At Insight PA, gifted education is considered a component of our continuum of learning and support.

The Pennsylvania Department of Education (PDE) defines Mentally Gifted 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. (22 Pa. Code §16.1). Intellectual ability is not equated with an IQ score alone. Intellectual ability is and should be a reflection of a range of assessments including a student’s performance and potential.”

A comprehensive evaluation of Mental Giftedness must include a collection of data gathered by both screening data and individual assessment batteries. It is important to note that while the PDE definition of Mentally Gifted includes an IQ score of 130 or above, PDE further clarifies “If a student’s IQ is less than 130, other factors, such as academic performance, demonstrated achievement, or other observed skills must strongly indicate gifted ability in order for that student to be identified as gifted and admitted to a gifted program. Because disabilities and bias factors may mask gifted abilities, districts are required to examine discrepancies between ability assessment results and academic achievement or demonstrated skills, and discrepancies among ability subtests.”

Insight PA engages in identification procedures to ensure that eligible students receive an appropriate educational program consisting of gifted education individualized to meet the student needs.  These services, offered at no cost to families, comply with state regulations and are designed to meet the individual needs of each student.

Screening

The Insight PA Gifted Screening Procedure is a process that will be utilized to screen all students and evaluate selected (i.e., pre-referral) or referred (i.e., parent/guardian, teacher, etc.)  students. The procedure outlined below is a pathway to ensure Insight PA provides scaffolded enrichment and/or identifies students eligible for Mentally Gifted Supports as outlined in Pennsylvania 22 Pa. Code 16.2. This process incorporates a 3 levels consisting of group screenings, individual screenings, and comprehensive evaluations. 

Criterion Screening Tool Performance Indicator
Reading Screening Aimsweb+ (K-5) Exact Path (6-12) Equal to or greater than 90th percentile
Mathematics Screening  Aimsweb+ (K-5) Exact Path (6-12) Equal to or greater than 90th percentile
Academic Output Classroom based performance in Math, Reading/ELA, OR Science Equal to or greater than 90% mastered (K-5) or 90% (6-12) earned grade
Ability Screening CogAT Screening (3 Subtests) Equal to or greater than 120 Standard Score



Additional Information & Considerations for Level 1 Screening

Ability Screening: Elementary students will receive the group-administered cognitive ability screening in 2nd and 5th grades during the spring benchmark windows. Students who enroll in grades AFTER the standardized screening grades (i.e., grades 6-12) and do not have previous cognitive evaluation data and/or have not been previously identified as gifted will be screened once upon enrollment (beginning Spring 2026). 

Academic Screening: All K-12 students receive academic screenings three times per year (i.e., Fall, Winter and Spring), OR are screened during enrollment if in-between these screening windows. 

Academic Output: Student’s performances in coursework are continuously measured throughout the year and are automatically applied to the other data points to generate a list of potential students who may benefit from enrichment and or continuing to the individual screening process (Level 2). 

Based upon the results of Level 1 screening, parents/guardians may receive notification and a request to conduct an individual screening that incorporates BOTH of the following:

Criterion Screening Tool Performance Indicator
Ability Screening CogAT Composites Equal to or greater than 120 Standard Score
Acquisition and Retention Parent/Teacher Ratings of Giftedness T-Score equal to or greater than 60



Considerations

Insight PA utilizes a team-based approach to analyze data and provide recommendations. Utilizing the Diamond-Model of MTSS, the team is able to recommend the level of educational support for a student with or without them being identified as “Mentally Gifted and Talented”. Students navigating between Pre-Referral and Referral may not be recommended to continue to Level 3, but may be considered for Academic Tier 1 or Enrichment (Tier 0.5) if they meet some criteria of Level 1 or Level 2 respectively.

Criterion Screening Tool Performance Indicator
Reading Screening* Aimsweb+ (K-5) Exact Path (6-12) Equal to or greater than 90th percentile
Mathematics Screening* Aimsweb+ (K-5) Exact Path (6-12) Equal to or greater than 90th percentile
Academic Output* Classroom-based performance in Math, Reading/ELA, OR Science Equal to or greater than 90% mastered (K-5) or 90% (6-12) earned grade
Ability Screening* CogAT Screening (3 Subtests) Equal to or greater than 120 Standard Score
Ability Screening** CogAT Composites Equal to or greater than 120 Standard Score
Acquisition and Retention** Parent/Teacher Ratings of Giftedness (GRS-2) T-Score equal to or greater than 60
Full Cognitive Assessment Battery Cognitive Ability Assessment
Academic Assessment Reading/ELA, Mathematics, OR Science Subtests or Composites Equal to or greater than 95%

*Completed During Level 1
**Completed During Level 2

Considerations

Level 3, the evaluation and subsequent report, will be a confluence of data collected throughout the screening process. Similar to the process for students between Levels 1 and 2, students between Levels 2 and 3 may be considered for support either through enrichment or through the “Mentally Gifted and Talented” programs offered at Insight PA. It should be noted that while the need for consideration of intervening masking factors (see below) as well as and to quality instruction should be considered throughout the process, this is further highlighted in the selection of, and analysis for, individually administered assessments. Moreover, the 3-Level process outlined herein is based upon Child Find/Screening procedures. Parent/Guardian requests may result in a student moving into the Level 2 or Level 3 procedures dependent on situations. The entirety of this screening process is not necessitated for students who enroll with a Gifted Individualized Education Program (GIEP). 

Criteria

While the definition of Mentally Gifted provided by PDE (outlined above) includes an Intellectual ability score of 130 or higher on an individual cognitive ability test, Insight PA utilizes a holistic approach to evaluating performance and analyzing the results. More specifically, results are viewed from the composite/index, and global scores to provide a holistic understanding of their performance and reduce the effects of intervening factors that may mask giftedness (see Intervening Factors Masking Giftedness below). Thus, performances on cognitive screening and individual cognitive assessment batteries will review subtest, composite/index, alternative global scores, and global scores when considering this criterion. 

Academic achievement is viewed through the collection of multiple data sources including academic screening, academic output (class performance), and the completion of an individually-administered academic assessment battery. Typically, advancement is observed as evidencing skill development at or above one (1) academic year. 

An observed or measured rate of acquisition/retention of new academic content or skills that reflect gifted ability (22 Pa. Code§16.21(e) (2)).

  • Rates of acquisition and retention data are obtained by direct observation and reporting from teachers, special area teachers, and/or administrators. Rate of Acquisition is defined as the rate at which a student acquires, understands, and demonstrates competency and/or mastery of new learning. Rate of Retention is defined as the rate at which a student retains concepts and skills necessary for subsequent learning. Areas observed/measured include English/Language Arts, Math, Science, and Social Studies/History.

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 (22 Pa. Code §16.21(e) (4)).

  • A standardized, norm-referenced gifted rating scale that helps identify gifted and talented students will be completed by the student’s teacher(s). A score within the highly probable range in at least one area of skill development. The scale utilized complies with both the research literature and current definitions of giftedness, and measures early skill development, including intellectual ability, creativity, leadership, and academic interests and skills.

Intervening Factors Masking Giftedness

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 a child with a disability), gender or race bias, or socio/cultural deprivation may mask gifted abilities.  At Insight PA, it is a point of emphasis to ensure school-based teams consider, evaluate, and provide recommendations following the latest in best-practices and explicitly reviews for the possible masking factors with all students going through the process.

If a student does not meet the definition of mentally gifted or multiple criteria and does not demonstrate the need for specially designed instruction, the student will not be admitted to the gifted education program.

Written Report: The Gifted Written Report (GWR) brings together the findings from the evaluation or reevaluation concerning the student’s educational needs (strengths).  “The report must make recommendations as to whether the student is gifted and in need of specially designed instruction, indicate the basis of those recommendations, include recommendation for the student’s programming, and indicate the names and positions of the members of the GMDT.”  (22 PA. Code § 16.22(h)). 

Gifted Identification: During the evaluation process, the Permission to Evaluate (PTE) form will be issued to provide parental consent to administer one or more of the following instruments: individual cognitive ability test, individual achievement test, curriculum-based assessments (CBA) in reading and mathematics, and/or gifted rating scale.  Gifted rating scales are norm-referenced rating scales based on current theories of giftedness. A minimum of one teacher will complete the scale who has known the student for at least one month.  In addition, parent and teacher input will be obtained and an educational records review conducted.

The term includes a person who has an IQ of 130 or higher or when multiple criteria as set forth in this chapter and in Department Guidelines indicate gifted ability and demonstrate a need for specially designed instruction. Determination of gifted ability will not be based on IQ score alone. Deficits in memory or processing speed, as indicated by testing, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education. The determination of mentally gifted must include an assessment by a certified school psychologist (22 Pa. Code §16.21(d)).  

Parent/Legal Guardian Referral: When parents or legal guardians suspect their child is gifted, they may request in writing an evaluation at any time, with a limit of one request per school year.  As per 22 PA. Code § 16.22 (c), if a parent/guardian makes the request for an evaluation verbally, Insight PA must inform them to put their request in writing.  When Insight PA receives the written request, the parent/guardian will receive a Permission to Evaluate form within 10 calendar days of the written request. Insight PA must receive a parent or guardian signature on the form in order to continue with the evaluation process.  Parents/guardians will also be asked to provide information that will be included in the evaluation.

For more Information, please contact Jenna Schreiner, Gifted Education Coordinator.