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*Students scoring 99th percentile or above on an aptitude composite,
do not need accompanying artifacts, and are considered highly gifted.
Artifacts
Accompanying artifacts, as part of the identification criteria, are qualitative in nature and documented by an advanced body of evidence that could include, but are not not limited to:
Anecdotal parent and teacher input
Observational checklists
Rating scales
Advanced student work samples
Student surveys or interviews
Record of advanced participation in a competition, contest, awards, and/or community service interests
Other achievement and/or aptitude testing*
Other assessment data
The inclusion of artifacts as part of the identification process provides multiple pathways for entry into programming and opportunities to reveal a student’s aptitude, achievement, and/or potential to achieve.
For potential twice-exceptional students (2E) and multilingual learners (ML), a multidisciplinary team involving the School Psychologist, EC Coordinator, EC teachers, AIG lead, ML lead, School Counselor, and/or parents will collaborate to better outline a student’s comprehensive learner profile, actively ensuring equitable identification practices, and recruiting students from underrepresented groups for AIG screening and referral.
CFCI reserves the right to consider a student’s individual circumstances when gathering data for their learner profile on the Extension Team Record.
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