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Screening and Identification Processes

Screening Process

It is the intent of the Lower Dauphin School District that intellectually gifted students be provided with quality gifted education services and programs that meet the unique needs of each gifted student. The District strives to identify intellectually gifted students and recognize their unique abilities and needs through a screening protocol which utilizes a variety of different measures and multiple criteria (in compliance with Chapter 16 [PA Code 16.21 (b]). These include but are not limited to, universal screening, state and local assessment data, classroom observation, teacher input, parent input, and standardized screening measures. It is also important to note that LDSD engages in ongoing data analysis to identify potentially intellectually gifted learners.

In regard to state and local assessment measures, all LDSD students (depending on grade) participate in local and statewide assessments. Specifically, grades K-5 participate in DIBELS, grades K-2 participate in Fundations testing, grades K and 1 participate in DRA2 testing, grades  3-8 participate in the Pennsylvania System of School Assessment (PSSA), grades 9-12  participate in the Keystone Exam, and grades 3-11 participate in Classroom Diagnostic Tools (CDT) testing.  At the high school level, data collected from PSAT, SAT, AP and ACT assessments are used for consideration of intellectually gifted identification.  

LDSD administers a universal gifted screener to all second grade students annually.

Through the RtII process, students are identified for intellectually gifted screening based on data analysis of local and state assessments and teacher observation of classroom academic performance.  In addition, students can be screened at any grade for the gifted program and may be referred for a complete evaluation through parent/guardian referral. All LDSD teachers receive professional development on recognizing the characteristics of intellectually gifted students. 

If a LDSD student is referred for screening, the child’s classroom teacher and school counselor collaborate with the child’s parent/guardian to complete a variety of screening measures. There are no timelines identified in the Chapter 16 regulations governing the referral process for an intellectually gifted screening. However, the LDSD strives to complete screening measures in a timely manner. 

Students screening is completed by the School Counselor.  The school counselor shares the result of the screener with the parent, teacher and school principal. Based on the screening measures, if the student is thought to potentially be in need of specially designed instruction/ gifted programming a permission to evaluate is sent home.

A student thought to potentially require specially designed instruction under Chapter 16, receives a multidisciplinary gifted evaluation (compliant with state and federal law), and to be completed by the school psychologist. Mental [intellectual] giftedness is defined in the Pennsylvania Gifted Education Guidelines (2014) as “outstanding intellectual and creative ability, the development of which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program.”

At any point in the screening process, a parent may request a gifted evaluation, within the limit of one request per calendar year. If such a request is made verbally or in writing to any professional employee or district administrator, that individual will immediately notify a school psychologist. When the school psychologist receives the request, the parent/guardian will be issued a Permission to Evaluate form with ten calendar days. The district must receive a parent/guardian signature on the Permission to Evaluate form in order to proceed with the evaluation by a certified school psychologist.

 

Identification Process

The gifted multi-disciplinary team will make recommendations as to whether the student is intellectually gifted and in need of specially designed instruction. The LDSD will base educational placement decisions on the gifted student's needs in accordance with Chapter 16 regulations.

LDSD strives to identify potential intellectually gifted students according to an approved matrix, through a variety of different measures and multiple criteria (in compliance with Chapter 16 [PA Code 16.21 (b]). These include but are not limited to, universal screening, state and local assessment data, classroom observation, teacher/ parent input, and nationally standardized and normed screening measures. See chart below for more detailed information regarding specifics of referral process. 

A student thought to require specially designed instruction under Chapter 16, receives a multidisciplinary gifted evaluation (compliant with state and federal law), and to be completed by an LDSD school psychologist. It is also important to note, a child’s parent/guardian can make a verbal or written referral for a complete gifted evaluation at any time. All LDSD teachers have received professional development on the characteristics of mentally [intellectually] gifted students and the process to refer a potentially gifted student. 

The following eligibility criteria (in accordance with Chapter 16 regulations) may be considered when determining a student’s gifted status:

  1. Standardized individually administered cognitive assessments as determined by the school psychologist.
  2. Standardized individually administered academic achievement assessment as determined by the school psychologist based on child’s unique needs.
  3. Chuska Acquisition and retention is indicative of mental giftedness
  4. Academic abilities (i.e., universal screening, national, state and local assessment data, teacher/ parent input, and standardized screening measures based on core academic areas)
  5. Achievement, performance, or expertise in one or more academic areas that demonstrates a high level of accomplishment (as measured by teacher/parent input and observation)
  6. Higher level thinking skills (as measured by teacher/parent input and observation)
  7. Documentation that intervening factors are masking gifted ability (as measured by teacher/parent input and observation, gifted evaluation, nurse input)

The multidisciplinary team will then bring together information and generate a report. The team will make recommendations as to whether the student is intellectually gifted and in need of specially designed instruction. The GMDT team will base educational placement decisions on the gifted student's needs. All Chapter 16 guidelines will be followed throughout the process.

Chart 1: 

Gifted Support Qualification Procedures

(Lower Dauphin School District) 

To Qualify:

Step 1: The student scores in the 8th or 9th stanine of the universal gifted screener or student is referred to the school counselor for an evaluation for gifted services

Step 2: School Counselor administer an ability screener

  • If score is 124 or lower on IQ Composite:  student does not qualify for gifted services
  • If score is 125+ on IQ Composite or 130+ on Verbal or Nonverbal: PERMISSION TO EVALUATE is sent to parents and move to Step 3

Step 3:  Counselor distributes Chuska Scale and teacher & Parent feedback forms to be included in GWR

Step 4:  Psychologist administers cognitive ability measure

  • If score is 124 or lower: Student does not qualify for Gifted Services
  • If full scale IQ (or GAI) score of 130+:  Go to Step 5:  Student is referred to GIEP team
  • If Score is 125-129 on Full scale or GAI: Psychologist administers achievement measure: Reading Comp; Math Problem Solving; Sentence or Essay Composition
    • If student does not score 130+ in 2 or more subtests: Student does not qualify for Gifted Services
    • If score of 130+ in 2 or more subtests: Go to Step 5:  Student is referred to GIEP team

Step 5:  Student is referred to GIEP team