Title-1

{ "@context": "https://schema.org", "@graph": [ { "@type": "WebPage", "@id": "https://renzullilearning.com/en/G-T-Alignment-by-State/Arizona", "url": "https://renzullilearning.com/en/G-T-Alignment-by-State/Arizona", "name": "Gifted Education in Arizona | Renzulli Learning", "description": "Renzulli Learning aligns with Arizona's A.R.S. § 15-779 et seq. gifted education requirements — supporting Scope & Sequence compliance, Group B 'G' weight funding documentation, three-area identification, free 2nd-grade CogAT screening follow-up, and differentiated enrichment for Arizona gifted coordinators. Free 30-day trial.", "inLanguage": "en-US", "isPartOf": { "@id": "https://renzullilearning.com" }, "about": { "@type": "Thing", "name": "Gifted Education in Arizona", "description": "Arizona's A.R.S. § 15-779 et seq. mandates gifted education for all public school districts K-12 as an 'integrated, differentiated learning experience during the regular school day.' Districts must identify students scoring at or above the 97th percentile on State Board-approved tests in verbal, nonverbal, or quantitative reasoning. Every district must maintain a board-approved Scope & Sequence submitted to ADE every four years. The Group B 'G' weight provides 0.007 per-pupil add-on funding for students at the 97th percentile. Approximately 8% of Arizona public school students are identified as gifted." }, "mentions": [ { "@type": "Organization", "name": "Arizona Department of Education", "url": "https://www.azed.gov/gifted-education" } ] }, { "@type": "FAQPage", "mainEntity": [ { "@type": "Question", "name": "What does Arizona law require for gifted education under A.R.S. § 15-779?", "acceptedAnswer": { "@type": "Answer", "text": "Arizona's A.R.S. § 15-779 et seq. and § 15-779.02 mandate that every public school district must both identify gifted students and provide them with appropriate gifted education services K-12. Gifted education must be delivered as 'an integrated, differentiated learning experience during the regular school day.' Every district must develop a board-approved Scope & Sequence describing its gifted identification process and curriculum modifications, submitted to ADE at least every four years. Charter schools may elect to provide gifted services but are not mandated to do so. Districts that fail to submit a compliant Scope & Sequence risk losing eligibility for the Group A weight on 7% of their student count." } }, { "@type": "Question", "name": "What is Arizona's 97th percentile identification threshold and how does it work?", "acceptedAnswer": { "@type": "Answer", "text": "Under Arizona law, every public school district must identify as gifted any student who scores at or above the 97th percentile (based on national norms) in any one of three reasoning areas on a State Board of Education-approved test: Verbal Reasoning, Nonverbal Reasoning, or Quantitative Reasoning. Districts may also identify additional students who score below the 97th percentile using locally developed criteria in their approved Scope & Sequence. Arizona must accept, as valid for placement, scores at or above the 97th percentile on any State Board-approved test submitted by other Arizona LEAs or qualified professionals — meaning transfer student identification from another Arizona district must be honored without re-testing." } }, { "@type": "Question", "name": "What is Arizona's Group B 'G' weight and how does it affect gifted funding?", "acceptedAnswer": { "@type": "Answer", "text": "Arizona's Group B 'G' weight, established by HB 2898 (effective FY2022), provides a 0.007 per-pupil add-on funding weight for students who score at or above the 97th percentile on a State Board-approved test. Students are reported through AzEDS using the GIFT10 and GIFT11 reports, broken down by need type: Verbal (Language Arts), Nonverbal, Quantitative (Math), or Other Giftedness. Only students reported with Verbal, Nonverbal, or Quantitative need descriptors after scoring at the 97th percentile generate the Group B add-on. Students identified through locally developed criteria below the 97th percentile are reported as 'Other Giftedness' and do not generate the Group B weight. Districts that fail to comply with Scope & Sequence requirements risk losing their Group A weight on 7% of their student count." } }, { "@type": "Question", "name": "What is Arizona's free 2nd-grade CogAT universal screening program?", "acceptedAnswer": { "@type": "Answer", "text": "The Arizona Legislature has appropriated $850,000 for ADE to provide the Cognitive Abilities Test (CogAT) from Riverside Insights at no cost to all Arizona public schools for 2nd-grade universal screening in SY2025-26. Participation is optional, but strongly encouraged as a proven strategy to identify students who are traditionally underrepresented in gifted programs — particularly students who are culturally, linguistically, or socioeconomically diverse. Students who score at or above the 97th percentile on the CogAT through this program generate the Group B 'G' add-on funding weight. ADE is billed directly, so no LEA funds are required to participate." } }, { "@type": "Question", "name": "What is Arizona's Scope & Sequence requirement for gifted education?", "acceptedAnswer": { "@type": "Answer", "text": "Every Arizona public school district must develop and maintain a board-approved Scope & Sequence for Gifted Education, submitted to ADE at least every four years and upon any revision. The Scope & Sequence must address ten elements: program design, identification procedures and criteria, curriculum and instruction (explaining how gifted education differs from regular education in content, process, and product), social and emotional development, professional development for administrators and teachers, parent and community involvement, program assessment, and budgeting. Districts are monitored through ADE's EMAC system. Districts that fail to submit a compliant Scope & Sequence are not eligible for the Group A weight on 7% of their student count." } }, { "@type": "Question", "name": "How does Renzulli Learning support Arizona's Scope & Sequence and gifted enrichment requirements?", "acceptedAnswer": { "@type": "Answer", "text": "Renzulli Learning supports Arizona's Scope & Sequence compliance at multiple points. The enrichment database provides the differentiated curriculum evidence districts need to demonstrate how gifted education differs from regular education in content, process, and product — a required Scope & Sequence element under A.R.S. § 15-779.02. The Renzulli Profiler generates individual student profiles to document how enrichment is matched to student abilities and potentials. The PSP tracks student progress toward enrichment goals and generates documentation for program assessment sections of the Scope & Sequence. The CTC provides creativity evidence relevant to both identification support and curriculum differentiation. Activity logs document the 'integrated, differentiated learning experience during the regular school day' that Arizona law requires." } } ] }, { "@type": "Organization", "name": "Renzulli Learning", "url": "https://renzullilearning.com", "logo": "https://renzullilearning.com/assets/logo-1-4.png", "contactPoint": { "@type": "ContactPoint", "telephone": "+1-203-680-8301", "email": "[email protected]", "contactType": "customer service" } } ] } Gifted & Talented Education · Arizona Gifted Education in Arizona: From the 97th Percentile Threshold to Scope & Sequence Compliance — and the Group B “G” Weight Arizona mandates gifted education for all public districts K–12, requires identification of students scoring at or above the 97th percentile in three reasoning areas, and ties Group B funding directly to test performance. Renzulli Learning supports the enrichment, documentation, and Scope & Sequence compliance that Arizona coordinators need. Start Your Free 30-Day Trial Schedule a Free QuickStart ~88,000 AZ students identified as gifted ~8% of AZ public school students in gifted programs (ADE) 97th %ile minimum threshold for mandatory identification on State Board-approved tests Every 4 years Scope & Sequence must be submitted to ADE Arizona law What Arizona’s Gifted Education Statutes Require Arizona’s gifted education mandate is codified in A.R.S. § 15-779 et seq. — principally § 15-779.01 (powers and duties of school district governing boards) and § 15-779.02 (scope and sequence; annual financial report). Every public school district must both identify gifted pupils and provide them with appropriate gifted education services across all grades K–12. Gifted education in Arizona must be delivered as “an integrated, differentiated learning experience during the regular school day.” Districts may not segregate gifted services into after-school or pull-out-only programs that replace regular instruction — gifted learning must happen within the school day, integrated into the regular program and extending beyond it. Districts that serve gifted pupils whose primary teacher holds or is working toward the Arizona Gifted Education K–12 Endorsement may apply for supplemental funding equal to $75 per pupil for 4% of the district’s student count (or $2,000, whichever is more). Scope & Sequence non-compliance has direct funding consequences. If a district fails to submit a board-approved Scope & Sequence — or if the submitted document fails to receive full ADE approval — the district is not eligible for the Group A weight on 7% of its student count . ADE notifies non-compliant districts by December 1 each year, with a correction deadline of April 1 the following year. Three reasoning areas Arizona’s Three Gifted Identification Areas Arizona requires identification of any student who scores at or above the 97th percentile (national norms) in any one of three reasoning areas on a State Board-approved test. Districts may identify additional students using locally developed criteria below the 97th percentile: V Verbal Reasoning Language arts giftedness. Reported as “Verbal” in AzEDS GIFT11. Generates Group B “G” weight funding. ≥97th percentile required NV Nonverbal Reasoning Spatial, figural, and abstract reasoning giftedness. Reported as “Nonverbal” in AzEDS GIFT11. Generates Group B “G” weight funding. ≥97th percentile required Q Quantitative Reasoning Mathematics giftedness. Reported as “Quantitative” in AzEDS GIFT11. Generates Group B “G” weight funding. ≥97th percentile required Students identified through locally developed district criteria who do not meet the 97th percentile threshold are reported as “Other Giftedness” in AzEDS and do not generate Group B add-on funding. Arizona law requires districts to offer testing at least three times per year and to accept valid 97th percentile scores from other Arizona LEAs or qualified professionals for transfer students. Funding and compliance Group B “G” Weight and Scope & Sequence: Arizona’s Compliance Incentives Two compliance mechanisms are central to Arizona gifted program management: Group B “G” Weight (established HB 2898, effective FY2022) What generates it Students who score ≥97th percentile on a State Board-approved test, reported via AzEDS GIFT10/GIFT11 with a Verbal, Nonverbal, or Quantitative need descriptor. Weight amount 0.007 Group B add-on per qualifying student. This generates additional Average Daily Membership (ADM) funded at the add-on rate. What does NOT generate it Students identified using local district criteria below the 97th percentile (reported as “Other Giftedness”) do not generate Group B add-on funding. Free 2nd-grade screening (SY25-26) ADE provides CogAT free to all public schools for 2nd-grade universal screening. Students scoring ≥97th percentile generate the Group B weight. No LEA cost. Real challenges What Arizona Gifted Coordinators Struggle With Scope & Sequence compliance The Scope & Sequence must cover ten statutory elements and be board-approved. Generating the program assessment and curriculum differentiation evidence ADE requires — without a system to track it — is time-consuming. Proving “differentiated from regular education” Arizona law requires that gifted education differ from regular instruction in content, process, and product. Many coordinators struggle to document this distinction concretely for ADE monitoring and Scope & Sequence submissions. Equity in identification The state-funded 2nd-grade CogAT universal screening is a major opportunity to identify students from underrepresented groups. But coordinators need follow-up enrichment tools for students who surface through screening, including those below the 97th percentile threshold. Endorsement gaps and local PD Teachers whose primary responsibility is gifted instruction must hold or be working toward the K–12 Gifted Endorsement. The Scope & Sequence must include a PD plan. Districts need enrichment tools that support any teacher — endorsed or in progress. Platform tools What Renzulli Learning Provides: Feature by Feature Each tool maps to a specific Arizona requirement and produces a concrete, exportable output: Enrichment Database : Over 40,000 interest-matched, above-curriculum activities. Provides the documented evidence of how gifted education differs from regular instruction in content, process, and product — the three dimensions Arizona’s Scope & Sequence must address. Activity logs serve as program assessment evidence for the four-year ADE review cycle. Renzulli Profiler : A 20–30 minute interest and learning style inventory. Documents how enrichment is matched to each student’s individual abilities and potentials — the statutory standard under A.R.S. § 15-779.02. Provides the individualized learner evidence the Scope & Sequence identification and curriculum sections require. Cebeci Test of Creativity (CTC) : A validated creativity assessment producing a scored report. Supports enrichment planning for both students identified in the three statutory areas and for students served through locally developed district criteria — providing a creativity dimension that verbal, nonverbal, and quantitative tests alone do not capture. Personal Success Plan (PSP) : A student-driven goal and progress tracker. Generates exportable progress summaries that serve as program assessment evidence for the Scope & Sequence and ADE monitoring reviews — documenting that gifted students are receiving enrichment commensurate with their abilities and potentials as required by § 15-779.02. Project-Based Learning (PBL) Tools : Schoolwide Enrichment Model (SEM)-based student investigations that generate authentic student products — directly addressing the product dimension of Arizona’s differentiation requirement and producing concrete evidence for program assessment and the Scope & Sequence curriculum section. Executive Function Assessment : Measures self-regulation, planning, and metacognition — especially valuable for follow-up with students identified through the free 2nd-grade CogAT universal screening, and for serving students identified through locally developed criteria who score below the 97th percentile threshold. Leadership Assessment : Identifies leadership and psychosocial strengths. Supports the social and emotional development element required in every Arizona Scope & Sequence, and broadens identification evidence for students whose giftedness expresses through leadership rather than traditional academic measures. Requirement-by-requirement Arizona A.R.S. § 15-779 Requirements & Renzulli Learning: Side by Side A.R.S. § 15-779 A.R.S. § 15-779.02 How Renzulli Learning addresses each core Arizona requirement: Arizona Requirement Renzulli Learning Contribution Mandatory Identification All districts must identify students ≥97th percentile in verbal, nonverbal, or quantitative reasoning; offer testing 3× per year; accept valid scores from other AZ LEAs Renzulli complements — not replaces — district-administered State Board-approved tests. The Profiler and CTC provide supplementary evidence for locally developed criteria used to serve students below the 97th percentile threshold. Integrated, Differentiated Experience Gifted education must be an integrated, differentiated learning experience during the regular school day — differing from regular instruction in content, process, and product The enrichment database provides 40,000+ activities differentiated in content depth, thinking process complexity, and authentic product creation — directly addressing Arizona’s three statutory dimensions of differentiation with activity logs that document compliance. Scope & Sequence Board-approved plan submitted to ADE every 4 years; must cover program design, identification, curriculum, instruction, social/emotional, PD, parent involvement, program assessment, and budgeting Renzulli provides evidence for four Scope & Sequence sections directly: curriculum (enrichment database), instruction (differentiated activities), social/emotional development (Leadership Assessment, EFA), and program assessment (PSP progress exports, activity logs). Group B “G” Weight 0.007 add-on for students ≥97th percentile; reported via AzEDS GIFT10/GIFT11 in verbal, nonverbal, or quantitative categories PSP activity logs and progress reports document that Group B funded students are receiving appropriate gifted services commensurate with their abilities — supporting the audit trail ADE reviews through the GIFT10/GIFT11 reporting cycle. Universal 2nd-Grade Screening (CogAT) Free state-funded optional CogAT screening for all 2nd graders; students ≥97th percentile generate Group B weight; strategy for equitable identification The enrichment database and talent pool enrichment activities support follow-up for all students surfaced by universal screening — including students below the 97th percentile threshold who need enrichment while districts develop locally approved criteria to serve them. Teacher Endorsement Primary gifted teachers must hold or be working toward Arizona Gifted Education K–12 Endorsement; Scope & Sequence must include a PD plan for all teachers working with gifted students Renzulli’s enrichment database and PBL tools give any teacher — endorsed or in progress — ready-to-deploy, research-based gifted resources. The Scope & Sequence’s PD plan element is supported by Renzulli’s certified educator course available at renzullilearning.com/en/courses. From Arizona educators What Implementation Looks Like in Arizona Districts “The Scope & Sequence review is every four years, but what really matters is the program assessment section — and that means you have to actually track what gifted students are doing and whether it’s different from their regular classroom. The PSP gives us the activity documentation we need to answer that question. Before, we were tracking it manually in spreadsheets.” District Gifted Coordinator · Metro Phoenix school district For the free 2nd-grade CogAT screening Universal screening surfaces students who would never have been referred by a teacher or parent. Renzulli’s enrichment database gives coordinators a way to engage all identified students immediately — including those below the 97th percentile who don’t generate Group B funding but still need enrichment programming under locally developed district criteria. For rural and small districts Many of Arizona’s 220+ school districts serve small populations across geographically isolated communities. Renzulli’s web-based enrichment means a single gifted teacher serving multiple campuses can deliver consistent, interest-matched differentiated instruction across all grade levels without building materials from scratch. Frequently asked questions Arizona Gifted Education: Common Questions What does Arizona law require for gifted education? Arizona’s A.R.S. § 15-779 et seq. mandates that every public school district must both identify gifted pupils and provide them with appropriate gifted education services across all grades K–12. Gifted education must be delivered as “an integrated, differentiated learning experience during the regular school day.” Every district must develop a board-approved Scope & Sequence submitted to ADE at least every four years. Charter schools may elect to provide gifted services but are not mandated. Districts that fail to submit a compliant Scope & Sequence risk losing the Group A weight on 7% of their student count. What is Arizona’s 97th percentile gifted identification threshold? Arizona law requires every public district to identify as gifted any student who scores at or above the 97th percentile (national norms) in any one of three reasoning areas on a State Board of Education-approved test: Verbal, Nonverbal, or Quantitative Reasoning . Districts may also identify additional students using locally developed criteria below the 97th percentile. Arizona must accept, as valid for placement, 97th percentile scores on any State Board-approved test submitted by other Arizona LEAs or qualified professionals — so transfer students identified in another Arizona district must be honored without re-testing. Districts must offer testing at least three times per year . What is Arizona’s Group B “G” weight and how does it work? The Group B “G” weight, established by HB 2898 (effective FY2022), provides a 0.007 per-pupil add-on funding weight for students who score at or above the 97th percentile on a State Board-approved test. Students are reported through AzEDS via GIFT10 (total count) and GIFT11 (broken down by Verbal, Nonverbal, Quantitative, or Other Giftedness). Only students reported with Verbal, Nonverbal, or Quantitative descriptors after scoring at the 97th percentile generate the Group B add-on. Students identified through local district criteria below the 97th percentile are reported as “Other Giftedness” and do not generate Group B funding. What is Arizona’s free 2nd-grade CogAT universal screening program? The Arizona Legislature has appropriated $850,000 for ADE to provide the Cognitive Abilities Test (CogAT) from Riverside Insights at no cost to all Arizona public schools for 2nd-grade universal screening in SY2025-26. Participation is optional. ADE is billed directly — no LEA funds required. Students who score at or above the 97th percentile through this program generate the Group B “G” add-on funding weight. The program is designed to identify students who are culturally, linguistically, or socioeconomically diverse who might not be referred through traditional channels. What must Arizona’s Scope & Sequence include? Under A.R.S. § 15-779.02 , every district’s board-approved Scope & Sequence must be submitted to ADE at least every four years and address ten statutory elements: program design, identification procedures, curriculum (explaining how gifted education differs from regular education in content, process, and product), instruction, social and emotional development, professional development for teachers and administrators, parent and community involvement, program assessment, and budgeting (with sufficient data for ADE to evaluate the program). Districts are monitored through ADE’s EMAC system in ADEConnect every four years. How does Renzulli Learning support Arizona’s Scope & Sequence and enrichment requirements? Renzulli Learning supports Arizona’s Scope & Sequence compliance at multiple points. The enrichment database provides documented differentiation in content, process, and product — the three dimensions Arizona law specifies. The PSP tracks student progress and generates program assessment evidence. The Profiler documents individualized student matching. The Leadership Assessment and Executive Function Assessment support the social/emotional development Scope & Sequence element. Activity logs document the integrated, differentiated instruction Arizona law requires. Official sources Arizona Gifted Education Resources All compliance decisions should reference these primary ADE sources. Renzulli Learning is designed to complement — not replace — your state’s requirements and local district Scope & Sequence. ADE Gifted Education Hub — Program overview, Gifted Dashboard, Scope & Sequence resources A.R.S. § 15-779 — Gifted Pupil Definitions A.R.S. § 15-779.02 — Gifted Pupils; Scope & Sequence; Annual Financial Report ADE — Mandatory K–12 Gifted Services (district requirements, key statute links) ADE — AzEDS Reporting for Gifted (GIFT10/GIFT11; Group B “G” weight) ADE Gifted Education FAQ (identification, transfer students, IEP questions, endorsement) ADE — Gifted Education PreK–12 Endorsement Requirements Explore Renzulli Learning’s gifted education alignment for other states: All States G&T Alignment Colorado New Mexico Nevada Utah California Ready to See Renzulli Learning in Your Arizona District? Start a 30-day free trial with full platform access — no credit card required. Or schedule a free QuickStart with a consultant who knows Arizona’s gifted education requirements. Start Your Free Trial Schedule a Free QuickStart Call +1 (203) 680-8301 · Email [email protected] (function(){ var qs=document.querySelectorAll('.rl-faq-q'); qs.forEach(function(btn){ btn.addEventListener('click',function(){ var ans=this.nextElementSibling; var isOpen=ans.classList.contains('open'); qs.forEach(function(b){ b.classList.remove('open'); b.setAttribute('aria-expanded','false'); b.nextElementSibling.classList.remove('open'); }); if(!isOpen){ this.classList.add('open'); this.setAttribute('aria-expanded','true'); ans.classList.add('open'); } }); }); })();

{ "@context": "https://schema.org", "@graph": [ { "@type": "WebPage", "@id": "https://renzullilearning.com/en/G-T-Alignment-by-State/West-Virginia", "url": "https://renzullilearning.com/en/G-T-Alignment-by-State/West-Virginia", "name": "Gifted & Exceptional Gifted Education in West Virginia | Renzulli Learning", "description": "Renzulli Learning aligns with West Virginia's two-category gifted framework under WV Code § 18-20-1 and Policy 2419 — supporting Gifted eligibility (grades 1–8: 97th percentile IQ + 90th percentile achievement + need for SDI), the mandatory transition re-evaluation before grade 9, Exceptional Gifted identification (grades 9–12), the historically under-represented population provision, and IEP-based service delivery across 55 county LEAs. Free 30-day trial.", "inLanguage": "en-US", "isPartOf": { "@id": "https://renzullilearning.com" }, "about": { "@type": "Thing", "name": "Gifted and Exceptional Gifted Education in West Virginia", "description": "West Virginia's gifted education framework is governed by WV Code § 18-20-1 and WVBE Policy 2419 (Regulations for the Education of Students with Exceptionalities, effective March 13, 2023). The state uses two distinct eligibility categories: Gifted (grades 1–8), requiring all three of: full-scale IQ at or above the 97th percentile, academic achievement or classroom performance at or above the 90th percentile in at least one core curriculum area, and need for specially designed differentiated instruction; and Exceptional Gifted (grades 9–12), requiring the gifted criteria plus at least one additional criterion (disability eligibility, economic disadvantage, underachievement, or psychological adjustment disorder). Gifted eligibility ends upon promotion to grade 9. Before the end of 8th grade, the IEP team conducts a re-evaluation to determine exceptional gifted eligibility. If not eligible as exceptional gifted, the team develops a four-year plan. Both categories are served as special education exceptionalities with IEPs under IDEA." }, "mentions": [ { "@type": "Organization", "name": "West Virginia Department of Education", "url": "https://wvde.us/academics/special-education/exceptionalities/giftedexceptional-gifted" } ] }, { "@type": "FAQPage", "mainEntity": [ { "@type": "Question", "name": "What are West Virginia's two gifted eligibility categories?", "acceptedAnswer": { "@type": "Answer", "text": "West Virginia uses two distinct gifted eligibility categories under WV Code § 18-20-1 and Policy 2419. Gifted (grades 1–8): students with exceptional intellectual abilities and potential for achievement requiring specially designed instruction beyond the general classroom. Eligibility ends upon promotion to grade 9. Exceptional Gifted (grades 9–12): students meeting all criteria for gifted plus at least one additional criterion — eligibility for one or more disabilities under Policy 2419; the definition of economically disadvantaged; the definition of underachievement (considering ability, educational performance, and achievement levels); or psychological adjustment disorder documented by a comprehensive psychological evaluation. Both categories are special education exceptionalities under Policy 2419, served with IEPs under the IDEA framework." } }, { "@type": "Question", "name": "What are the specific eligibility criteria for Gifted in West Virginia (grades 1–8)?", "acceptedAnswer": { "@type": "Answer", "text": "Under Policy 2419, a student in grades 1–8 is eligible as Gifted when ALL three criteria are met: (1) General intellectual ability with a full-scale score at or above the 97th percentile rank 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, differentiated instruction and/or services beyond those normally provided in the general classroom. If the student also meets eligibility criteria for a disability, the disability must be the primary exceptionality." } }, { "@type": "Question", "name": "What happens when a gifted student in West Virginia reaches grade 9?", "acceptedAnswer": { "@type": "Answer", "text": "Gifted eligibility in West Virginia ends upon promotion to grade 9. Before the end of a gifted student's 8th grade year, the IEP team must conduct a re-evaluation determination. The team reviews current evaluations, parent-provided information, current classroom-based assessments and observations, and teacher/related service provider observations. The team determines whether additional data is needed to assess Exceptional Gifted eligibility for grades 9–12. If the student is eligible as Exceptional Gifted, the district develops an IEP. If the student is not eligible as Exceptional Gifted, the IEP team must write a four-year plan that appropriately addresses the student's educational needs for high school. This four-year plan replaces the IEP for students who do not meet Exceptional Gifted criteria." } }, { "@type": "Question", "name": "What are the Exceptional Gifted criteria in West Virginia for grades 9–12?", "acceptedAnswer": { "@type": "Answer", "text": "To be eligible as Exceptional Gifted in grades 9–12, a West Virginia student must first meet all Gifted eligibility criteria (97th percentile IQ, 90th percentile achievement in at least one core area, and need for specially designed instruction) AND demonstrate at least one of the following additional criteria: (1) Eligibility criteria for one or more of the disabilities as defined in Policy 2419 (Chapter 4); (2) The definition for economically disadvantaged; (3) The definition for underachievement, which takes into consideration the student's ability level, educational performance, and achievement levels; or (4) The definition for psychological adjustment disorder as documented by a comprehensive psychological evaluation." } }, { "@type": "Question", "name": "How does West Virginia address equity in gifted identification?", "acceptedAnswer": { "@type": "Answer", "text": "Policy 2419 includes an explicit provision for Historically Under-represented Gifted Populations — students whose giftedness may not be apparent due to low socioeconomic status, a disability, or a linguistically or culturally different background. If the Eligibility Committee determines that the standard eligibility criteria and/or assessment instruments discriminate against a student because the student belongs to a historically under-represented gifted population, eligibility for gifted services shall be based upon criteria that complement the definition and eligibility for gifted as described in the policy. The EC must consider all data gathered by the multidisciplinary evaluation team to determine whether the student demonstrates the potential for intellectual giftedness even when standard thresholds are not met." } }, { "@type": "Question", "name": "How does Renzulli Learning support West Virginia's gifted and exceptional gifted framework?", "acceptedAnswer": { "@type": "Answer", "text": "Renzulli Learning supports West Virginia's two-category gifted framework at multiple points. The Cebeci Test of Creativity (CTC) and Renzulli Profiler contribute multi-source evidence to the Multidisciplinary Evaluation Team's data review — providing creativity and interests assessment that complements IQ and achievement testing, particularly valuable for historically under-represented students whose potential may not be captured by standard cognitive assessments. The enrichment database delivers the specially designed, differentiated instruction beyond the general classroom that Policy 2419 requires — with activity logs documenting service delivery for IEP compliance. The Personal Success Plan (PSP) supports IEP goal progress documentation and generates parent-facing growth summaries. The Executive Function Assessment informs IEP goal development for twice-exceptional and exceptional gifted students with co-occurring challenges." } } ] }, { "@type": "Organization", "name": "Renzulli Learning", "url": "https://renzullilearning.com", "logo": "https://renzullilearning.com/assets/logo-1-4.png", "contactPoint": { "@type": "ContactPoint", "telephone": "+1-203-680-8301", "email": "[email protected]", "contactType": "customer service" } } ] } Gifted & Exceptional Gifted Education · West Virginia Gifted Education in West Virginia: Two Distinct Categories, a Mandatory Grade 8 Transition Evaluation, and the Nation’s Highest IQ Threshold West Virginia is one of very few states with two formally defined gifted categories — Gifted (grades 1–8) and Exceptional Gifted (grades 9–12) — with eligibility ending and restarting at the grade 9 boundary. Both are special education exceptionalities with full IEPs under Policy 2419. Start Your Free 30-Day Trial Schedule a Free QuickStart ~7,500 WV students identified as gifted or exceptional gifted 97th %ile full-scale IQ threshold — one of the highest mandatory cognitive bars nationally 55 county LEAs each mandated to provide gifted education per WV Code 80 days evaluation timeline from parent consent to Eligibility Committee decision The foundational framework Two Categories, One Special Education Framework West Virginia’s gifted education program is governed by WV Code § 18-20-1 (Education of Exceptional Children) and WVBE Policy 2419 (Regulations for the Education of Students with Exceptionalities, effective March 13, 2023). The state mandates that every LEA provide gifted education according to State Board guidelines. Unlike most states — which have a single gifted category applied K–12 — West Virginia uses two formally distinct eligibility categories with different criteria, different additional requirements, and a hard boundary at grade 9 where the first category ends and re-evaluation for the second must occur: Category 1 — Elementary & Middle Gifted Grades 1 through 8 Special Education Exceptionality Students with exceptional intellectual abilities and potential for achievement who require specially designed instruction beyond normal general classroom instruction. Must meet all three prong criteria. Eligibility ends upon promotion to grade 9. Before end of grade 8, IEP team must conduct a re-evaluation for Exceptional Gifted eligibility. Category 2 — High School Exceptional Gifted Grades 9 through 12 Special Education Exceptionality Students meeting all Gifted criteria plus at least one of four additional criteria. Higher bar than Gifted — designed to identify students whose giftedness intersects with additional need factors requiring ongoing specially designed instruction. If not eligible as Exceptional Gifted, IEP team writes a four-year plan (not an IEP) for high school. Important rule for twice-exceptional students: If a student meets eligibility criteria for both a Gifted exceptionality and one of the disability categories under Policy 2419, the disability must be the primary exceptionality . Gifted services are then provided within the disability IEP framework. Gifted eligibility — grades 1–8 The Three-Prong Test for Gifted Eligibility (Grades 1–8) Under Policy 2419, a student in grades 1–8 is eligible as Gifted when all three of the following criteria are met. The Eligibility Committee (EC) makes this determination after the Multidisciplinary Evaluation Team (MDET) completes its evaluation: 1 Required Full-Scale IQ – 97th Percentile or Higher General intellectual ability with a full-scale score at or above the 97th percentile rank on a comprehensive test of intellectual ability, with consideration of 1.0 standard error of measurement at the 68% confidence interval . The approved test list for gifted identification is published in Policy 2419, Appendix A. This is one of the highest mandatory cognitive thresholds in the nation — approximately IQ 128–130 on standard scales. 2 Required Academic Achievement or Classroom Performance – 90th Percentile / Exceptional Functioning 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. The four core curriculum areas are the standard academic subjects evaluated by the MDET. 3 Required Need for Specially Designed Differentiated Instruction The student has a need for specially designed, differentiated instruction and/or services beyond those normally provided in the general classroom . This is the same “need” prong that applies to disability exceptionalities under Policy 2419 — meeting the first two prongs alone does not qualify a student if differentiated instruction beyond the general classroom is not needed. West Virginia’s 97th percentile IQ threshold is among the highest mandatory cognitive bars in the country. WVU research has highlighted that this cutoff disproportionately disadvantages students from rural and low-income communities — where access to test preparation and enrichment experiences may limit scores even among genuinely high-ability students. The Historically Under-represented Gifted Population provision (described below) exists precisely to address this concern. Researchers have advocated for local norms and broader multi-criteria approaches as a complement to the current threshold. Exceptional gifted eligibility — grades 9–12 Exceptional Gifted: Meeting Gifted Criteria Plus One Additional Criterion For a student in grades 9–12 to be eligible as Exceptional Gifted, they must first meet all Gifted eligibility criteria (three-prong test above) AND meet at least one of the following four additional criteria: Additional Criterion 1 Disability Eligibility Meets the eligibility criteria for one or more of the disabilities as defined in Policy 2419, Chapter 4 — effectively, the student is twice-exceptional (gifted + a disability category under Policy 2419/IDEA). Additional Criterion 2 Economic Disadvantage Meets the definition for economically disadvantaged as defined in Policy 2419. This criterion explicitly recognizes that economic hardship creates barriers to academic achievement that require continued specially designed instruction. Additional Criterion 3 Underachievement Meets the definition for underachievement — which takes into consideration the student’s ability level, educational performance, and achievement levels . Addresses gifted students whose performance is significantly below their demonstrated intellectual potential. Additional Criterion 4 Psychological Adjustment Disorder Meets the definition for psychological adjustment disorder as documented by a comprehensive psychological evaluation . Addresses gifted students whose social-emotional challenges require specially designed services alongside academic differentiation. Why the additional criteria matter: West Virginia’s Exceptional Gifted framework reflects a deliberate policy decision — not all gifted students need special education services in high school. The additional criteria target students for whom the intersection of giftedness with another significant factor (disability, poverty, underachievement, or psychological challenge) creates an ongoing need for specially designed instruction that goes beyond what Honors or AP coursework alone can provide. The grade 8 transition — the most operationally critical moment Before Grade 9: The Mandatory Re-Evaluation Every Gifted Student Must Receive West Virginia’s gifted framework has a hard boundary at grade 9 that every IEP team must plan for. Gifted eligibility does not automatically continue into high school — it ends. What happens next depends entirely on the re-evaluation: Before End of Grade 8 IEP Team Conducts Re-Evaluation Determination The IEP team reviews current evaluations, parent-provided information, current classroom-based assessments and observations, and teacher/service provider observations. The team determines whether any additional data is needed to assess Exceptional Gifted eligibility under one or more of the four additional criteria (disability, economic disadvantage, underachievement, or psychological adjustment disorder). MDET Completes Evaluations Multidisciplinary Evaluation Team Evaluates for Exceptional Gifted If additional data is needed, the MDET conducts evaluations to assess whether the student meets the Exceptional Gifted criteria . The 80-calendar-day timeline from parent consent applies. Evaluations assess whether the student still meets the Gifted three-prong test AND meets at least one of the four additional EG criteria. EC Determines Eligibility Eligibility Committee Makes the Determination The Eligibility Committee reviews MDET findings and determines whether the student is eligible as Exceptional Gifted. The EC must make this determination before the student is promoted to grade 9. Two Possible Outcomes IEP or Four-Year Plan Eligible as Exceptional Gifted: the district develops a full IEP for the student for grades 9–12, with specially designed instruction addressing both the gifted characteristics and the additional criterion. Not eligible as Exceptional Gifted: the IEP team must write a four-year plan that appropriately addresses the student’s educational needs through high school — this plan replaces the IEP and is not a special education document, but ensures the student’s needs are tracked and addressed. The four-year plan is not a downgrade — it’s a different planning tool. For gifted students who transition to high school without Exceptional Gifted eligibility, the four-year plan ensures their advanced learning needs are still formally addressed — through Honors courses, AP, dual enrollment, independent study, or other advanced programming — even though they no longer receive special education services. Gifted teachers often continue supporting these students informally. The plan creates accountability for their continued challenge without requiring the full IEP infrastructure. Equity provision Historically Under-Represented Gifted Populations: Policy 2419’s Flexibility Mechanism Policy 2419 includes an explicit provision for students whose giftedness may not be apparent through standard eligibility criteria due to systemic or contextual barriers: “Historically Under-represented Gifted Population” (Policy 2419): These are students whose giftedness may not be apparent due to low socioeconomic status, a disability in accordance with this policy, or a background that is linguistically or culturally different . If the Eligibility Committee determines that the eligibility criteria and/or assessment instruments discriminate against a student because the student belongs to a historically under-represented gifted population, eligibility for gifted services shall be based upon criteria that complement the definition and eligibility for gifted as described in the policy. The EC must consider all data gathered by the MDET to determine whether the student demonstrates the potential for intellectual giftedness even when standard cutoffs are not met. This provision is especially significant in West Virginia given the state’s 97th percentile IQ threshold — a bar that WVU researchers have documented disproportionately excludes rural and economically disadvantaged students whose genuine intellectual potential may not fully emerge on standardized cognitive tests. The provision gives Eligibility Committees the authority and responsibility to use alternative evidence to identify giftedness in these students. The identification process From Referral to Eligibility: West Virginia’s 80-Day Process West Virginia’s gifted identification follows the same procedural framework as disability identification under Policy 2419 — with Student Assistance Teams, parent consent, MDET evaluation, and Eligibility Committee determination: Referral Anyone May Refer A general education teacher, parent, or any person working with the student may initiate the process. A teacher typically starts a Student Assistance Team (SAT) process; a parent writes a request to the school. This results in a SAT meeting where testing is formally requested. Parent Consent Written Consent Triggers the 80-Day Clock Once the LEA receives written parent consent for evaluation, the 80-calendar-day timeline begins . All evaluations must be completed and the Eligibility Committee (EC) must convene within this window. The 80-day clock does not apply if a parent repeatedly refuses to produce the student, or if the student transfers to another district before determination. MDET Multidisciplinary Evaluation Team Conducts Evaluations The MDET — which has the same membership as the IEP team — conducts a comprehensive evaluation including a standardized cognitive ability test (full-scale IQ) from the approved list in Appendix A, individual achievement testing, and classroom performance assessment. Parents are notified and provided copies of all evaluations at no cost. EC Meeting Eligibility Committee Applies the Three-Prong Test The EC — including the student’s parents — reviews MDET findings, applies the three-prong test, and determines eligibility. If eligible, the EC also determines eligibility under any disability categories (which would then be primary). For historically under-represented students, the EC considers complementary criteria if standard measures may have discriminated. If eligible, the IEP is developed. Platform tools What Renzulli Learning Provides: Mapped to West Virginia’s Requirements Cebeci Test of Creativity (CTC) — MDET Evidence & Equity: A validated creativity assessment contributing scored evidence to the MDET’s data review. Particularly valuable for the historically under-represented population provision — where standard IQ scores may underestimate ability for rural, low-income, or culturally different students, creativity assessment provides an additional evidence dimension that can support the EC’s consideration of complementary criteria. Renzulli Profiler — Multi-Source Evidence: A 20–30 minute interest and learning style inventory generating a strengths profile. Contributes qualitative MDET evidence — intellectual curiosity, interest depth, and learning preferences — that complements cognitive and achievement testing. Especially useful for the underachievement criterion in Exceptional Gifted identification, where a student’s interests and engagement patterns may differ significantly from their academic grades. Enrichment Database — Specially Designed Instruction (Prong 3): Over 40,000 interest-matched, above-curriculum activities delivering the specially designed, differentiated instruction beyond the general classroom that both Gifted and Exceptional Gifted IEPs require. Activity logs document service delivery for IEP compliance reviews. Works equally for gifted IEPs (grades 1–8) and exceptional gifted IEPs (grades 9–12). Personal Success Plan (PSP) — IEP Goal Progress Documentation: A student-driven goal and progress tracker generating exportable summaries. Provides the organized, parent-readable documentation of IEP goal progress that West Virginia’s special education framework requires — particularly important for the grade 8 re-evaluation, where current classroom-based assessments and evidence of growth must be reviewed by the IEP team. Executive Function Assessment — 2E & Exceptional Gifted: Assesses planning, self-regulation, and metacognition. Critical for twice-exceptional students where a disability is the primary exceptionality but gifted services are embedded in the disability IEP. Also supports Exceptional Gifted students identified under the underachievement or psychological adjustment disorder criteria — where EF deficits may underlie the performance gap or adjustment challenges. Project-Based Learning (PBL) Tools — Grades 1–12 Enrichment: SEM-based student investigations generating authentic products. Supports both gifted (grades 1–8) and exceptional gifted (grades 9–12) IEP goals requiring original research, complex problem-solving, and depth of inquiry. PBL products also serve as portfolio evidence for the four-year plan, documenting advanced academic engagement for students who transition to high school without Exceptional Gifted IEP eligibility. Leadership Assessment — Multi-Source Evidence: A scored behavioral profile of leadership strengths. Contributes to MDET multi-source data — particularly for the historically under-represented population provision where leadership, creativity, and social influence may be more visible indicators of giftedness than standardized test performance. Also supports affective IEP goals addressing the social-emotional dimensions of gifted development. Policy-by-policy WV Code § 18-20-1 / Policy 2419 Requirements & Renzulli Learning: Side by Side WV Code § 18-20-1 WVBE Policy 2419 (March 2023) West Virginia Requirement Renzulli Learning Contribution Gifted Eligibility (Gr. 1–8) Three-prong test: 97th percentile full-scale IQ + 90th percentile achievement or exceptional classroom functioning + need for specially designed differentiated instruction (Policy 2419) The CTC, Renzulli Profiler , and Leadership Assessment contribute MDET multi-source evidence beyond cognitive and achievement testing — documenting intellectual curiosity, creative ability, and strengths profile to support the full eligibility picture the EC reviews. Exceptional Gifted (Gr. 9–12) Gifted criteria + at least one additional criterion: disability eligibility, economic disadvantage, underachievement, or psychological adjustment disorder (Policy 2419) The EFA supports EG identification under the underachievement criterion — providing functional data on self-regulation, planning, and metacognition that informs whether the gap between ability and performance reflects EF challenges. The PSP generates the academic engagement evidence that supports underachievement determination. Specially Designed Instruction Both Gifted (gr. 1–8) and Exceptional Gifted (gr. 9–12) must receive specially designed, differentiated instruction and/or services beyond those normally provided in the general classroom; delivered through IEP 40,000+ interest-matched enrichment activities and PBL tools provide the SDI that both Gifted and EG IEPs require. Activity logs document service delivery dates and types — the compliance record Policy 2419’s IEP monitoring framework expects. Grade 8 Transition Re-Evaluation Before end of grade 8, IEP team must review and determine whether additional evaluation data is needed for EG eligibility; if not EG-eligible, team writes four-year plan The PSP provides organized records of the student’s current classroom-based performance and enrichment engagement that the IEP team reviews during the transition determination — reducing the documentation gap that often occurs at grade-span transitions. Historically Under-Represented Population If standard criteria/instruments discriminate against a student due to SES, disability, or linguistic/cultural background, EC must use complementary criteria; must consider all MDET data for potential giftedness (Policy 2419) The CTC (creativity), Renzulli Profiler (interests/curiosity), and Leadership Assessment provide complementary evidence dimensions — the qualitative data the EC needs to exercise its authority to identify giftedness in historically under-represented students when standard IQ thresholds may have discriminated. 2E: Disability as Primary Exceptionality If student meets gifted AND disability criteria, disability is primary; gifted services embedded within disability IEP; accommodations for both must be addressed The EFA provides functional performance data that informs how gifted enrichment is adapted within a disability IEP framework. The enrichment database delivers SDI matching the student’s gifted strengths while the EFA data guides scaffolding for disability-related challenges. From West Virginia educators What Implementation Looks Like in West Virginia’s 55 Counties “The transition to ninth grade is the moment that takes the most planning and generates the most parent questions. A family that has had a gifted IEP since second grade suddenly hears that eligibility ends and something called ‘exceptional gifted’ is the only way to continue. If the student doesn’t meet those additional criteria, they get a four-year plan, not an IEP. Explaining that difference — and what it means for their child’s high school services — takes real preparation. The re-evaluation data we can show from earlier enrichment engagement helps that conversation a lot.” Special Education Director · West Virginia county school system For rural county systems West Virginia’s 55 county LEAs include many small, rural systems where a single special education teacher may manage gifted IEPs alongside disability caseloads. These teachers need enrichment tools that classroom teachers can implement without specialist support at every site, and documentation that generates compliant IEP evidence without extensive manual record-keeping. For the grade 8 transition The mandatory re-evaluation before grade 9 requires current, organized evidence of the student’s academic performance, strengths, and needs. Teams that have tracked enrichment engagement and IEP goal progress through the PSP enter that re-evaluation with a rich, documented history — rather than scrambling to reconstruct what services were provided and how the student grew. Frequently asked questions West Virginia Gifted Education: Common Questions What are West Virginia’s two gifted eligibility categories? West Virginia uses two distinct categories under WV Code § 18-20-1 and Policy 2419 : Gifted (grades 1–8) — students with exceptional intellectual abilities requiring specially designed instruction beyond the general classroom; eligibility ends upon promotion to grade 9; and Exceptional Gifted (grades 9–12) — students meeting all Gifted criteria plus at least one additional criterion (disability eligibility, economic disadvantage, underachievement, or psychological adjustment disorder). Both are special education exceptionalities served with IEPs under the Policy 2419/IDEA framework. What are the specific criteria for Gifted eligibility in grades 1–8? All three criteria must be met: (1) Full-scale IQ at or above the 97th percentile rank on a comprehensive test of intellectual ability (from Appendix A approved list), with 1.0 SEM consideration at the 68% CI; (2) At least one core curriculum area of academic achievement at or above the 90th percentile rank on individual standardized achievement testing, OR at least one core curriculum area of classroom performance demonstrating exceptional functioning as determined by the MDET; (3) A need for specially designed, differentiated instruction beyond the general classroom . If the student also meets a disability eligibility category, the disability is the primary exceptionality. What happens to a gifted student’s services when they reach grade 9? Gifted eligibility ends upon promotion to grade 9 . Before the end of 8th grade, the IEP team must conduct a re-evaluation to determine Exceptional Gifted eligibility. If the student meets EG criteria (Gifted criteria + at least one additional criterion), a full IEP is developed for grades 9–12. If the student does not meet EG criteria, the IEP team must write a four-year plan that addresses educational needs through high school. The four-year plan replaces the IEP for students not EG-eligible — it is not a special education document but ensures continued planning for the student’s advanced needs. What are the additional criteria for Exceptional Gifted (grades 9–12)? To be eligible as Exceptional Gifted, a student must first meet all three Gifted criteria AND at least one of: (1) Disability eligibility — meets criteria for one or more disabilities under Policy 2419, Chapter 4; (2) Economic disadvantage — meets the Policy 2419 definition of economically disadvantaged; (3) Underachievement — meets the definition taking into account ability level, educational performance, and achievement levels; or (4) Psychological adjustment disorder — documented by a comprehensive psychological evaluation. How does West Virginia address under-represented gifted students? Policy 2419 includes an explicit Historically Under-represented Gifted Population provision. If the EC determines that the standard eligibility criteria or assessment instruments discriminate against a student because of low SES, disability, or linguistic/cultural background, eligibility may be based on criteria that complement the standard definition — giving the EC authority to use alternative evidence. The MDET must consider all gathered data to determine whether the student demonstrates potential for intellectual giftedness, even when the 97th percentile IQ threshold is not met. How does Renzulli Learning support West Virginia’s gifted requirements? Renzulli Learning supports West Virginia’s framework across both categories. The CTC , Profiler , and Leadership Assessment contribute multi-source evidence to MDET data review — especially for historically under-represented students. The enrichment database delivers the specially designed instruction both Gifted and EG IEPs require, with activity logs. The PSP documents IEP goal progress and supports the grade 8 transition re-evaluation. The EFA supports 2E and EG underachievement/adjustment cases. Official sources West Virginia Gifted Education Resources All eligibility and IEP decisions should reference primary WVDE sources. Renzulli Learning is designed to complement — not replace — West Virginia’s Policy 2419 requirements and your county’s MDET and EC processes. WVDE — Gifted/Exceptional Gifted Exceptionalities Hub (program overview, forms, guidance) WVBE Policy 2419 — Regulations for the Education of Students with Exceptionalities (effective March 13, 2023) WV Code § 18-20-1 — Education of Exceptional Children (Gifted and Exceptional Gifted statutory definitions) WVDE — Special Education Policies and Standards (Policy 2419, Procedural Safeguards 2024, Process Forms) WVAGT — West Virginia Association for Gifted and Talented (FAQ, eligibility checklist, parent resources) Explore Renzulli Learning’s gifted education alignment for neighboring states: All States G&T Alignment Virginia Kentucky Ohio Maryland Pennsylvania Ready to Support West Virginia’s Gifted and Exceptional Gifted Program? Start a 30-day free trial with full platform access — no credit card required. Or schedule a free QuickStart with a consultant who understands West Virginia’s two-category framework, the grade 8 transition, and Policy 2419 compliance. Start Your Free Trial Schedule a Free QuickStart Call +1 (203) 680-8301 · Email [email protected] (function(){ var qs=document.querySelectorAll('.rl-faq-q'); qs.forEach(function(btn){ btn.addEventListener('click',function(){ var ans=this.nextElementSibling; var isOpen=ans.classList.contains('open'); qs.forEach(function(b){ b.classList.remove('open'); b.setAttribute('aria-expanded','false'); b.nextElementSibling.classList.remove('open'); }); if(!isOpen){ this.classList.add('open'); this.setAttribute('aria-expanded','true'); ans.classList.add('open'); } }); }); })();