Please choose two states, other than Georgia, to add to this chart of state definitions: theoretical and operational. Next to the state, include your name, the theoretical definition, the operational definition, and your source(s). If you want to reserve a state while you look up the information, put your name there to reserve it.
State
Name
Theoretical....................................................................
Operational.....................................................................
Source(s)
Alabama
Melia Skorupski
State Definition of "gifted & talented":
Intellectually gifted children and youth are those who perform at high levels in academic or creative fields when compared to others of their age, experience, or environment. These children and youth require services not ordinarily provided by the regular school program. Children and youth possessing these abilities can be found in all populations, across all economic strata, and in all areas of human endeavor.”
(Alabama Admin. Code r. 290-8-9-.14)
(c) Eligibility Criteria. Two methods of eligibility determination are available. The student may not be determined ineligible without having the matrix applied.
1. Automatic Eligibility. A student may be determined automatically eligible for gifted services when the obtained full scale/composite IQ score on an individually administered test of intelligence (NOT a screener) is two standard deviations above the mean or higher; or either the Verbal Average Standard score or Figural Creativity Index of the Torrance Tests of Creative Thinking is at or above the 97th national percentile.
2. Matrix of Multiple Criteria. The matrix of multiple criteria developed by the State Department of Education, requires information in the following areas:
  1. Aptitude. Aptitude should be assessed through an individual or group test of intelligence or creativity. Vision and hearing screening must be completed prior to completing individually administered aptitude assessments (not screeners).
  2. Performance. At least three examples of student performance that indicate the student is performing at high levels in academic or creative fields when compared to others of his or her age, experience, or environment must be included.
  3. Characteristics. A behavior rating scale designed to assess gifted behaviors should be used.
(i) Use of other matrices must be approved by the State Department of Education. (ii) Students with environmental, cultural, economic, or language differences may not be determined ineligible until both verbal and nonverbal abilities have been assessed.
https://docs.alsde.edu/documents/65/AAC%20Gifted%20Code_5-14-2009.pdf


Alaska
Nick Wansley
“‘[G]ifted’ means exhibiting outstanding intellect, ability, or creative talent.”
(Alaska Admin. Code §52.890)
Alaska requires each district to submit a plan for approval. The following is from the Anchorage School District.
Elementary HG/Highly Gifted Services- In order to qualify for the elementary HG/Highly Gifted delivery model, students must meet the following criteria:
• 48 points on the teacher checklist
Kindergarten – 2nd
• 98 percentile achievement score in Broad Reading & Broad Math
• 99 percentile ability score (CogAT Verbal or Quantitative, or WJ Cog.)
• 99.5 percentile on an IQ assessment (WISC III=139 Full Scale Score, Stanford Binet V=141,
WPPSI R =138)
Grade 3 – 6:
• 98 percentile achievement score in Broad Reading & Broad Math & Written Expression
• 99 percentile ability score (CogAT Verbal or Quantitative, or TCS, or WJ Cog.)
• 99.5 percentile on an IQ assessment (WISC III=139 Full Scale Score, Stanford Binet V=141,
WPPSI R =138)
http://www.davidsongift
ed.org/db/state_policy_
alaska_10001.asp
http://www.asdk12.org/school_board/archives/2006-2007/20070611/G04M283.pdf
Arizona
Melia Skorupski
“‘Gifted child’ means a child who is of lawful school age, who due to superior intellect or advanced learning ability, or both, is not afforded an opportunity for otherwise attainable progress and development in regular classroom instruction and who needs special instruction or special ancillary services, or both, to achieve at levels commensurate with the child’s intellect and ability.”
(Arizona Rev. Stat. §15-761(8))
Identification of Gifted Students All school districts in the state of Arizona offer testing to identify gifted students. State law mandates that students who score at the 97th percentile or higher on a state approved test must be offered gifted services, however, districts may choose to admit students with lower scores. Check with your local school district for specific admittance requirements.
One of the most commonly administered test is the Cognitive Abilities Test (CogAT). This test assesses students’ abilities in reasoning and problem solving using verbal, quantitative, and nonverbal (spatial) symbols. This is unlike an acheivement test that assesses what a student has learned.
Another commonly used test is the Naglieri Nonverbal Abilities Test (NNAT). This test is a language-free measurement of students' reasoning abilities. Nonverbal tests are often used to determine the gifted potential of English language learners or students with language and/or reading disabilities.
http://www.arizonagifted.org/giftedness/identification-testing.aspx











Arkansas




California
Julie Kristin
Gifted and Talented Pupil: “Gifted and talented pupil” means a pupil enrolled in a public elementary or secondary school who is identified as possessing demonstrated or potential abilities that give evidence of high performance capability.

Highly Gifted Pupil: “Highly gifted pupil” means a gifted and talented pupil who has achieved a measured intelligence quotient of 150 or more points on an assessment of intelligence administered by qualified personnel or has demonstrated extraordinary aptitude and achievement in language arts, mathematics, science, or other academic subjects as evaluated and confirmed by both the pupil’s teacher and principal.
“Each district shall use one or more of these categories in identifying pupils as gifted and talented. In all categories, identification of a pupil’s extraordinary capability shall be in relation to the pupil’s chronological peers.(a) Intellectual Ability: A pupil demonstrates extraordinary or potential for extraordinary intellectual development.
(b) Creative Ability: A pupil characteristically:
(1) Perceives unusual relationships among aspects of the pupil’s environment and among ideas;
(2) Overcomes obstacles to thinking and doing;
(3) Produces unique solutions to problems.
(c) Specific Academic Ability: A pupil functions at highly advanced economic levels in particular subject areas.
(d) Leadership Ability: A pupil displays the characteristic behaviors necessary for extraordinary leadership.
(e) High Achievement: A pupil consistently produces advanced ideas and products and/or attains exceptionally high scores on achievement tests.
(f) Visual and Performing Arts Talent: A pupil originates, performs, produces, or responds at extraordinarily high levels in the arts.
(g) Any other category which meets the standards set forth in these regulations.”
Cal. Code Regs. title 5, § 3822
http://www.davidsongifted.org/db/state_policy_california_10005.aspx
http://www.davidsongifted.org/db/state_policy_california_10005.aspx#LegislationAndPolicies