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REFER: Annual process
REFER: Annual process
Students who seek highly capable identification must first be referred. Referrals are open annually in February for identification the next school year. The referral window is open for multiple weeks and open to all within the district.
Visit this page to see if the window is currently open
*Please note. Once a student has been identified in UPSD for highly capable identification, they do NOT have to repeat this process.
Stage 1: Reading/Math Abilities
Stage 1: Reading/Math Abilities
In Stage 1, we will review your child's aimswebPlus™ benchmark score from the WINTER administration. All UPSD students in Grades 2-6 will have this score available for us to review--this test in administered in schools between December-January annually. UPSD parents of students in Grade 3-6 can see their child's scores on desktop version of Skyward.
Students in Grades K-1 will need to assessed in their building for any scores they do not have to ensure they also can be provided with both an early literacy and numeracy score. Most students have an early literacy winter score on file for us to review. Most do not have a early numeracy score. We will work with those K-1 students/schools referred to get this done, individually based on what tests they do/do not have.
Students who are typically moved to Stage 2 have a 95 composite score on ELB/READB or ENB/MATHB.
For more information on aimswebPlus, see this Parent FAQ
Stage 2: Cognitive Abilities
Stage 2: Cognitive Abilities
Students who are moved to Stage 2 will be given the Cognitive Abilities Test (CogAT) in their school building, during the school day.
The CogAT measures students' learned reasoning abilities in the three areas most linked to success in school: Verbal, Quantitative and Nonverbal. Reasoning abilities have substantial correlations with learning & problem solving, both in and out of school. CogAT's measurement of three different domains ensures that educators receive a balanced view of the child.
Students who are typically moved to Stage 3 have a 98 composite score on CogAT.
Stage 3: Multidisciplinary Selection Committee Review
Stage 3: Multidisciplinary Selection Committee Review
A multidisciplinary selection committee made up of teachers, principals, psychologists, and other district administrators determine final eligibility for Highly Capable program identification.
In accordance with state requirements, the committee makes identification decisions for services using multiple objective criteria to identify students who are among the most highly capable. Identification is based on review of reading, math, and cognitive assessment results, teacher input, as well as any other additional measures provided.
Students who are in Special Education
Students who are in Special Education
Students who qualify for Highly Capable program services and also qualify for either special education services or a 504 plan are often referred to as twice-exceptional students. It is important that staff from both programs collaborate when planning for students who are eligible for multiple services. Additional data available for students with IEP's may be used in the identification process, as well, when relevant to determining a need for highly capable program services.
Students who are English Language Learners
Students who are English Language Learners
In addition to ability & achievement assessments, for students with a first language other than English, the WIDA ACCESS is used to evaluate the student's ability for rapid language acquisition which can be a characteristic of highly capable learners.
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