Achievement

Achievement is the most familiar measure to teachers and parents alike.  Any standardized test score that measures a student against standardized norms can be used for achievement.  This can include CMAS, PARCC, and/or NWEA scores. 

A qualifying score in achievement is a 95th percentile or above on a test.  For a test given once per year, teachers are encouraged to use that one score as qualifying.  However, on tests such as NWEA that are given multiple times in a year, teachers are encouraged to look at a trend over time.  For example, a student may score in the 89th percentile, then the 97th percentile, then the 93rd percentile.  In this case, the school GT Coordinator and/or identification team would watch the student for another few tests to see if the student is still hovering around the 95th percentile.  A student who scores in the 93rd, then the 95th, then the 97th over a year would have qualifying evidence.  

Additional assessments can be administered, particularly when a student is "close" by not quite at the level the school would wish to see for qualification.  A full listing of these assessments can be found here.

Performance

The performance area allows students to be measured using rubrics, juried performances (judged items), and/or audio and video tapes.  Performance can include a variety of items, such as science fair placements, dance auditions, honor bands, or state fair placements.  Placements must be between the 1st and 3rd place at a regional, state, or national level.  Local competitions that are only school-wide are not eligible as qualifying evidence, but in some cases can be great supporting evidence.

If a student is being evaluated for a talent area such as visual arts, performing arts, creative/productive thinking, leadership, or dance, a specific process and set of evidence is used that looks different than what has already been described.  Because these areas vary greatly in requirements, Northeast BOCES uses a set of frameworks for each talent area with multiple links and descriptions of what is needed in a talent area for identification.  These frameworks can be accessed on our website at this link.

Evaluating the Body of Evidence

School-level GT Coordinators who have been trained in gifted identification lead a review team at each school to evaluate the evidence in each of the four categories.  To be qualified as "gifted," a student must have three pieces of evidence that support a specific area; only one must have the 95th percentile or higher by state law.  However, the question that GT Coordinators ask at this point is, "Does this student need more than what is happening in the typical classroom?  What evidence do I have showing this?"  

Collecting a body of evidence is an ongoing process so while a student may not have enough evidence in the initial evaluation, another examination of the evidence several months or another school year later may show enough information.

In Northeast BOCES, this evaluation process can begin anytime after a student starts school.  However, it often does not start until after the first CogAT test has been taken. This is because there is not enough evidence accumulated before that time to offer effective alternative programming.  However, if a student shows strong data earlier, exceptions can be made at a school level.  Students can be identified as gifted and talented in the following areas:

Reading/Language Arts Mathematics

Science Social Studies

World Languages Writing

General Intellectual Ability Visual Arts

Performing Arts Music

Dance Psychomotor Ability 

Creative or Productive Thinking Leadership