Common Questions

What is “gifted?”

• 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.

What grade does a child have to be in to be tested for the gifted program in the state of West Virginia?

• Students can be tested during and are served in grades 1-8.

How do children begin the testing process for gifted education?

• A general education teacher or parent generally initiate the process. However, anyone who works with the student may make the referral. A teacher would start a SAT (Student Assistance Team) while a parent would write a note or email to the school stating that they would like to request testing for gifted education for their child. This would then result in a SAT meeting where testing is formally requested with an 80 day timeline.

What happens during the 80 day timeline?

• A full individual initial evaluation is conducted. After which, all parties will meet again to discuss and determine the student’s eligibility for gifted services. To qualify, students must meet the following criteria:
  • A general intellectual ability with a full scale score at the 97th percentile rank or higher;
  • At least one of the core curriculum areas of academic achievement at the 90th percentile rank or higher, or at least one of the four core curriculum areas of classroom performance demonstrating exceptional functioning as determined during the multidisciplinary evaluation; and
  • The need for specially designed instruction and/or services beyond those normally provided in the general classroom.

What are some traits of a gifted child?

• While all children are different and therefore may demonstrate their giftedness in different ways, there are some traditional characteristics which may stand out. These children might have an excellent memory, strong communication skills, or learn and apply new skills quickly. They may be very observant, analytical, creative, or independent. They may even understand humor and how to use it at a young age, have a strong sense of justice, or feel passionately about global conflicts. This is not an all inclusive list, but it is a good place to start.
• WVAGT created a checklist to help parents and teachers who are considering referring children for gifted testing. No child will have all of the boxes checked. However, if you find that you start checking off many of the boxes, gifted testing may be something to consider. Go to the “Resources” page of our website to access the checklist.

What does gifted education look like in practice?

• At its core, gifted education is horizontal instruction aimed at addressing the strengths of gifted learners. Teachers of the gifted select and create lessons they feel meet the needs of their students. As a result, what is learned in these classrooms tends to be, but not limited to, cross-curricular, project-based, creative, and hands-on. This instruction focuses on the development of higher-level thinking, including critical thinking, creative thinking, and problem solving skills.
• The frequency and environment in which a child participates in the gifted program may vary depending on factors such as grade level, school district, or other outlying factor. Some students are pulled out for a small group while others may have this class in place of an elective. Other scenarios may also be utilized to work within the constraints of school schedules.

Who are Historically Under-represented Gifted Students?

• Historically Under-represented Gifted Students whose giftedness may not be apparent due to certain circumstances such as low socioeconomic status, a disability, or a background that is linguistically or culturally different. If it is determined that the eligibility criteria or testing instruments discriminate against a student because they belong to this population, eligibility shall be based on criteria that compliment the definition and eligibility for gifted. The eligibility committee may use the following to determine if a Historically Under-represented Gifted Student qualifies for services (this is not an exhaustive list):
  • Using an alternative assessment to identify giftedness in minority students.
  • Using a matrix to get a total picture.
  • Using parent, student, and teacher rating scales to give added information.

What is Exceptional Gifted?

• Before the end of a gifted student’s eighth grade year, the IEP Team will conduct a re-evaluation determination which includes reviewing evaluations and information provided by the parents of the student, current classroom-based assessments and observations, and observations provided by teachers and related service providers. On the basis of that review, the IEP Team will determine if any additional data is needed to determine that the student is eligible for services as an exceptional gifted student in grades 9-12 using one or more of the following:
  • the eligibility criteria for one or more of the disabilities as defined in WV Policy 2419;
  • the definition for economically disadvantaged;
  • the definition for underachievement, which takes into consideration the student’s ability level, educational performance, and achievement levels; and/or
  • the definition of psychological adjustment disorder as documented by a comprehensive psychological evaluation.
• If a student is found eligible for exceptional gifted, an IEP must be developed.
• If a student is not found eligible for exceptional gifted, a Personalized Education Plan (PEP) will be developed to include courses through senior year. Courses classified as Honors, Dual Credit, Advanced Placement (AP) and/or international Baccalaureate (IB) classes are to be indicated in the PEP. The implementation and annual review of this plan is required.