Virginia+to+Wyoming

Virginia to Wyoming
( http://www.doe.virginia.gov/administrators/superintendents_memos/2010/178-10a.pdf)
 * State || Name || Theoretical.................................................................... || Operational............................................................................................. || Sources ||
 * Virginia || Mergan Blakely || "Gifted students" means those students in public elementary, middle, and secondary schools beginning with kindergarten through twelfth grade who demonstrate high levels of accomplishment or who show the potential for higher levels of accomplishment when compared to others of the same age, experience, or environment. Their aptitudes and potential for accomplishment are so outstanding that they require special programs to meet their educational needs.

A. Giftedness is exceptional intellectual abilities that are evidence of outstanding capability and require specially designed instruction and/or services beyond those normally provided by the regular school program. (West Virginia Code St. R. § 126-16-4.1.3) (http://www.davidsongift ed.org/db/state_policy_ west_virginia_10050.a spx) || "Identification" means the multistaged process of finding students who are eligible for service options offered through the division's gifted education program. The identification process begins with a divisionwide screening component that is followed by a referral component, and that concludes with the determination of eligibility by the school division's identification and placement committee(s). The identification process includes the review of valid and reliable student data based on criteria established and applied consistently by the school division. The process shall include the review of information or data from multiple sources to determine whether a student's aptitudes and learning needs are most appropriately served through the school division's gifted education program.

These students will be identified by professionally qualified persons through the use of multiple criteria as having potential or demonstrated aptitudes in one or more of the following areas: 1. General intellectual aptitude. 2. Specific academic aptitude. 3. Career and technical aptitude. 4. Visual or performing arts aptitude. ( http://www.doe.virginia.gov/administrators/superintendents_memos/2010/178-10a.pdf)

"B. For gifted students, grades one (1) through eight (8), documentation that a student meets both of the following: C. For exceptional gifted, grades 9 though 12, documentation that a student meets the eligibility criteria for gifted and one or more of the following:  (West Virginia Code St. R. § 126-16-4.1.3)  (http://www.davidsongift ed.org/db/state_policy_ west_virginia_10050.a spx) || Theoretical: http://www.davidsongift ed.org/db/state_policy_ west_virginia_10050.a spx and http://www.ecs.org/clearinghouse/52/28/5228.htm Operational: http://www.davidsongifted.org/db/state_policy_virginia_10046.aspx and http://www.doe.virginia.gov/administrators/superintendents_memos/2010/178-10a.pdf ||
 * a. Intellectual Ability …
 * b. Achievement/Performance …
 * a. the eligibility criteria for one or more of the disabilities as defined in this section; and/or
 * b. the definition for economically disadvantaged; and/or
 * c. the definition for underachievement, which takes into consideration the student’s ability level, educational performance and achievement levels; and/or
 * d. the definition for psychological adjustment disorder as documented by a comprehensive psychological evaluation.”
 * Washington ||  ||   ||   ||

A. Giftedness is exceptional intellectual abilities that are evidence of outstanding capability and require specially designed instruction and/or services beyond those normally provided by the regular school program. B. For gifted students, grades one (1) through eight (8), documentation that a student meets both of the following: a. Intellectual Ability … b. Achievement/Performance … C. For exceptional gifted, grades 9 though 12, documentation that a student meets the eligibility criteria for gifted and one or more of the following: a. the eligibility criteria for one or more of the disabilities as defined in this section; and/or b. the definition for economically disadvantaged; and/or c. the definition for underachievement, which takes into consideration the student’s ability level, educational performance and achievement levels; and/or d. the definition for psychological adjustment disorder as documented by a comprehensive psychological evaluation.” (West Virginia Code St. R. § 126-16-4.1.3) || "An eligibility committee will determine that a student is eligible for special education services as a gifted student in grades one (1) through eight (8) when the following criteria are met: (1) General intellectual ability with a full scale score at the 97th percentile rank or higher on a comprehensive test of intellectual ability with consideration of 1.0 standard error of measurement at the 68% confidence interval; (2) At least one of the four core curriculum areas of academic achievement at the 90th percentile rank or higher as measured by an individual standardized achievement test, or at least one of the four core curriculum areas of classroom performance demonstrating exceptional functioning as determined during the multidisciplinary evaluation; and (3) The need for specially designed instruction and/or services beyond those normally provided in the general classroom. Differentiated instruction for gifted students may include enrichment of the content emphasizing the development of higher-level thinking, including critical thinking, creative thinking, and problem solving skills and/or acceleration of content while the student remains in the chronologically appropriate grade. Related services may include, for example, guidance and counseling. This is not an all-inclusive list." || [] [] || 1. Establish a plan and designate a person to coordinate the gifted and talented program. 2. Identify gifted and talented pupils as defined in sec. 118.35 (1), Wis. Stats: http://www.watg.org/about.html ||
 * West Virginia || Cathy Mitchell || **State Definition of "gifted & talented":**
 * Wisconsin || Farhat Ahmad || **Gifted and talented.** Pupils enrolled in public schools who give evidence of high performance capability in intellectual, creative, artistic, leadership, or specific academic areas and who need services or activities not ordinarily provided in a regular school program in order to fully develop such capabilities (from s. 118.35(1), Wis. Stats.). || Wis. Admin. Code, requires the district to:
 * This identification shall occur in kindergarten through grade 12 in general intellectual, specific academic, leadership, creativity, and visual and performing arts.
 * A pupil may be identified as gifted or talented in one or more ofthe categories under sec. 118.35 (1), Wis. Stats. as listed above.
 * The identification process shall result in a pupil profile based on multiple measures, including but not limited to standardized test data, nominations, rating scales or inventories, products, portfolios, and demonstrated performance.
 * Identification tools shall be appropriate for the specific purpose for which they are being employed.
 * The identification process and tools shall be responsive to factors such as, but not limited to, pupils' economic conditions, race, gender, culture, native language, developmental differences, and identified disabilities as described under subch. V of ch. 115, Wis. Stats. || http://dpi.wi.gov/cal/gift-defin.html
 * Wyoming || Megan Blakely || * This state does not mandate Identification for Gifted and Talented Education. Therefore, no areas of giftedness are specifically addressed in the state definition of gifted/talented.

Theoretical: The state does not have a definition of gifted/talented. As such, districts are not required to follow the state definition. || * This state does not mandate Identification for Gifted and Talented Education. Therefore, no areas of giftedness are specifically addressed in the state definition of gifted/talented.

Operational: The state does not provide guidance or guidelines for the process of identifying gifted/talented students. As such, districts throughout the state are not required to follow the same identification guidelines or uniform identification process. || (http://www.nagc.org/index.aspx?id=689) ||