year 95% or greater
OR
Mathematics (3 out of 3):
·       Keystone Exam Advanced Score, (previous year), if applicable
·       Coursework test average of the preceding and/or current year 95% or greater
·       PSAT score in the 95% percentile or greater

Once the above data is collected, a team meeting will be scheduled with the building MTSS Team to make a recommendation about continuing to Part B as described below. In addition to the above, our screening procedures also include multiple criteria for gifted potential/performance and may include additional information as set forth in the Pennsylvania Department of Education Gifted Education Guidelines.

 PART B (ELEMENTARY AND SECONDARY)
The Cognitive Abilities Test (CogAT) Screener:
Full-Scale Abbreviated Score: 125 or above
*This is an abbreviated predictor of a student’s intelligence, not indicative of a child’s full-scale IQ.

 If a student meets the criteria (as outlined above in Phase 1), the Gifted Teacher will notify the school psychologist, who will then generate the Permission to Evaluate or PTE (initiated in Phase 2).

For students who do not meet the standards above, the team may refer the Student if they have exemplified qualities that would otherwise qualify the Student for a referral. In that case, the team must specifically state what other qualities would warrant referring the student for a gifted referral despite not meeting the standards. The team will also consider the multiple criteria outlined in Chapter 16 §16.21(e) and refer the Student if they meet any of the multiple criteria.

During Phase 2, after notice and consent, a Gifted Multidisciplinary Team (GMDT) that includes the school psychologist will conduct a gifted evaluation and issue the results in a gifted written report (GWR). If the Student is also being evaluated for special education, the gifted evaluation will be made part of the evaluation or reevaluation report.

Eligibility Criteria:
General Ability Index (GAI) OR Full-Scale IQ (FSIQ) Standard Score (whichever is higher) on a test of intellectual ability chosen and administered by the school psychologist: 130 or above.

 If a student meets eligibility criteria (130 or above), the team must move to Phase 3 (Services Determination). If a student does not meet the eligibility criteria, the MTSS team will meet and determine if other educational criteria in the student’s profile strongly indicate gifted ability, such as Achievement, Rate of Acquisition/Retention, Demonstrated Achievement, Early Skill Development, and Intervening Factors Masking Giftedness. Determination of gifted ability is not based on IQ score alone. If based on an assessment of other multiple criteria, the student strongly indicates gifted ability, the team must move to Phase 3. The gifted written report (or full evaluation), along with the team’s determination, will be shared with the parent.

If it is determined that the student meets the eligibility requirements for gifted, then the team must determine if the student needs gifted services.
·       Students will be considered for gifted services in reading if they are approximately two years above grade level in reading.
·       Students will be considered for gifted services in math enrichment if they score 70% or higher on Part 1 of the Evidence of Mastery (EOM) assessment.
·       Students will be considered for gifted services in the form of acceleration in math if they score a combined average of 90% or higher on Part 1 and 2 of the Evidence of Mastery (EOM) assessment.

If a student has shown a need for gifted services, a GIEP meeting will be held, and the GIEP team (which includes the Parent) will determine the appropriate programming for enrichment and/or acceleration.

If the GIEP team determines the student needs enrichment, then enrichment will be provided within the general education classroom. The gifted teacher will propose an appropriate goal or goals. The general education teacher and gifted teacher will collaborate on the enrichment material, instructional plan, and progress on goals, and determination of programming will be decided by the GIEP team.

If the GIEP team determines the student needs acceleration, then the GIEP team will determine the area of need and identify appropriate courses or programming to meet the level of acceleration needed.

No one gifted “program” exists in the Radnor Township School District. Students who are identified as gifted and need specially designed instruction will have their individual needs met with an appropriate combination of offerings, such as individual-course acceleration, curriculum extension, or replacement work, as set forth in their Gifted Individualized Education Plan (GIEP).

According to Chapter 16 of the Pennsylvania School Code, a student is “mentally gifted” if they have an IQ of 130 or higher, or demonstrate strong indications of gifted ability based on multiple educational criteria. The gifted evaluation is conducted by a Gifted Multidisciplinary Team (GMDT) including the child’s parents, teacher, and a certified school psychologist.

Parents may request a gifted evaluation at any time, with a limit of one request per school term. It is recommended that parents and teachers discuss whether or not there is new data available that would increase the likelihood of gifted identification before requesting a reevaluation.

Parents may, at their own expense, contract for gifted testing with a private psychologist. The school district will review and consider this testing along with multiple criteria, but is not required to accept the results. Any determination of giftedness and need for a GIEP is made by the Gifted Multidisciplinary Team.

All students with a demonstrated need for academic advancement are eligible for curriculum enhancement or for acceleration through the MTSS process. Formal identification as “mentally gifted” is not required for students who are not identified as in need of gifted education to access academic opportunities that meet their needs.

When a student moves from one Pennsylvania school district to another their GIEP remains in place until such time as the student can be reevaluated for services in their new district. A student who has been identified as gifted in another state or district will go through the RTSD evaluation process. RTSD will consider documentation from previous school districts when conducting the reevaluation.

Additional information about Pennsylvania Chapter 16 is available on the PDE Gifted Education website.

PDE Gifted Education Website