Screening and Identification Process
Kindergarten
- All students are given screening measures
- Norm-Referenced Measure of Achievement: none at this time
- Norm-Referenced Measure of Ability: CogAT
- Qualitative Measure: Kingore Observation Inventory with Planned Act.
End of 2nd grade
- All students are given identification measures
- Norm-Referenced Measure of Achievement: IOWA Lang and Math
- Norm-Referenced Measure of Ability: CogAT
- Qualitative Measure: Kingore Observation Inventory with Planned Act.
Gr. 3-8 teachers can recommend students in those grades to be tested for placement
They would be considered using the same test data we collected in K-2
End of 6th grade (Placement for Middle School)
- Identification
- Norm-Referenced Measure of Achievement: SAGES-2 (Gr. 4-8 version)
- Measure of Aptitude: CogAT- 2nd gr score
- Qualitative Measures: Teacher Nominations
Note: To identify students for early algebra placement, the MS teachers created a placement test given to all students at the end of sixth grade for seventh grade placement.
End of 8th grade (Placement for High School)
- Identification
- Norm-Referenced Measure of Achievement: SAGES-2 (Gr. 4-8 version)
- Measure of Aptitude: CogAT- 2nd gr score
- Qualitative Measures: Teacher Nominations
Note: To identify students for HS English courses, a placement test is given at the end of 8th grade for placement in Regular, Advanced and Honors classes. Teacher or self-nominations are accepted for placement into AP courses and Honors Science classes.
Selection Procedures
- All decisions regarding selection and placement for high ability services will be made by a committee including the high ability coordinator, building principal(s), teachers with training in high ability education, and other related personnel.
- After reviewing student scores and qualitative descriptors on the identification measures, this committee will identify approximately 5-10% of the total student population who will need high ability services in math, and 5-10% who will need services in language arts. Percentage is likely to vary from year to year.
- Committee will consider the standard error of measurement associated with each norm-referenced instrument and avoid selection based on strict cut-off scores.
Timeline
Fall Semester:
- Administer Planned Experiences with KOI in all K-3 grades
Spring Semester:
- Administer Teacher Nomination forms (4th to 8th grades)
- Collect screening measure data
- Administer identification instruments for students (CogAT, IOWA, and SAGES-2)
- All assessment information disseminated to the Identification Committee
- Identification committee determines placement for students
Exit Procedures
If a student, parent, or teacher believes a high ability placement for services is no longer appropriate, he or she may be removed from the program.
Such student will receive counseling regarding their continued success in the program. If the student continues to perform below the expected level following counseling, the teacher will notify the building principal, who in turn will notify the student’s parents. The review committee will meet upon the request of the teacher, a parent, or a student to discuss student’s performance and continued placement in the High Ability program.
A parent request for student removal from the program will be honored at any time.
Move-in students
New students to the district can be recommended to be tested at any time. A decision should be based on the criteria used for their grade level. If students were in the high ability program in their previous school, they should be retested with our tests before being placed in the program.
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