![]() They will also look for observational feedback from parents, teachers, and others who can provide perspectives from beyond the formal assessment setting that contribute to the understanding of the child. A professional who understands giftedness will look beyond test results and assess the behaviors and attitudes that paint a picture of the whole child. Based on analysis and observation, this may incorporate a whole battery of sub-tests that quantify a variety of learning characteristics. ![]() Instead, parents should look for a qualified individual with an understanding of giftedness who will use tests as a tool to paint a picture of the whole child. Any psychologist can administer a test and regurgitate a number for your use. The answer does not lie in merely administering an IQ test and determining a child’s “score” to define them in terms of a single measurement. In finding a qualified professional to assess your child, it is more important to seek out someone who is trained in and understands the special needs of gifted students. While tests are indeed utilized in analyzing children, they are in and of themselves just a measurement device and not the ultimate answer. All the private testing results in the world won’t solve all a gifted child’s problems in the classroom if he or she doesn't have. The REACH teacher will evaluate the student’s need for continued gifted services in January of the following year.Please note, however, the specific language of “testing” versus “assessment.” The implication of the former is that the solution lies within the testing itself. Even when employing their own identification rubric, schools in Connecticut are not legally mandated to provide gifted programming to their students, including those who they identify as gifted and talented. Students who score at least 10 points on the MCC will receive gifted services on a one-year provisional basis. Review of student scores whenever students take an assessment approved for gifted identification to ensure students who meet criteria outside of Grades 2. The REACH teacher may evaluate these students using our district’s Multiple Criteria Checklist (MCC). Students whose primary home language is other than English (PHLOTE) and/or who have at-risk factors may also be tested with the Ravens’ Test of Progressive Matrices. The REACH teacher will evaluate the student’s need for continued gifted services in January of the following year. Students in grades K-11 who score at the 94 th - 96 th percentile in any one area tested will be placed in the program provisionally and receive gifted services for one year. Students who score at the 97 th percentile or above on any one of the three areas tested (verbal, quantitative, non-verbal) will be identified for gifted services. Students in kindergarten and 1 st grade who are eligible for testing will be given the Cognitive Abilities Test for verbal, quantitative, and non-verbal reasoning second semester.Īll students in grades 3-11 who are eligible for testing will be given the Cognitive Abilities Test (CogAT) for verbal, quantitative, and non-verbal reasoning first semester. Students who score in the superior range will be provided the opportunity to participate in the REACH program. ![]() Students who miss testing at their home school may be transported to another site for testing.ĭuring the first semester, all 2 nd grade students will be given the Cognitive Abilities Test for verbal, quantitative, and non-verbal reasoning. The REACH teacher will notify the student and parents when testing is scheduled. A Permission to Test form must be turned into the REACH teacher before testing can take place. Students can be referred for testing by their teachers, parents or they may self refer. This article by George Betts and Maureen Neihart offers a succinct chart that profiles 6 different types of gifted individuals: It includes their feelings, attitudes, behaviors, needs, adults & peers perceptions, identification, home and school support. The REACH Department will provide testing to identify gifted students at each of our school sites at least once a year. Advisory Committee Regarding High School Instructional Scheduling.CORE (Community Outreach to Restore Education). ![]()
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