High Ability Identification Process
Process/Procedures
- Use trend data throughout the school year; beginning, middle and end of year data
- Assess all kindergarten and new students using the CogAT assessment.
- Assess all K-8 students with NWEA for Achievement for Reading and Math three times per year (BOY, MOY, EOY)
- Qualitative data will be used as a third indicator of High Ability.
- Identification Team will meet annually to discuss which students will be placed into the High Ability program.
- High Ability Building Liaison and/or High Ability Coordinator will copy and send a letter home to parents, caregivers notifying them of High Ability Status and programming for the next school year.
- Appropriate programming will be put in place to meet the needs of each student.
- Ongoing monitoring through data meetings will be implemented to ensure that the programming is meeting the needs of the students.
General Intellectual
*NWEA Reading 96% or Above OR CogAT Verbal age Percentile 96% or Above
*NWEA Math 96% or Above OR CogAT Quantitative Age Percentile 96% or
Above
*NWEA Reading 96% or Above OR CogAT Verbal age Percentile 96% or Above
*NWEA Math 96% or Above OR CogAT Quantitative Age Percentile 96% or
Above
Reading Only
*NWEA Reading 96% or Above OR CogAT Verbal age Percentile 96% or Above
Math Only
*NWEA Math 96% or Above OR CogAT Quantitative Age Percentile 96% or Above
Qualitative Data will be used as a third indicator of High Ability.
*NWEA Reading 96% or Above OR CogAT Verbal age Percentile 96% or Above
Math Only
*NWEA Math 96% or Above OR CogAT Quantitative Age Percentile 96% or Above
Qualitative Data will be used as a third indicator of High Ability.