We recognize that within our community we have a significant number of bright children that we are fortunate to serve and educate. Our teachers differentiate to each child's needs and potential, no matter their designation. We recommend reviewing the 'Characteristics of a Gifted Child' document below as it is a valuable resource for succinctly summarizing some of the differences between a bright child, and a gifted child.

In general, a gifted (or high ability) student in WLCSC has received an ability score which is two standard deviations or more above the mean and scores at or above the 96th percentile on NWEA math and/or language arts. Other factors, such as teacher observation, parent observation, and student performance levels are considered during the identification process. The process of identifying students is multi-faceted and takes into account multiple measures. An identification team (experienced teachers, administrators, high ability licensed educators, etc.) considers all factors in a student’s profile before making a determination of placement. All students in grades K-7 are eligible yearly for consideration in the process. Students who are identified do not need to re-qualify from year to year unless concerns about performance or best fit arise. Procedures to exit students from the program involve parents, teachers, and school counselors in making the best decision to meet each child’s needs.

Quantitative Measures

• The Cognitive Abilities Test™ (CogAT®), the most widely used and trusted abilities test, makes it all happen. CogAT measures abilities across the symbol systems that are most highly correlated with fluid reasoning, problem solving, and success in school. With its separate measures of Verbal, Quantitative, and Nonverbal reasoning, this research-based and proven test provides multiple perspectives on student ability across grades K–12. The committee uses 95th percentile as one indicator that a student needs advanced curriculum and/or instruction.

• Northwest Evaluation Association (NWEA) Primary Measures of Academic Progress (Primary MAP) and MAP test percentile ranks: The NWEA test has two versions: one which is for primary grade students and one for students who have learned to read for themselves. The Primary MAP test is given to most students in kindergarten and first grades who are being considered for high ability in the next school year. The Primary MAP is taken on the computer with audio and visual supports (meaning it is read aloud to the student). The other NWEA test (MAP) is typically given to students who are able to read independently (students in grades 2-8 and K-1 students who are already-identified HA students or who are fluent readers take this version of the NWEA test). The NWEA assessments help determine how a child is performing on state standards and as compared to peers. The test is adjusted to the student’s present level automatically and contains a full bank of questions ranging through high school level. Thus, it is a better measure of achievement for high ability students than a grade-level test of standards such as ISTEP+. Percentile scores on the NWEA test indicate a child’s instructional achievement level in Reading and Math. If a child scores at the 50th percentile that means that his or her scores are equal to or surpass 50% of all other children in the same grade nationwide taking the same test. The 50th percentile is considered average. The committee uses 96th percentile on MAP as one indicator that a student needs advanced curriculum and/or instruction. Please remember that having only one indicator does not qualify a child for identification.

• Since scores change so much during elementary years we consider achievement, ability scores, and teacher observations when making placement recommendations.