Intellectually Gifted
1. Definition
―Intellectually Gifted‖ means a child whose intellectual abilities and potential for achievement are so outstanding the child’s educational performance is adversely affected. ―Adverse affect‖ means the general curriculum alone is inadequate to appropriately meet the student’s educational needs.
2. Evaluation
The characteristics identified in the Intellectually Gifted Definition are present.
Evaluation Procedures
Evaluation of Intellectually Gifted shall include the following:
a. Assessment through a multi-modal identification process, wherein no singular mechanism, criterion or cut-off score is used for determination of eligibility that includes evaluation and assessment of:
(1) educational performance
(2) creativity/characteristics of intellectual giftedness, and;
(3) cognition/intelligence;
b. Individual evaluation procedures that include appropriate use of instruments sensitive to cultural, linguistic, and environmental factors or sensory impairments;
c. Multiple criteria and multiple assessment measures in procedures followed for screening and comprehensive assessment that include:
(1) Systematic Child Find and Individual Screening:
(a) systematic child-find for students who are potentially gifted to include at least one grade level screening, and
(b) individual screening of these students in grades K-12 in the areas of:
i. educational performance, and
ii. creativity/characteristics of giftedness; and
(c) a team review of individual screening results to determine need for referral for comprehensive assessment;
(2) Comprehensive Assessment:
(a) individual evaluation of cognition or intellectual ability;
(b) individual evaluation of educational performance and creativity/ characteristics of giftedness, the need for expanded assessment and evaluation in each of these areas to be based on results of Individual Screening; and regardless of specific criteria used to determine or identify the student with Intellectual Giftedness;
(c) completion of assessment procedures in the three component areas (cognition, educational performance and creativity/ characteristics of giftedness) for program and services planning; and
Disability Eligibility Standards 14
(d) documentation, including observation and/or assessment, of how Intellectual Giftedness adversely impacts the child’s educational performance in his/her learning environment.
Evaluation Participants
a. Information shall be gathered from the following persons in the evaluation of Intellectual Giftedness:
(1) the parent;
(2) the child’s referring teacher, or a general classroom teacher qualified to teach a child of his/her age, who is familiar with the student (with a child of less than school age, an individual qualified to teach a child of his/her age, who is familiar with the child); and when appropriate, in collaboration with the ESL teacher, when the child is an English Language Learner;
(3) a licensed special education teacher and/or a licensed teacher who meets the employment standards in gifted education;
(4) a licensed school psychologist, licensed psychological examiner, licensed senior psychological examiner, or licensed psychologist;
(5) other professional personnel, as indicated.
b. At least one of the evaluation participants [(2), (3), (4), or (5)] must be trained in the characteristics of gifted children.
―Intellectually Gifted‖ means a child whose intellectual abilities and potential for achievement are so outstanding the child’s educational performance is adversely affected. ―Adverse affect‖ means the general curriculum alone is inadequate to appropriately meet the student’s educational needs.
2. Evaluation
The characteristics identified in the Intellectually Gifted Definition are present.
Evaluation Procedures
Evaluation of Intellectually Gifted shall include the following:
a. Assessment through a multi-modal identification process, wherein no singular mechanism, criterion or cut-off score is used for determination of eligibility that includes evaluation and assessment of:
(1) educational performance
(2) creativity/characteristics of intellectual giftedness, and;
(3) cognition/intelligence;
b. Individual evaluation procedures that include appropriate use of instruments sensitive to cultural, linguistic, and environmental factors or sensory impairments;
c. Multiple criteria and multiple assessment measures in procedures followed for screening and comprehensive assessment that include:
(1) Systematic Child Find and Individual Screening:
(a) systematic child-find for students who are potentially gifted to include at least one grade level screening, and
(b) individual screening of these students in grades K-12 in the areas of:
i. educational performance, and
ii. creativity/characteristics of giftedness; and
(c) a team review of individual screening results to determine need for referral for comprehensive assessment;
(2) Comprehensive Assessment:
(a) individual evaluation of cognition or intellectual ability;
(b) individual evaluation of educational performance and creativity/ characteristics of giftedness, the need for expanded assessment and evaluation in each of these areas to be based on results of Individual Screening; and regardless of specific criteria used to determine or identify the student with Intellectual Giftedness;
(c) completion of assessment procedures in the three component areas (cognition, educational performance and creativity/ characteristics of giftedness) for program and services planning; and
Disability Eligibility Standards 14
(d) documentation, including observation and/or assessment, of how Intellectual Giftedness adversely impacts the child’s educational performance in his/her learning environment.
Evaluation Participants
a. Information shall be gathered from the following persons in the evaluation of Intellectual Giftedness:
(1) the parent;
(2) the child’s referring teacher, or a general classroom teacher qualified to teach a child of his/her age, who is familiar with the student (with a child of less than school age, an individual qualified to teach a child of his/her age, who is familiar with the child); and when appropriate, in collaboration with the ESL teacher, when the child is an English Language Learner;
(3) a licensed special education teacher and/or a licensed teacher who meets the employment standards in gifted education;
(4) a licensed school psychologist, licensed psychological examiner, licensed senior psychological examiner, or licensed psychologist;
(5) other professional personnel, as indicated.
b. At least one of the evaluation participants [(2), (3), (4), or (5)] must be trained in the characteristics of gifted children.