Oklahoma+to+South+Carolina

Oklahoma to South Carolina
(1) A year or more above grade achievement level for the normal age group in one or more subjects as measured by Nationally normed and validated achievement tests able to accurately reflect gifted performance. Subject results shall yield academic instruction levels in all academic subject areas. (2) An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability. (3) Demonstrated achievement, performance or expertise in one or more academic areas as evidenced by excellence of products, portfolio or research, as well as criterion-referenced team judgment. (4) Early and measured use of high level thinking skills, academic creativity, leadership skills, intense academic interest areas, communications skills, foreign language aptitude or technology expertise. (5) Documented, observed, validated or assessed evidence that intervening factors such as English as a second language, disabilities defined in 34 CFR 300.8 (relating to child with a disability), gender or race bias, or socio/cultural deprivation are masking gifted abilities. || http://www.portal.state.pa.us/portal/ server.pt/community/gifted_education /7393/regulations/509487 || **Dimension A: Reasoning Abilities** Reasoning abilities are those higher-level cognitive processes that reflect general aptitude for thought—strategies such as inferring, analyzing, and problem solving. For the purposes of identifying students with high potential in this area, nationally normed individual or group aptitude tests must be employed. Students must demonstrate high aptitude (93rd national //age// percentile or above) in one or more of the following areas: verbal/linguistic, quantitative/mathematical, nonverbal, and/or a composite of the three. NOTE: Students may qualify for the academically gifted and talented program solely on the basis of their composite aptitude scores. Students who meet or exceed the 96th national age percentile composite score (placement into grades three through twelve) or the 98th national age percentile composite score or higher (placement into grades one through two) are not required to meet any other criteria **Dimension B: High Achievement in Reading and/or Mathematics** The term //achievement// refers to academic performance in the areas of reading and/or mathematics. Students must demonstrate high achievement in at least one of these areas as measured by nationally normed achievement tests or by the South Carolina statewide assessment instrument PACT (Palmetto Achievement Challenge Tests). The term //high achievement// is defined as the 94th percentile or above on the nationally normed tests or a score at the //advanced// level on the PACT. Approved subtests for nationally normed achievement tests are reading comprehension and/or mathematical concepts and problem solving. On the PACT, the only approved subtest is the reading portion of the English language arts test. **Dimension C: Intellectual/Academic Performance** //Intellectual/academic performance// as defined is the student’s demonstration of a high degree of interest in and commitment to academic and/or intellectual pursuits. Students may also demonstrate intellectual characteristics such as curiosity/inquiry, reflection, and persistence/tenacity in the face of challenge and creative productive thinking. The acceptable measures for placement in grades one through six are the verbal or nonverbal assessments by Project STAR. These test materials must be maintained and administered under S.C. Code Ann. § 59-1-445 (1990), “Violations of mandatory test security; penalties; investigations.” For placement in grades seven through twelve, the acceptable measure is the student’s grade point average (GPA) in the academic disciplines: 3.75 points on a 4.0 scale. NOTE: The only acceptable measures are those specified for each dimension. Private test results cannot be used for determining student eligibility, although they may be considered for referral purposes. Students who meet the criteria in //two// of the three dimensions are eligible for gifted and talented services. Aptitude test results alone can qualify a student for placement. No single criterion, however, can eliminate a student from consideration for placement in a gifted and talented program. In addition to specifying eligibility requirements related to each of the three dimensions, R 43-220 states the following with regard to student eligibility for gifted and talented services: * Students who were served and qualified by state regulations prior to 1999 are eligible for services [|Operational Definition] ||
 * State || Name || Theoretical................................................................. || Operational................................................................................................................. |||| Source(s) ||
 * Oklahoma ||  ||   ||   ||   ||
 * Oregon ||  ||   ||   ||   ||
 * Pennsylvania || Katie Gamble || //Mentally gifted//—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. || Multiple criteria indicating gifted ability include:
 * Rhode Island ||  ||   ||   ||   ||
 * South Carolina || Lindsey Haralson || Gifted and talented students are those who are identified in grades 1-12 as demonstrating high performance ability or potential in academic and/or artistic areas. These students require an educational program beyond that normally provided by the general school program in order to achieve their potential. || the criteria for the identification of gifted and talented students in terms of three dimensions
 * Students identified (by state criteria) in one South Carolina school district are eligible for services in any South Carolina school district || [|Theoretical]