Identification Procedure

 

To determine the level of service that is necessary for a student to continue appropriate academic growth, the following assessment procedure is utilized:

Elementary Schools

Stage 1: Pre-screening Parents and students should assess interests and motivations on a continuing basis throughout the students’ academic experience. All students should be encouraged to explore a wide variety of experiences provided by their school’s talent development opportunities. Stage 2: Screening Existing evidence of students’ academic accomplishment, cognitive potential, and academic performance should be considered to determine whether further assessment is recommended in order to clarify the severity of need. This determination should be made by a team with an effort to be inclusive in their screening procedures using a variety of instruments (Criterion Reference Tests, SAT 10, academic grades, portfolios, etc). Stage 3: Assessment for Elementary School Advanced Learner Classes (Testing should only include a maximum of the top 20% of students in a grade level). If further assessment is deemed necessary, the school’s decision making team collects information in each of the following areas to clarify students’ severity of need: academic achievement, cognitive ability, and characteristics of giftedness. Kindergarten through Second Grade Academic Achievement – measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Cognitive Ability – measured by the Naglieri Nonverbal Test (NNAT), a nonverbal reasoning test Characteristics of Giftedness – measured by a Parent Report and Teacher Assessment. Third through Sixth Grade If parents would like to have their child considered for placement in the district magnet program, they must request that assessment begin at the school level. This testing is administered at each elementary school during December and/or January. Academic Achievement – measured by a student’s performance on an Abbreviated Stanford Achievement Test (SAT) two grade levels above the student’s present grade. Cognitive Ability -– measured by the Naglieri Nonverbal Ability Test, a test of nonverbal reasoning and problem solving that is independent of educational curricula and cultural or language background Characteristics of Giftedness -– measured by a Parent Report and Teacher Assessment Stage 4: Assessment for the Magnet Program Students whose school assessments (out-of-level Stanford Achievement Test, Naglieri Nonverbal Test, Parent Report and Teacher Assessment) indicate they are within the top 10% of their school population may be recommended for further assessment. The Cognitive Abilities Test (CogAT), which assesses performance in verbal ability, quantitative ability, and nonverbal ability, is administered by Granite School District personnel during March and/or early April. The results of the CogAT and the tests administered at each school are considered by a district team to determine if the student should be invited to attend a magnet program.

Junior High

Assessment for Middle School Gifted and Honors Classes. Tests are administered during January of the students’ 6th grade year. Academic Achievement – measured by a student’s performance on an out-of-level Stanford Achievement Test. Students are given a SAT test two grade levels above their present grade. If a higher math class seems appropriate, the Orleans-Hanna Algebra Prognosis Test is administered to determine if the student should be placed in pre-algebra or algebra.. Cognitive Ability – measured by the Naglieri Nonverbal Ability Test (NNAT). The NNAT is a measure of nonverbal reasoning and problem solving that is independent of educational curricula and cultural or language background. Characteristics of Giftedness – measured by a Teacher Assessment.

Neither classroom behavior nor English language proficiency may be used as criteria for participation in the gifted program