The CogAT Nomination Window Is Open Through 2/23.
The Exceptional Children’s Educational Act (ECEA) defines “identification” as: The assessment process used by the AU [DPS] for identifying students who meet the definition for identifying the educational needs of gifted students.
The gifted and talented identification process offers multiple opportunities and pathways for student identification in the following areas:
specific academic aptitude (reading, writing math, science, social studies, and world language)
specific talent aptitude (visual or performing arts, musical, dance or psychomotor abilities, creative or productive thinking and/or leadership abilities)
general or specific intellectual ability
Per state law, all gifted identification must be based on a body of evidence, which must include standardized assessments. The development of a body of evidence is an ongoing, thoughtful process and may take time to gather the three qualifying pieces of data.
Per the Exceptional Children’s Act of 2015, the state requires a body of evidence including state-approved qualifying data points (95%ile or higher) in order for a student to be identified as gifted. There are multiple pathways and areas for identification (Achievement, Talent, and General Intellectual)
The two pathways most often are used are achievement-focused (Reading, Writing, Math, Science, Social Studies, World Language).
Pathway #1: With Cognitive Score (student may be Highly Gifted & Talented [HGT] in this category)
Students with a cognitive score of 95 percentile or above (generally through the NNAT or the CogAT) can follow this pathway for identification in one or more academic areas. Each academic area requires three pieces of supporting evidence for formal identification. Denver Public Schools does not accept private assessments as the sole means of identifying students for gifted services.
A student may score 95th percentile or above on one or more batteries of a cognitive test and demonstrate aptitude on two (2) specific academic measures.
Criterion- or Norm-referenced Achievement Test
Exceeds Expectations on state assessment (CMAS- score of 5)*
95th Percentile or above on norm-referenced achievement test (Iowa Test of Basic Skills)
Norm-referenced Observation Scale
95th percentile or above on a norm-referenced observation scale for specific content area (Scales for Identifying Gifted Students)
Performance Evaluation
State or national academic contest – top ranking
Expert juried performance (Advanced or Distinguished)
Teacher/expert assessed portfolio review (Advanced/Distinguished/Above Grade Level)
Pathway #2: Without Cognitive Score (student will only be Gifted and Talented [GT] in this category)
Students without a cognitive score of 95th percentile or above can follow the pathway below for identification in one or more academic areas. Academic strengths must be demonstrated over time. Each academic area requires three pieces of supporting evidence for formal identification.
A review team may determine a comprehensive body of evidence demonstrates gifted academic ability. Content-specific measurement tools to meet criteria for identification should include at least three (3) or more measures from two (2) of the three areas below.
Criterion- or Norm-referenced Achievement Test
Exceeds Expectations on state assessment (CMAS- score of 5)*
95th Percentile or above on norm-referenced achievement test (Iowa Test of Basic Skills)
Norm-referenced Observation Scale
95th percentile or above on a norm-referenced observation scale for specific content area (Scales for Identifying Gifted Students)
Performance Evaluation
State or national academic contest – top ranking
Expert juried performance (Advanced or Distinguished)
Teacher/expert assessed portfolio review (Advanced/Distinguished/Above Grade Level)
The identification process can be confusing and, at times, frustrating. At Bill Roberts, we want to be transparent and support you and your to the best of our abilities. Here is some information to help guide you from start to "finish."
Before we get into the initial steps please know that this is a process. Every student is their own individual and could produce a complete body of evidence at any time. The process can play out at different rates for your child and their peers or even their siblings. Ultimately, whether the process leads to formal identification or not, our goal is to find the most appropriate education for your child.
Initial Phase
There are multiple ways to start the evaluation process:
Parent Request
The identification process can start simply by asking! Look over the characteristics of gifted learners. If you feel like your child exhibits many or most of the qualities, reach out to your child's teacher(s) or directly to Mr. Seeney. We will conduct a SIGS to evaluate your child's skillset and interests in comparison to their peers. Teachers will be given a series of questions to rate your child based on what they are demonstrating in the classroom. Scores in the 95th percentile and higher will count as evidence to support potential formal designation.
A SIGS may return without a qualifying score. This is a common occurrence and does not mean that something is wrong. Every child has gifts and talents, but not every child is gifted & talented. Every student at Bill Roberts has access to a quality education, rigorous activities and projects, and educators who care about their growth and development, regardless of formal designations.
Teacher Recommendation
If a teacher notices traits and characteristics typically associated with gifted students, they may reach out directly to Mr. Seeney. This will lead to your child's teacher(s) completing a SIGS for all core academic subjects. Again, this will not count as an automatic piece of evidence; only subjects rated in the 95th percentile or higher can be used.
Qualifying Cognitive Score
All Kindergarten, 2nd, and 6th grade students will participate in universal GT screening. Students in these grades will take the NNAT towards the beginning of the school year. Students in non-testing grades can sign up to take the CogAT in the fall or spring.* A score in the 95th percentile and higher will be used as a data piece and lead to your child's teacher completing a SIGS. Cognitive tests allow us to see a student's general intellectual ability while the SIGS provides data on how we should continue to evaluate them.
*A student may only take one cognitive assessment in a 12 month span. A 2nd grader cannot take the NNAT in October 2021 then sign up for the February 2022 CogAT. A 5th grader cannot take the CogAT February 2022 then the NNAT October 2022.
Next Step
Qualifying Cognitive Test AND SIGS
These are two data points for formal identification through Pathway 1. We would review the SIGS to determine which subject(s) the student might be gifted in. We will then administer the Iowa Test of Basic Skills (ITBS). Your child will only be assessed in subjects that received a qualifying mark on the SIGS. Each subject they are assessed in will be scored independently. Subjects where your child scores in the 95th percentile or higher can be used as the third and final piece of evidence. The student's name and portfolio will be submitted for review, upon which a formal designation will be determined.
If your child does not score in the 95th percentile or higher, no worries! CMAS tests that exceed expectations (5) can be used as data points!
Qualifying Cognitive Test WITHOUT Qualifying SIGS
A student does not need a SIGS for formal identification, only formal identification through Pathway 1. A student can produce two qualifying academic test scores. This can be a combination of qualifying ITBS and CMAS scores or two CMAS tests in the same subject that exceed expectations (5).
Qualifying SIGS ONLY
We can still move forward with testing. Based on the results of the SIGS, we can administer the ITBS to see if your child produces a qualifying score. Students will have an opportunity to take their cognitive test each year. Please be mindful of when your child took their last cognitive test and any scheduled tests, such as screening in K/2/6.
Timeline
Unfortunately, there is no set timeline for this process. Please know that a lengthy process or one that does not lead to formal identification is not a failure. We value your child's education. We will do everything we can to adequately challenge and prepare them for sustainable success.