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In grades K–12, qualitative and quantitative data are collected and used to determine whether or not a student is in need of gifted/talented services. Students are evaluated in the following areas:

  • Cognitive Abilities (COGAT) Aptitude
  • Naggleri Nonverbal Ability Test (NNAT) –as necessary for students with limited English proficiency
  • Torrance Test of Creativity Thinking (TTCT) Creativity
  • Scales for Identifying Gifted Students (SIGS) – Home and School Versions

If the GT Committee needs more information, the student may be assessed in the following ways:

  • Stanford Achievement Test Achievement
  • Student Portfolio of Evidence (only used on an “as needed” basis)

Students must qualify in a minimum of four categories (two must come from the Cognitive Abilities Test, the Torrance Test of Creativity, or the Stanford Achievement Test) for placement.

The Cognitive Abilities Test (COGAT) is a nationally normed, standardized ability test published by Riverside Publishing. This assessment instrument involves a paper-based instrument designed to asses a student’s reasoning and problem solving abilities relative to the national normative data. The instrument includes a Verbal Battery, a Quantitative Battery, and a Nonverbal Battery.  Criteria:  Student must receive a score of 90% or above in at least two of the categories.

The Naggleri Nonverbal Ability Test (NNAT) evaluates by problem-solving and visual-spatial reasoning skills by asking a series of questions that incorporate abstact shapes and designs. This test prides on unbiased scoring regardless of each student’s primary language, socioeconomic status, educational history or color vision impairment, with minimal use of language and written directions to avoid relying on a child’s reading, writing or language skills.

The Torrance Test of Creative Thinking (TTCT) requires the examinee to reflect upon their life experiences.  These tests invire examinees to draw and give a title to their drawings (pictures) or to write questions, reasons, consequences and different usies fo objects (words).

The Scales of Identifying Gifted Students (SIGS) offers the most comprehensive observational instrument available for identifying gifted students ages 5-18.  Used as part of a comprehensive process for identifying gifted children.  This standardized, norm-referenced instrument is completed by teachers and by parents and provides an effective method for identifying gifted children.

The Stanford Achievement Test is used to measure academic knowledge of elementary and secondary students.  It is a standardized achievement test. Each level of the test is broken into subtests or strands covering various subjects such as reading comprehension, mathematics problem-solving, language, spelling, listening comprehension, science, and social science.

The GT Selection Committee meets to review referrals. Members may include administrators, counselors, GT Coordinators, and classroom teachers.  The selection committee is formed by a majority of a least three members who have received training in the nature and needs of gifted learners and/or the 30 hours of gifted and talented training.  If the GT Selection Committee deems further assessment is necessary, the student will be administered the Stanford Achievement Test.  Student portfolios will only be used on an “as needed” basis.

Parents are notified of committee decisions prior to the end of the Spring Semester.

 
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