How do we identify gifted students?

The process for identification in the State of Colorado begins with a referral. That referral can come from teachers who notice high levels of thinking in a student, parents who see their child performing above standards regularly, or as a result of test scores on an academic achievement test such as NWEA or aptitude test like CogAT (Cognitive Abilities Test). Further information can be found in the Identification Guidebook from CDE.

It is important to note that no one score, and no one referral by itself, qualifies a student as "gifted" in a specific area. Instead, a body of evidence is collected once a referral starts the process. Once the referral has been made, the school district has 30 days to gather and review evidence to determine qualification status. This body of evidence looks at four areas:

Aptitude

Aptitude measures how a student thinks, not what he/she knows. This is measured by the CogAT in Centennial BOCES. This test is given to every second grader in every school of this BOCES in the winter or early spring of second grade. In some of the BOCES schools, students are given this test again in middle school, typically in 6th grade. If you have recently received scores from your school and want to understand the ability profile given to you, click here.

For more general information about the CogAT, see their website.

There are three batteries of the CogAT: Verbal, Quantitative, and Nonverbal. A qualifying score for the body of evidence is a 95% or above on any one of the three batteries.

Achievement is the most familiar measure to teachers and parents alike. Any standardized test score that measures a student against standardized norms can be used for achievement. This can include CMAS and/or NWEA scores.

A qualifying score in achievement is a 95th percentile or above on a test. For a test given once per year, teachers are encouraged to use that one score as qualifying. However, on tests such as NWEA that are given multiple times in a year, teachers are encouraged to look at a trend over time. For example, a student may score in the 89th percentile, then the 97th percentile, then the 93rd percentile. In this case, the school GT Coordinator and/or identification team would watch the student for another few tests to see if the student is still hovering around the 95th percentile. A student who scores in the 93rd, then the 95th, then the 97th over a year would have qualifying evidence.

Behavior is also measured against a standardized norm. There are two scales that can be used by teachers to evaluate gifted behavior. Both scales ask teachers to rate students on a scale of 1-5 on how often they see a specific behavior. After scales are filled out, a school GT coordinator scores the scale. A qualifying score on any of the scales is a 95th percentile or higher on any one of the subsets or subject areas (not the entire scale as a whole).

The first is the Gifted Evaluation Scales (GES). Information about how this was developed and what it contains can be found at this website. A sample of the scale that can be downloaded is below.

The second option is the Scales for Identifying Gifted Students (SIGS). This particular scale has two options: one for teachers and one for parents. While similar to the GES, the SIGS breaks out behavior statements by subject area, so some schools may prefer to use this scale as teachers do not have to complete the entire scale for scoring to work out. Additionally, parents have a way to give input on the behavior seen at home with a potentially gifted student. More information about the SIGS can be found on this website. Samples of both scales the school scale and the parent/home scale can be found below.

Performance

The performance area allows students to be measured using rubrics, juried performances (judged items), and/or audio and video tapes. Performance can include a variety of items, such as science fair placements, dance auditions, honor bands, or state fair placements. Placements must be between the 1st and 3rd place at a regional, state, or national level. Local competitions that are only school-wide are not eligible as qualifying evidence.

Because this area varies greatly in what is being used, the State of Colorado has put together various rubrics that help with explanations. Those rubrics can be found under Talent Domains on the Identification page of the Gifted Office website.

Helpful Forms and Charts

Twelve Traits of Giftedness. This particular form is posted on the CDE website but very useful for understanding common traits found in gifted students. Remember, not all gifted students will display all traits.

Identification pathway using a cognitive score. This pathway describes necessary evidence to identify starting with a CogAT or other aptitude test.

Identification pathway without a cognitive score. This pathway describes necessary evidence to identify without a qualifying CogAT or other aptitude test.

Identification pathway using cognitive only. This pathway describes the exception to the rule on a body of evidence. It is used sparingly.

Identification pathway for talent aptitudes. This pathway is used for identification in talent aptitudes including music, visual arts, dance, theater, creative/productive thinking, leadership and/or psychomotor.