Academics » Gifted Education

Gifted Education





Qualification for Gifted Support services at Central Cambria is determined through a multi-faceted approach.  The initial step of the process involves the District obtaining teacher nominations for gifted screenings to be conducted.  Following the receipt of teacher nomination forms, students are met with individually by the building Guidance Counselor and administered the Kaufman Brief Intelligence Test – Second Edition (KBIT-II).  Students who obtain a standard score of 120 or higher in one or more composite areas on the KBIT-II are then referred to the School Psychologist who, in collaboration with the Guidance Counselor, reviews the scores, nomination forms, and academic records.  A parent contact is then initiated by the Guidance Counselor to discuss results of the screening and, if necessary, a Permission to Evaluate is issued for those students who meet criteria for a Gifted Evaluation.


Upon receipt of a signed Permission to Evaluate, students are met with individually by the School Psychologist to complete intellectual and academic achievement testing.  In addition, the School Psychologist will review student records, teacher input, parent input, student input, and rating scale data.  The Gifted Evaluation and Gifted Written Report must be completed within 60 calendar days.


The specific criterion that must be met to qualify for Gifted Support services is as follows:


1. An intelligent quotient score of 125 or higher on one or more composites of a standardized cognitive assessment administered such as the Wechsler Scales, Stanford Binet Scales, or other measure as deemed appropriate by the School Psychologist.




2. Strong academic achievement performance, as reflected by scores ranging in the Superior or Very Superior Range on an individually administered standardized academic achievement measure such as the Wechsler Achievement Scales, Woodcock Johnson Achievement Scales, or other measure as deemed appropriate by the School Psychologist.




3. Above average grades earned in the Regular Education curriculum, with the majority of grades falling in the “A” or “B” range.




4. Demonstration of a need for services, as reported through teacher, parent, and student input and evidenced via excellence of early skill development, products, portfolio, or research.


It is noted that intervening factors, such as gender or race, socio/cultural deprivation, English as a Second Language, and/or disabilities as defined in 34 CFR 300.8 regulations, may mask gifted abilities.  These factors will be considered and addressed during the Gifted Evaluation process as well as within the Gifted Written Report.


Public Awareness


Each year Central Cambria will conduct public awareness activities to inform the public of gifted education services and programs.  These awareness activities shall include providing information in local newspapers, other media, and on the District web site.




School Age


Chapter 16 applies “gifted student” status to those students who are of “school age” which is defined under 22 Pa. Code §11.12 as “the period of a child’s life from the earliest admission age to a school district’s kindergarten program until graduation from high school or the end of the school term in which a student reaches the age of 21 years, whichever occurs first.”


Screening, identification, and education for gifted students commence where the school program begins, at entry to kindergarten.  When no kindergarten program is provided, screening, identification, and gifted education begin at the district’s earliest admission-age for beginners.  Chapter 16 requires that “Each school district shall adopt and use a system to locate and identify all students within that district who are thought to be gifted and in need of specially designed instruction.”  (22 Pa. Code §16.21(a))


“Each school district shall determine the student’s needs through a screening and evaluation process which meets the requirements of this chapter.”  (22 Pa. Code §16.21(c))


The district is obligated to provide appropriate screen and programming to school age students (K-12) thought to be gifted.  Procedures and criteria must be developed to screen all students and evaluate students who are thought to be gifted.  School districts may not delay or prolong the screening and evaluation process to avoid having to establish a gifted program for kindergarten students or early elementary students.


The screening procedures should generate data from a variety of sources.  These data should then be compared to predetermined multiple criteria for grifted potential/performance.


Although group achievement tests may be used as a screening factor, the “ceiling” effect must be taken into consideration.  These tests often do not measure the comprehensive attainment and achievement levels of the gifted student, since the tests’ ability to measure giftedness may be limited by their norming parameters.  Students who are thought to be gifted should be referred for a Gifted Multidisciplinary Evaluation (GMDE) that would include an IQ test.


Gifted Multidisciplinary Evaluation (GMDE)


Referral for the GMDE should be made when:


1. Teacher or parent believes the student to be gifted;
2. Student is not receiving appropriate education under Chapter 4 (relating to academic standards and assessment); and
3. One of the following apply:
The student’s parents request an evaluation. (22 Pa. Code §16.22 (c))
The school district’s screening of the student indicates high potential consistent with the definition of mentally gifted or a performance level which exceeds that of other students in the regular classroom.” (22 Pa. Code §16.22 (b) (2)).
A hearing officer or judicial decision orders an evaluation.


For students who are thought to be gifted, the District should perform the following steps:


1. The Gifted Multidisciplinary Team (GMDT) conducts the Gifted Multidisciplinary Evaluation;
2. The GMDT compiles a written report based on the outcome of the Gifted Multidisciplinary Evaluation, using the form entitled Gifted Written Report (GWR);
3. If the GMDT identifies the student as a gifted student, the Gifted Individualized Education Plan (GIEP) Team uses the GWR to develop a GIEP.


Parent Referrals


Parents may, in writing, request a GMDE once per school term.  When a parent’s request for a GMDE is received by the school district, regardless of the school’s screening policy, the evaluation must be completed within regulatory timelines.  The timeline begins from the date the school district receives the signed Permission to Evaluate from the parent.  Under §16.22(c), if a parent makes a verbal request to any professional employee or administrator of the school district, that individual shall provide a copy of the Permission to Evaluate Form to the parents within ten (10) calendar days of the oral request.


Please refer to Policy 114 for more information.