Gifted Education Screening Process

Students can be referred for gifted services through the screening

process, teacher referral, or parent referral. The procedure for each
type of referral is outlined below.

Annual Teacher Parent

Screening Referral Referral

Level I

Level I Includes a Review of the

Following:
- PSSA and/or Keystone Scores
- Local Assessments
- Grade Point Average
- Demonstrated Achievement (one or
more academic areas)

Level II

Note: Components from all

Level II Includes: levels of the screening
- Parent Rating Scale process are still considered
- Teacher Rating Scale when a parent/guardian
makes a request for
- Chuska Scale for Rate of evaluation.
Acquisition and Retention
Parent(s)/Guardian(s) may
only request a Gifted
Multidisciplinary Evaluation
once per school term.
Level III

Level III Screening Includes:

If the student's performance, in
Complete evaluation done by
Gifted-Multi-Disciplinary Team.
combination with the other screening
The student is administered information, meets the predetermined
standardized ability and achievement score, formal written permission is obtained
assessments. from the parent and formal testing for the
gifted program is completed within 60
calendar days from the time written
permission is received.
The decision about eligibility for gifted
services is a team decision based on all
three levels of the screening process.
 Level I
Description of Assessments Reviewed in Level I Screening

Pennsylvania System School Assessmen (PSSA):

The annual Pennsylvania System School Assessment is a standards-based, criterion-referenced assessment which
provides students, parents, educators and citizens with an understanding of student and school performance related
to the attainment of proficiency of the academic standards. These standards in English Language Arts, Mathematics,
and Science and Technology identify what a student should know and be able to do at varying grade levels. School
districts possess the freedom to design curriculum and instruction to ensure that students meet or exceed the
standards' expectations.

Every Pennsylvania student in grades 3 through 8 is assessed in English Language Arts and Math. Every
Pennsylvania student in grades 4 and 8 is assessed in science.

Keystone Exams
The Keystone Exams are end-of-course assessments designed to assess proficiency in the subject areas of Algebra
I, Algebra II, Geometry, Literature, English Composition, Biology, Chemistry, U.S. History, World History, and Civics
and Government. Beginning in the 2012-2013 school year, Keystone Exams in the following subjects were developed
by the Department and made available for use by school districts, AVTSs and charter schools, including cyber charter
schools:
Algebra I
Literature
Biology

Classroom Diagnostic Tools (CDT):

The Classroom Diagnostic Tools (CDT) are a set of online assessments designed to measure specific student
strengths, weaknesses, skills and knowledge, throughout the school year, to help guide instruction and remediation.
The online assessments are available for students in grades six through high school and are fully aligned with the
Standards Aligned System (SAS). The assessments are based on content covered by the Keystone Exams and the
Pennsylvania System of School Assessments. The minimum scale score is 200 and the maximum scale score is
2000 for all CDT

4Sight Assessments:
The 4Sight PA Core Standards Benchmark Assessments are quarterly benchmark assessments developed by
the Success for All Foundation (SFAF) to assist schools as they prepare their students for the rigor of the
Pennsylvania System of School Assessments (PSSAs).
Designed to provide on-grade-level assessments of students?skills in Reading and Math, Grades 3-8, the 4Sight
PA Core Standards Assessments are aligned to the PA Core State Standards and provide a formative evaluation
of student progress. Assessment results can then be used by schools and districts to inform instruction and track
progress toward the goals of the PA Core Standards over the course of a school year.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing
the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one
minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.
DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle,
accuracy and fluency with connected text, reading comprehension, and vocabulary. DIBELS were designed for use in
identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early
and prevent the occurrence of later reading difficulties.

Group Mathematics Assessment and Diagnostic Evaluation (GMADE):

The GMADE (Group Mathematics Assessment and Diagnostic Evaluation) is a diagnostic mathematics test that
measures individual student skills in the main areas of math, and helps K-12 educators pinpoint areas where students
need instruction.
Assessments being reviewed vary based on grade level. Not all of the above assessments are considered for each student. Additional
assessments may also be reviewed during Level I Screening.

Demonstrated Achievement/Grade Point Average

Demonstrated achievement and grade point average are also evaluated during the Level I Screening.
Level II
Overview of Level II Screening Tools

Parent/Guardian Rating Scale:

Parent(s)/Guardian(s) will complete a pre-determined rating scale for their child. The rating form will be evaluated by
the school psychologist as part of the Level II Screening.

Teacher Rating Scale:

Each of the core subject teachers will complete a pre-determined rating scale for the student. The rating form will be
evaluated by the school psychologist as part of the Level II Screening.

Chuska Scales for Determining Rate of Acquisition and Retention:

A checklist for rates of acquisition and retention is completed by the core subject teachers. The Chuska Rating
Scales are evaluated by the school psychologist as part of the Level II Screening.
Level III
Overview of Level III Screening Components
Permission to Evaluate (PTE):
Permission to evaluate (form) that gives parental permission for assessment of the student (usually refers to the IQ test
and/or other assessments). When the district receives this signed form, the time line for gifted identification begins.

Gifted Multi-Disciplinary Evaluation (GMDE):

The gifted Multi-Disciplinary Evaluation is an assessment made when a student is referred for gifted identification or when
performance levels exceed the regular classroom by more than one year.

During the evaluation, the following will be administered/assessed:

- Ability Assessment (Intelligence Quotient (IQ) Score)
- Achievement Assessments (e.g., Reading, Math, Written Expression)
- Visual Motor (e.g., Eye-Hand Coordination, Ability to Produce Symbols using Fine Motor Skills)
- Behavior Rating Scales (e.g., General Behavior, Adaptive, Autism, ADHD, Depression)
- Academic History (e.g., Standardized State and Local Assessments, Grades, Conduct, Attendance)
- Parent Input Form and any other available Parent Input Information
- Teacher Input (e.g., Academic Performance, Behavior Observations, Curriculum-Based Assessments)
- Classroom Observations (e.g., Psychologist, Social Worker, Teacher, Administrator)
- Social History (e.g., Family History, Developmental Milestones, Health Records (Mental and Physical))

Gifted Multi-Disciplinary Team (GMDT):

The Gifted Multi-Disciplinary Team (GMDT) includes a LEA, parent(s)/guardian(s), classroom teacher, SD psychologist,
and others who interact with the student on a regular basis .

The Gifted Multidisciplinary Team will determine whether your child is gifted and in need of specially designed instruction.
This information will be outlined in a Gifted Written Report. If the team determines your child is eligible for specially
designed instruction the Gifted Written Report will be given to the GIEP team.

Gifted Written Report (GWR):

A Gifted Written Report is written by the GMDT team to summarize information concerning student?s educational needs
and strengths.

Gifted Individualized Education Plan Team (GIEP Team):

The GIEP Team is composed of one or both parents, the student if the parents wish, LEA who can commit district
resources, one or more of the student?s current teachers, teacher of the gifted, others at parent or district request

Gifted Individualized Education Plan (GIEP):

A written plan describing the education to be provided to a gifted student and developed by the GIEP team. The GIEP
contains: present levels of educational performance (PLEP), annual goals, short term learning outcomes, specially
designed instruction and support services.