GIFTED IDENTIFICATION IN WV

Gifted education in West Virginia is included in special education.
Policy 2419 Regulations for the Education of Exceptional Children
contains the eligibility criteria for giftedness in West Virginia.

G. Gifted

Definition: Giftedness is exceptional intellectual abilities and potential for achievement that requires specially designed instruction and/or services beyond those normally provided in the general classroom instruction.

Eligibility Criteria for Gifted, Grades One through Eight:

An eligibility committee will determine that a student is eligible for special education services as a gifted student in grades one through eight when the following criteria are met:

1. General intellectual ability with a full scale score at the 97th percentile rank or higher on a comprehensive test of intellectual ability with consideration of 1.0 standard error of measurement at the 68% confidence interval (see approved test list for the identification of gifted students in Appendix A);
2. At least one of the four core curriculum areas of academic achievement at the 90th percentile rank or higher as measured by an individual standardized achievement test, or at least one of the four core curriculum areas of classroom performance demonstrating exceptional functioning as determined during the multidisciplinary evaluation; and
3. The need for specially designed, differentiated instruction and/or services beyond those normally provided in the general classroom. Differentiated instruction for gifted students may include enrichment of the content emphasizing the development of higher-level thinking, including critical thinking, creative thinking, and problem solving skills and/or acceleration of content while the student remains in the chronologically appropriate grade. Related services may include, for example, guidance and counseling, independent study and distance learning. This is not an all-inclusive list.

Special Considerations:

1. Intellectual Ability. If the student's general intellectual ability score is unduly affected by performance in one or more composite scores, the evaluator may use, for purposes of eligibility, an alternate general ability index or an individual composite measure as permitted in the test manual or other technical reports. The evaluator must include a statement in the report indicating which score is the better indicator of the student’s intellectual abilities and the supporting reasons for this determination.
2. Historically Under-represented Gifted Population. Historically Under-represented Gifted Population are those students whose giftedness may not be apparent due to low socioeconomic status, a disability in accordance with this policy, or a background that is linguistically or culturally different. If it is determined that the eligibility criteria and/or assessment instruments discriminate against a student because the student belongs to a historically under-represented gifted population, eligibility for gifted services shall be based upon criteria that complement the definition and eligibility for gifted as described in this policy. To determine whether a student demonstrates the potential for intellectual giftedness when the student does not meet the eligibility criteria as described in this policy, the eligibility committee must consider all data gathered by the multidisciplinary evaluation team. These data include, but are not limited to, individual achievement, group achievement, classroom performance, teacher input, inventories, scales, checklists, student product(s) and parent information. The following lists different procedures that the eligibility committee may use in determining eligibility of a student who belongs to a historically under-represented population. This is not an exhaustive list.
a. Using an alternative assessment to identify giftedness in minority students.
b. Using a matrix to get a total picture.
c. Using parent, student, and teacher rating scales to give added information.

Eligibility Criteria for Exceptional Gifted, Grades Nine through Twelve

Before the end of the eighth grade year, the IEP Team will;

1. Conduct a reevaluation determination to review existing evaluation data which includes the following:
    a. Evaluations and information provided by the parents of the student;
    b. Current classroom-based assessments and observations; and
    c. Observations by teachers and related service providers; and

2. On the basis of that review, identify what additional data, if any, are needed to determine that a student is eligible for special education services as an exceptional gifted student in grades nine through twelve using one or more of the following criteria:
    a. the eligibility criteria for one or more of the disabilities as defined in this section; and/or
    b. The definition for economically disadvantaged; and/or
    c. The definition for underachievement, which takes into consideration the student’s ability level, educational performance and achievement levels; and/or
    d. The definition for psychological adjustment disorder as documented by a comprehensive psychological evaluation.

3. If the student is eligible as exceptional gifted, the district must develop an IEP. If the student is not eligible as exceptional gifted, the IEP Team must write a Four-Year Plan that appropriately addresses the student’s educational needs. The four-year education plan replaces the Individualized Student Transition Plan (ISTP) and, includes honors, Advanced Placement (AP) and/or International Baccalaureate (IB) classes that must be provided for the student in grades 9-12. The implementation and annual review of this plan are required of the district. The review team must include the student, parent and school representative.

* Gifted Identification in WV (PDF)

 

Office of Special Programs
Building 6, Rm 304
1900 Kanawha Blvd
Charleston, WV 25305
Phone: 304-558-2696
Fax: 304-558-3741