Multifaceted Identification Plan

Norm-Referenced Aptitude Measure

(also referred to as cognitive ability or intelligence measure)

Elementary Level

Initial Evaluation in Kindergarten (second semester); Reevaluation in grades 2 and 4

Measures Used: Cognitive Abilities Test (CogAT) both the screener and full test; Screening Assessment for Gifted Elementary and Middle School Students (SAGES)

Selection Procedures: 96th percentile or higher (using local norms and with consideration of the standard error of measure); During spring semester of kindergarten and during grades 2 and 4, all students will take the CogAT screener as a checkpoint to be sure the school does not miss anyone who might be eligible based on Cognitive testing. The top 20% will take the full CogAT; For those who have not been identified previously who are nominated by a teacher or parent, a CogAT will be administered for eligibility determination (using local norms and with consideration of the standard error of measure); a SAGES reasoning section will be given to confirm if there is an appeal.

Middle School Level

Reevaluation or data collection in grade 8

Measures Used: Cognitive Abilities Test (CogAT); Screening Assessment for Gifted Elementary and Middle School Students (SAGES)

Selection Procedures: For a student already in the high ability program in Alexandria, only data collection is appropriate unless there is a question concerning eligibility; For those who have not been identified previously who are nominated by a teacher or parent, a CogAT will be administered for eligibility determination (using local norms and with consideration of the standard error of measure); a SAGES reasoning section will be given to confirm if there is an appeal of eligibility.

High School Level

Ongoing data collection

Measures Used: PSAT Scores

Selection Procedures: Use AP Potential tool to generate list of students likely to earn 3, 4, or 5 on AP exams; a student does not have to be designated as high ability to participate in AP or duel credit courses

Norm-Referenced Achievement Measure

(or other evidence of ability to perform above grade level)

Elementary Level

Initial Evaluation in kindergarten; Reevaluation in grades 2 and 4

Measures Used: NWEA; Cognitive Abilities Test (CogAT); Test of Reading Comprehension (TRC)

Selection Procedures: For K-1, on NWEA the student must be at 98th percentile or higher (using local norms and with consideration of standard error of measure). For grade 2 and 4, 96thpercentile or higher (using local norms and with consideration of the standard error of measure) for NWEA or a CogAT quantitative reasoning and/or verbal reasoning at 96thpercentile or higher (using local norms and with consideration of the standard error of measure); TRC reading level is used if there is a question in grades K and 2.

Middle Level

Data Collection in grade 8

Measures Used: NWEA, Cognitive Abilities Test (CogAT), Moby Max Grade Equivalency, Scholastic Reading Inventory

Selection Procedures: NWEA at 96th percentile or higher (using local norms and consideration of the standard error of measure); CogAT quantitative reasoning and/or verbal reasoning at 96th percentile or higher (using local norms and with consideration of the standard error of measure)

High School Level

Ongoing Data Collection

Measures: Grades; PSAT; Lexile Measure/NWEA

Selection Procedures: Consistently high grades on previous report cards; Lexile above grade level

Qualitative Indicators

Elementary Level

Initial Identification in kindergarten; Reevaluation in grades 2 and 4

Measures Used:

K-5: Scales for Identifying Gifted Students (SIGS) Parent and Teacher form

Selection Procedures: Scoring 130 or above (with consideration of the standard error of measure);

Supporting evidence for other measures; evidence of higher order thinking skills

Middle School Level

Data collection in grade 8

Measures: Teacher, Parent, or Self nomination; Portfolio of work and/or writing samples

Selection Procedures: Supporting evidence for other measures; evidence of higher order thinking skills

High School Level

Ongoing data collection

Measures: Teacher, Parent, or Self nomination; Portfolio or work and/or writing samples

Selection Procedures: Supporting evidence for other measures; evidence of higher order thinking skills

Appeals Procedure

Students who were not identified as high ability through the identification process may appeal the decision of the committee before the start of the school year or within 10 school days of receiving the letter of non-acceptance. A High Ability Appeals form may be requested by a parent or student from central office in accordance with instructions accompanying the student's letter of non-acceptance. Once the form is received by the Director of Academic Programs, the building level child study team (consisting of the Director of Academic Programs, the building Principal, one high ability teacher, and one member of the building RtI team) will consider the current and any new data presented by the parent/student (this may include interviewing the student) and then determine whether or not to designate the student as high ability. The committee may or may not decide to administer further testing based on the strength of the current evidence. The decision after appeal is final.

***A student will not be evaluated more than once every two years and not more than two times total if they do not qualify.

Exit Procedure

Underachievement—A student may be exited from high ability placement and services due to chronic underachievement. A teacher providing high ability services may make a referral to the building level Response to Instruction (RtI) team if a high ability student is underachieving in class. The RtI team will provide assistance with ideas for intervention and the teacher and student will monitor progress and report back to the RtI team. If adequate progress is not made, the RtI team may recommend to the Director of Academic Programs that a conference be held to address underachievement with the student, parent(s), Director and any high ability service providers. At the conference, data will be presented concerning student performance and high ability expectations/curriculum standards. The members of the conference may create a contract to give the student a set period of time to make the necessary improvements and may make a recommendation to see a counselor and/or tutor at the school for support and encouragement. If that contract is not met, the student's parent will be notified of the end date for the services and a different placement will be chosen by the school principal.

If a parent no longer wants his/her child to be designated as high ability or to receive high ability services, he or she may request this in writing to the Director of Academic Programs. The Director will meet with the parent and at least one teacher providing high ability services to discuss the request and if the parent still wants his/her child to exit the program, the parent will sign a permission to “de-flag” the student for high ability placement and services. If a student is 18 years of age, he or she may sign permission to remove the flag for high ability placement and services himself/herself.

A student who is exited from services due to underachievement or by request may request reevaluation for services at the end of grades 2, 4, or 6. This request must be made in writing to the Director of Academic Programs by March 1.

***NOTE: Being designated as High Ability does not mean a student carries this designation throughout school. Reevaluation/data collection will occur in grades K, 2, 4 to determine high ability placement for the following grade levels.

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