September 2012
Kenton County School District
Gifted/Talented Program
Formal Identification Guidelines
KRS 157.224 commits the state of Kentucky to a comprehensive educational program for its exceptional school-aged children.
Students who are identified as possessing demonstrated or potential ability to perform
at an exceptionally high level in the following areas will receive services in individual schools.
A. General Intellectual Ability B. Specific Academic Aptitude
C. Creativity D. Leadership
D. Visual and Performing Arts
Kenton County has approved the following guidelines for formal gifted identification.
A. General Intellectual Ability – (Possessing either demonstrated or potential ability to perform at an exceptionally high level in general intellectual ability and possessing a consistently outstanding mental capacity as compared to children of one’s own age, experience, or environment.)
4th Grade Identification (Assessment given in spring of 3rd grade)
1. Score of 122 or higher on the group administered CogAT (Cognitive Abilities Test) given in Spring of 3rd grade.
2. The Otis-Lennon School Ability Test will be administered to students with parent/guardian permission in the spring of 3rd grade if the student received a score of 122 or higher on the CogAT Test.
3. The combined score of the Cognitive Abilities Test and the Otis-Lennon School Ability Test must equal 252 or higher for placement. Neither test can have a score less than 122.
4. Teacher recommendation and/or parent/guardian nomination.
5. Formal Identification begins in the 4th grade school year.
Grade 4-8 Identification (Assessment given in fall or spring for grades 4-8)
1. Teacher recommendation and/or parent, student, peer nomination.
2. Student must have a score of 122 or higher on the Otis-Lennon School Ability Test
administered to students with parent/guardian permission.
3. Student will be given the CogAT (Cognitive Abilities Test) as the next level of assessment. Students must have a score of 122 or higher on the CogAT administered to students with parent/guardian permission.
4. The combined score of the Cognitive Abilities Test and the Otis-Lennon School Ability Test must equal 252 or higher for placement. Neither test can have a score less than 122.
5. 8th Grade Only. A Score of 21-25 on the EXPLORE assessment can be use with a score of 128 or higher on the OLSAT or the CogAT assessment for formal identification.
Grades 9-12 Identification (EXPLORE, PLAN, ACT Assessment given during KDE timeline)
1. Teacher recommendation and/or parent, student, peer nomination.
2. A composite score of 25-32 on the 10th grade PLAN Assessment; A composite score of 30-36 on the ACT Assessment.
------
· The Elementary/Middle School Project ASCENT Pullout Program is one service option for students identified as gifted in general intellectual ability.
Formal Gifted Identification Guidelines September 2012
B. Specific Academic Aptitude – (Possessing either demonstrated or potential ability to perform at an exceptionally high level in specific areas significantly beyond the age, experience or environment of one’s chronological peers.)
Identification in all specific academic areas is determined in the fall of each school year
after Spring K-PREP assessment and Fall MAP assessment information is released.
Grades 4 – 12 Language Arts (Reading and/or Language) and Math
1. 9th stanine (minimum 96%) composite test score on one of the following. Spring Stanford 10, Spring or Fall MAP, Fall EXPLORE, Fall PLAN, Spring ACT or other norm referenced test plus two teacher recommendations/checklists of indicators are required.
Or two composite test scores with a minimum 96% and one teacher recommendation/checklist of indicators is required.
1. School Based G/T committee is presented student scores and data for final
approval and service delivery options.
Grades 4 – 12 Science
1. 9th stanine (minimum 96%) composite test score on one of the following. Spring Stanford 10, Spring or Fall MAP General Science and Science Concepts and Processes, Fall EXPLORE, Fall PLAN, Spring ACT or other norm referenced test plus two teacher recommendations/checklists of indicators are required.
Or two composite test scores from the list above with a minimum 9th stanine (96%) and one teacher recommendation/checklist of indicators is required.
2. School Based G/T committee is presented student scores and data for final
approval and service delivery options.
Grades 4-8 Social Studies
1. Two recommendation/checklist of indicators forms are required from Social Studies teachers at different grade levels or one Social Studies and one Reading teacher from the same grade level.
2. Recommended students will be given the SAGES (Screening Assessment for Gifted Elementary and Middle School Students - Language Arts/Social Studies version). The student must have a score of 96% or higher.
3. School Based G/T committee is presented student scores and data for final
approval and service delivery options
Grades 9-12 Social Studies **
1. 22-25 score on 10th grade PLAN English and Reading Assessments; 32-36 score on 11th grade ACT English and Reading Assessments.
2. Two recommendation/checklist of indicators forms from Social Studies teachers at different grade levels or one Social Studies and one Reading teacher from the same grade level.
3. School Based G/T committee is presented student scores and data for final approval and service delivery options.
Formal Gifted Identification Guidelines September 2012
C. Creativity – (Possessing either potential or demonstrated ability to perform at an exceptionally high level in creative thinking and divergent approaches to conventional tasks as evidenced by innovative or creative reasoning, advanced insight and imagination, and solving problems in unique ways.)
1. Teacher Recommendation using the Creativity Jot-Down Sheet or Creativity Characteristics Checklist completed by a teacher of the student.
2. Williams Test of Divergent Thinking administered by GT Resource Teachers. Students who score 102 or higher on the test are recommended for identification.
3. School Based G/T committee is presented student scores and data for final
identification and service delivery options.
D. Leadership – (Possessing either potential or demonstrated ability to perform at an exceptionally high level in social skills and interpersonal qualities such as poise, effective oral and written expression, managerial ability, and the ability, or vision, to set goals and organize others to successfully reach those goals.)
Names of candidates will be gathered from teachers, students, parents/guardians, and/or community members.
1. The Leadership Jot Down Sheet or Leadership Characteristics Checklist is checked with a score in the range of 75% or above.
2. At least two other measures will be used to identify candidates for inclusion in programs for students gifted and talented in leadership. Measures can include the following: sociometric test, self-nomination form, Roets Self Rating Scale for Leadership with a student score in the range of 40 or below, recommendation form, identification activities for leadership form.
3. School Based G/T committee is presented student scores and data for final
identification and service delivery options.
E. Visual and Performing Arts – (Possessing either potential or demonstrated ability to perform at an exceptionally high level in visual or performing arts and demonstrating the potential for outstanding aesthetic production, accomplishment, or creativity in areas such as art, dance, music, drama.)
1. Elementary students, grades 4 and 5 are monitored for potential and may be identified gifted through exceptional performance as evidenced by an organized group audition process and 2 of the following. Arts related teacher confidential recommendation, a professional artist written recommendation, student portfolio of professionally critiqued performance awards, student/parent questionnaire/survey.
Middle school students, grade 6-8 will be formally identified through an audition process monitored by the Middle School Gifted Arts Resource Teacher and 2 of the following. Arts related teacher confidential recommendation, a professional artist confidential written recommendation, student portfolio of professionally critiqued performance awards, student/parent questionnaire/survey.
High School students can be identified through either process above.
2. School Based G/T Committee is presented student evidence for final identification and service delivery options.