NNAT Testing
NNAT One Pager: https://drive.google.com/drive/u/0/folders/1RNLxF70vgmR7mWjKLUJY-wxUhhJzLDt7
A word about NNAT Results: The NNAT is a 30 minute nonverbal Gifted and Talented Cognitive Ability Screener administered to all DPS kinder, 2nd, and 6th graders. This test is a single measure that is just a snapshot of nonverbal reasoning ability at a given moment in time. There are a lot of factors that may impact the testing—the student may have been having an off day, didn’t fully understand the instructions, or just didn’t feel like testing and just chose answers without thinking deeply about each of the 48 questions. Low scores are common with our littler students. This is a screener; not an IQ test, so although the score may be alarming it should not necessarily be a cause for concern. This test focuses on visual spatial skills and it can also be that students strengths are in other areas such verbal, creativity, visual arts abilities, etc. Students who fall in the 95th or 96th have a qualifying Gifted and Talented cognitive score while students who are in the 97th or above percentiles have a qualifying Highly Gifted and Talented cognitive score. Students with a 97 or above are also eligible to attend a GT Magnet School. This does NOT mean the students are fully identified as GT or HGT as multiple data points are need for official identification. See the section below entitled Denver Public Schools Gifted Identification.
Gifted and Talented Groups at Swigert
Currently, I am pulling weekly advanced groups at each grade level (other than second for whom I'm providing advanced materials). Student nomination for the groups is based on in class performance and advanced needs. Groups change from year to year and in some cases from unit to unit. Many participating students have at least one GT data point, while some do not have any. If students continue to show giftedness, I work with teachers and parents to collect necessary GT data points (see below) for Gifted and Talented or Highly Gifted and Talented Identification (HGT). The difference between GT and HGT is that student who are HGT have received a 97 or higher on a cognitive assessment - the NNAT or CogAt. Once students have all the necessary data points to be officially identified as GT or HGT, they will have an Advanced Learning Plan in place each year through 12th grade if they remain in DPS. I work with parents, students and teachers to support students in creating and monitoring student ALPs.
Gifted and Talented Groups at Montclair
Currently, I am pulling weekly advanced groups at each grade level (other than kinder and first grade). Student nomination for the groups is based on in class performance and advanced needs. Groups change from year to year and in some cases from unit to unit. Many participating students have at least one GT data point while, some do not have any. If students continue to show giftedness I will work with teachers and parents to collect necessary GT data points (see below) for Gifted and Talented or Highly Gifted and Talented Identification (HGT). The difference between GT and HGT is that student who are HGT have received a 97 or higher on a cognitive assessment - the NNAT or CogAt. Once students have all the necessary data points to be officially identified as GT or HGT, they will have an Advanced Learning Plan in place each year through 12th grade if they remain in DPS. I work with parents, students and teachers to support students in creating and monitoring student ALPs.
Denver Public Schools Gifted Identification
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)
Student needs:
Cognitive Score:
This comes from NNAT or CogAT. Any score of 95%ile in any one of the three subtests of the CogAT may be used.
IQ scores (e.g. WISC, DAS) may be used if the GT department approves.
This is the ONLY category that can make a student HGT (97%ile or higher)
Observation Scale: This is commonly the SIGS
Use only scores of 95%ile or higher. The achievement area of 95%ile or higher will tell you which achievement scores to review next.
Achievement Score: this comes from CMAS, ITBS, Aprenda, or MAPS
Use only scores of 95%ile or higher.
MAPS scores have to be qualifying over time. For instance, a data point could come if a student has a qualifying score in the fall AND the spring. Fall and winter would not count (too close together). It is always good to check these scores with your coordinator.
Academic Portfolio (optional if other data points are non-qualifying in the domains above)
Still in the process of being developed
Can be used as an option if the student does not have a qualifying achievement and/or cognitive test
Must be above grade level work in the area of strength being pursued for identification
Pathway #2: Without Cognitive Score (student will only be Gifted and Talented [GT] in this category)
Student needs:
Observation Scale: This is commonly the SIGS
Use only scores of 95%ile or higher. The achievement area of 95%ile or higher will tell you which achievement scores to review next.
Two Different Achievement Scores: this comes from CMAS, ITBS, Aprenda, or MAPS
Use only scores of 95%ile or higher
CMAS scores of 5 Exceeds Expectations may be used
MAPS scores have to be qualifying over time. For instance, a data point could come if a student has a qualifying score in the fall AND the spring. Fall and winter would not count (too close together). It is always good to check these scores with your coordinator.
You cannot count the same test twice for an ID
Academic Portfolio
Still in the process of being developed
Can be used as an option if the student does not have a qualifying achievement and/or cognitive test
Must be above grade level work in the area of strength being pursued for identification
Other ID Pathways
General Intellectual: Can only be approved by the GT department. This occurs when a student has a qualifying cognitive score but no other formal –state qualifying achievement data over time. This is used as a last resort ID option.
Talent ID: Must go through the portfolio review. Contact the GT department for more info. Talent includes the following: creative or productive thinking, dance, drama, leadership, music, psychomotor, visual arts
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.
Click here for a Brief Identification Overview
For more info visit the DPS GT website below: https://studentequity.dpsk12.org/gifted-talented/assessment-and-identification-process/