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*This is the same link you will find on the following page about CogAT. Please only fill out the referral once. It will take you approximately 30-45 minutes to thoughtfully complete the referral. There is a student portion as well.
Please use the above form only if you believe your child needs evaluation for Gifted Identification.
Filling out the referral form initiates the gifted identification process. Filling out the form does not guarantee your child will qualify for gifted identification. Mrs, Troxell or Mrs. Mole' will be in contact with you once they have received the referral with information about the next steps.
The purpose of identification is to ensure that appropriate programming meets the needs of identified gifted students. Identification may be initiated at any time by teachers, support staff, parents. In DCSD we use a body of evidence to determine a need for gifted programming.
Identification for gifted identification must be a team decision. This might mean the Response to Intervention (RtI) team, or a team created for gifted education (more than one person). Parents and students should be involved and included in communication about identification from the first step!
Criteria for Identification:
Criteria for Identification:
In order to be identified for gifted programming, a team must review a body of evidence (BOE) that includes:
Qualifying Criteria from 4 main categories:
Aptitude (Cognitive Testing like CogAT or WISC-V, or other CDE-approved Cognitive tests)
A student must score in the 95th percentile or above on one or more batteries of a cognitive test
Achievement (iReady results, CMAS or IOWA are most often used)
A student must score 95th percentile in the National Norm section or "Exceeds Expectations" on CMAS testing
A student's cumulative/overall score must be in the 95th percentile or above on the IOWA testing. One subtest score does not serve as a qualifier.
Historical iReady scores. Student data must show that, over time, they are at least one year ahead. We do not use the 95th percentile alone as a qualifier. The reason being is that students can score in the 95th-99th percentile and still be AT, not above grade level. Scores must also be consistent over time. One or two stand alone scores do not serve as qualifiers.
Norm-referenced observations (teacher evaluation)
Specific content area score within General Norms of a 95th percentile or higher-we use the SIGS observation form.
Performance Evaluations (classroom work)
Usually performing at the assessed expectations of at least one school year ahead to serve as qualifying criteria
Several of these areas must show qualifying criteria/evidence OVER TIME.
• Data from more than one source
• All data points aligned to one or more areas of strength
• Both quantitative and qualitative data
• All assessments and instruments are reliable and valid
• All assessments and instruments are culturally fair
Identification Areas:
Identification Areas:
General or Specific Intellectual Ability
Reading
Writing
Math
Science
Social Studies
World Language
Creative or Productive Thinking
Leadership Abilities
Visual Arts, Performing Arts, Dance, Music or Psychomotor Abilities
Specific Academic Aptitude
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