This is an outline of the path of identification and services provided to students. While students are not identified in Watauga County until 3rd grade (unless they are Highly Gifted), they still may take part in a talent development program.
***For an abbreviated version, skip to the flow chart below!
Kindergarten through 2nd grade Service
In K-2, services include:
· Being a resource for the teacher in terms of differentiation
· Working through inclusion to lead whole class or small group lessons
· Working with small groups in a separate setting on specified tasks and thinking skills
· Expanding on curriculum
· Working on problem solving and critical thinking
If a student is succeeding far beyond that of their peers (3 grade levels above), they can be considered for early entrance, subject acceleration, or grade acceleration IF they have a teacher, specialist, principal, and program director recommendation. They would complete a WISC-V (Wechsler Intelligence Scale for Children- Version V) or similar intelligence test, which assesses their cognitive ability. Also, an Iowa Acceleration Scale may be completed to determine further placement, analyzing both the social and academic characteristics of a student.
Screening and Placement:
Students take the CogAT (Cognitive Abilities Test) in the beginning of 3rd grade. This measures learning ability and abstract reasoning skills. It also indicates how well students’ cognitive processes and strategies enable them to learn new tasks. It is taken in three thirty-minute tests, with 3 subtests per test. This is used for initial placement into the AIG program.
Following the CogAT, these steps complete the AIG placement process:
1. Students are screened based on their percentile compared to others of their age. The target CogAT percentile is 90%. They would need this on either the non-verbal, quantitative, or composite portion of the assessment. The following are resources are also used for the screening process:
o Teacher Observation Gifted Behavior Scale
o Letter grades in school (A- or higher)
o Previous Assessment Data
o Work samples or a portfolio
o In grades 4-8, EOG scores are also used (93% or higher)
**Students may enter the identification process without a qualifying percentile if there is strong teacher recommendation.
2. Students that have qualifying data are taken to the Excel team to be recommended for AIG services. The Excel team consists of the AIG specialist, teachers throughout the school from each grade span, and the principal. The Excel team may pick one of the following options:
o Request further testing (a retest of the CogAT or a WISC-V)
o Monitor for progress (wait for further qualifying data or advancement)
o No placement needed
o Placed in either math or reading, or both math and reading.
***It’s important to note that placement is not solely the AIG Specialist's decision; it is the decision of the team. I can just offer my advice!
3. If a student is placed, the AIG Specialist will work their teacher to discuss service opportunities, and decide on the best type of service for the student. They'll write a DEP (Differentiated Education Plan) outlining those services.
Services include:
4. After a DEP is written, the AIG Specialist will meet with the student's parent to discuss placement and services provided. They am unable to serve the student until having discussed the DEP with the parent.
***If a student scores well above (98th percentile or above) on either the CogAT or on an EOG, they can be tested for Highly Gifted. This would require a WISC-V or similar test. This student would receive an IDEP, or Individualized Education Plan, allowing us to be more specific and elaborate in services provided. The school social worker and the principal also participate in the creation of the IDEP.
For more information, the Watauga County AIG Plan can be accessed here.
Identification Process
***For an abbreviated version, skip to the flow chart below!
Kindergarten through 2nd grade Service
In K-2, services include:
· Being a resource for the teacher in terms of differentiation
· Working through inclusion to lead whole class or small group lessons
· Working with small groups in a separate setting on specified tasks and thinking skills
· Expanding on curriculum
· Working on problem solving and critical thinking
If a student is succeeding far beyond that of their peers (3 grade levels above), they can be considered for early entrance, subject acceleration, or grade acceleration IF they have a teacher, specialist, principal, and program director recommendation. They would complete a WISC-V (Wechsler Intelligence Scale for Children- Version V) or similar intelligence test, which assesses their cognitive ability. Also, an Iowa Acceleration Scale may be completed to determine further placement, analyzing both the social and academic characteristics of a student.
Screening and Placement:
Students take the CogAT (Cognitive Abilities Test) in the beginning of 3rd grade. This measures learning ability and abstract reasoning skills. It also indicates how well students’ cognitive processes and strategies enable them to learn new tasks. It is taken in three thirty-minute tests, with 3 subtests per test. This is used for initial placement into the AIG program.
Following the CogAT, these steps complete the AIG placement process:
1. Students are screened based on their percentile compared to others of their age. The target CogAT percentile is 90%. They would need this on either the non-verbal, quantitative, or composite portion of the assessment. The following are resources are also used for the screening process:
o Teacher Observation Gifted Behavior Scale
o Letter grades in school (A- or higher)
o Previous Assessment Data
o Work samples or a portfolio
o In grades 4-8, EOG scores are also used (93% or higher)
**Students may enter the identification process without a qualifying percentile if there is strong teacher recommendation.
2. Students that have qualifying data are taken to the Excel team to be recommended for AIG services. The Excel team consists of the AIG specialist, teachers throughout the school from each grade span, and the principal. The Excel team may pick one of the following options:
o Request further testing (a retest of the CogAT or a WISC-V)
o Monitor for progress (wait for further qualifying data or advancement)
o No placement needed
o Placed in either math or reading, or both math and reading.
***It’s important to note that placement is not solely the AIG Specialist's decision; it is the decision of the team. I can just offer my advice!
3. If a student is placed, the AIG Specialist will work their teacher to discuss service opportunities, and decide on the best type of service for the student. They'll write a DEP (Differentiated Education Plan) outlining those services.
Services include:
- Inclusion in a regular classroom setting to enrich on content being taught
- Small group instruction
- Seeing through advanced class placement opportunities
- Meeting with teachers to ensure differentiated lessons are occurring
- Exploratory/Elective classes connecting curriculum to real-world situations
4. After a DEP is written, the AIG Specialist will meet with the student's parent to discuss placement and services provided. They am unable to serve the student until having discussed the DEP with the parent.
***If a student scores well above (98th percentile or above) on either the CogAT or on an EOG, they can be tested for Highly Gifted. This would require a WISC-V or similar test. This student would receive an IDEP, or Individualized Education Plan, allowing us to be more specific and elaborate in services provided. The school social worker and the principal also participate in the creation of the IDEP.
For more information, the Watauga County AIG Plan can be accessed here.
Identification Process