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Identification Parent Referral Form
Identification Parent Referral Form
Please use the above form if you believe your child needs evaluation for Gifted Identification and Services. Filling out this form automatically initiates the process to evaluate for Gifted Identification.
Identification Process Presentation
Identification Process Presentation
Please see the presentation below that goes over the identification process and criteria.
The purpose of identification is to ensure that appropriate programming meets the needs of identified gifted students. Identification may be initiated at any time by teachers, support staff, parents. In DCSD we use a body of evidence to determine a need for gifted programming. While the CogAT may be a piece of that body of evidence, it need not be the determining factor in the identification process.
Identification for gifted programming must be a team decision. This might mean the Response to Intervention (RtI) team, or a team created for gifted education (more than one person). Parents and students should be involved and included in communication about identification from the first step!
Criteria for Identification:
Criteria for Identification:
In order to be identified for gifted programming, a team must review a body of evidence (BOE) that includes:
Three or more pieces of qualifying evidence from 4 main categories:
Aptitude (Cognitive Testing like CogAT or WISC-V, or other CDE approved Cognitive tests)
A student may score 95th percentile or above on one or more batteries of a cognitive test
Achievement (iReady results, CMAS or possibly other state testing results)
A student may score 95th percentile in the National Norm section
Norm-Referenced Observations (teacher evaluation)
Specific content area score within General Norms of a 95th percentile or higher
Performance Evaluations (classroom work)
Usually performing at the assessed expectations of the one school year ahead
THREE OR MORE of these areas must show qualifying evidence
• Data from more than one source
• All data points aligned to one or more areas of strength
• Both quantitative and qualitative data
• All assessments and instruments reliable and valid
• All assessments and instruments culturally fair
Identification Areas:
Identification Areas:
General or Specific Intellectual Ability
Reading
Writing
Math
Science
Social Studies
World Language
Creative or Productive Thinking
Leadership Abilities
Visual Arts, Performing Arts, Dance, Music or Psychomotor Abilities
Specific Academic Aptitude
Identification Process Summary Form
Identification Process Summary Form
This form is used to gather a student's body of evidence (BOE).
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