Process of Identification

Below is a copy of the identification summary. This is filled out as we collect data for identification. As you can see there are 4 quadrants. We must have qualifying data in at least 3 of the 4 quadrants to identify. In any quadrant we are looking for scores in the 95%ile and above.

Aptitude (Cognitive tests) are designed to measure a student’s general intellectual ability. Such tests do not measure specific academic aptitude in various content areas such as reading or math. Examples include:

• • CogAT

  • DAS III

  • WISC-V / WIPSII

  • Woodcock Johnson III (Aptitude)

  • Stanford-Binet Intelligence Scale

Achievement Tests

• Assessment data from standardized, criterion- and norm-referenced tests are utilized to determine if a student demonstrates gifted ability in a specific academic area.

• Specific academic aptitude areas that may indicate a strength include reading, writing, math, science, social studies, and world language.

• DCSD - Examples include:

  • iReady, CMAS, MAP, STAR, PARCC, IOWA

Performance

• Distinguished/advanced performance levels may describe exceptionality on qualitative tools, portfolios, performance assessment, and criterion-referenced tests.

SIGS (Normed Referenced Scales for Identifying Gifted Students)

• Through the use of these scales, educators and parents can identify outstanding talent by observing students in one or more settings that enable them to display their abilities.

• Characteristics such as leadership, motivation, memory, reasoning, creativity, and sense of humor become a focus rather than academic aptitude measured by many of the more traditional tests students encounter in school.

• Additionally, parent and student surveys are taken into consideration

Link: CDE Matrix of Commonly Used Assessments for GT Identification

Review Team: Each student's body of evidence is reviewed by a team of educators. Upon review, a learning path is determined to best meet the unique needs of the student. Possible outcome can include:

• The movement to formal gifted identification

• Placement of the student in a talent pool for further data collection

• Selection of new tools to collect additional data

• The determination that data does not support GT identification at this time

For more detailed information visit the CDE (Colorado Department of Education) website

CDE: Gifted Identification Guide Book