High Ability Identification

High Ability Home | Programming

Identifying High Ability Students

Students are identified in two ways:

Measuring Cognitive Potential

Measuring Academic Achievement

In measuring cognitive potential, we use the CogAT, a nationally normed test of aptitude.

All students in kindergarten, second and fifth grade take the CogAT screener test.  A screener is a condensed version of a test followed by a full version pending screener results.  Students scoring at the 80th percentile or above on the CogAT screener are included in the high ability identification pool and take the complete CogAT.

In grades 3 and 5, scores at or above the 80th percentile on the winter administration of NWEA will include the student in the identification pool to take the complete CogAT.

In grades K and 1, teachers use the Kingore Observation Inventory (KOI) during a six-week observation to include students in the identification pool to take the complete CogAT.

A 96th percentile or above score on the full CogAT at grades K, 1, 2, 3 and 5 indicates the students qualifies to receive high ability services.

Parents may refer students in second, third and fifth grade to be included in the identification pool and take the complete CogAT.

Teachers may also refer students in kindergarten, first, second, third and fifth grades to be included in the identification pool and take the complete CogAT.

Normative data from the NWEA test is used to identify high academic achievement for students in reading or math.

The NWEA is an adaptive test that provides progress scores as well as national norms.

All students in grades K-8 participate in the NWEA three times a year.

Grades K and 1 students who score at the 99 percentile and grades 2-6 students taking the NWEA 2-5 who score at the 96th percentile and above on the national norms from the winter administration of the NWEA and the complete CoGAT test scores are at the 89th percentile or above will be identified as eligible for service in the areas of mathematics, reading, or both depending on the results of the test.

Elementary students who score at or above the 89th percentile on the NWEA 2-5 winter assessment may be identified as eligible for service in the areas of mathematics, reading or both dependent on the results of the complete CogAT, NWEA winter results and the SIGS.  The committee looks at all the information (student profile) when identifying students as eligible for services.

Third Data Source:

Teachers complete the Scales for Identifying Gifted Students (SIGS) for each student in the identification pool.

Student Selection for High Ability Services:

An identification committee will meet in April to identify elementary students as High Ability, based upon the CogAT scores, NWEA scores (a second grade student should have taken the winter NWEA MAP 2-5 to be identified through achievement) and the SIGS rating scale.  The identification process is done “blindly” by the committee, which means names of students and schools are not known until after placement decisions are made.  Each elementary is represented by a classroom teacher which includes classroom teachers licensed in high ability and the high ability coordinator.  Identified students are placed with a cluster of other identified High Ability students in an elementary grade level classroom.

All parents of students who are in the identification pool for high ability will receive a letter which will include the committee’s decision and the student’s test scores.  Any parent who disagrees with the decision, has the right to appeal and should contact the corporation high ability coordinator.  After the appeals committee meets, the parents will receive a letter to inform them of the decision.

Once a student is identified as High Ability, the designation will carry over to the next grade where the student is placed with a cluster of other identified High Ability.  It is typical that a relatively small number of students are identified in kindergarten and that the number increases each year as the screening and identification process is repeated.

Fifth grade students transitioning to Northridge Middle School:

An identification committee will meet in April to identify fifth grade students as High Ability, based upon the CogAT scores, NWEA scores and the SIGS rating scale.  The identification process is done “blindly” by the committee, which means names of students and schools are not known until after placement decisions are made.  Each fifth grade teacher team is represented on this committee.

All parents of students who are in the identification pool for high ability will receive a letter which will include the committee’s decision and the student’s test scores.  Any parent who disagrees with the decision, has the right to appeal and should contact the corporation high ability coordinator.  After the appeals committee meets, the parents will receive a letter to inform them of the decision.

The names of students identified as High Ability are given to Northridge Middle School along with their testing profile.  High Ability students in English/language arts are clustered in Talent Development language arts classrooms along with high achieving language arts students.  High Ability mathematics students are placed in a classroom which is accelerated.  Students receive pre-algebra instruction during the sixth grade year, Algebra I in seventh grade and Geometry in eighth grade.  Students taking Algebra I and Geometry receive high school credit for these math classes.

High Ability Home | Programming



If you are having trouble viewing this website or if you have questions or comments about this website, please contact the webmaster at pearsoni@mcsin-k12.org.

Middlebury Community Schools © 2017