Areas of Gifted Identification
Superior Cognitive Ability
Superior cognitive ability is general intellectual ability that is consistently superior to same age peers. This is measured through and individual or group intelligence test. The required score varies based on the test. The district administers the InView to all students in grades 2 and 5, and the required score is 128. Through alternative testing, students may be administered the Naglieri Nonverbal Ability Test, which requires a score of 125 (K-6) or 126 (7-12), or the Cognitive Ability Test, which requires a score of 128. On these tests, 100 is considered an average score.
Specific Academic Ability
Specific academic identification refers to a child's achievement in a specific subject area that is consistently superior to the achievement of same grade peers. The district uses the Terra Nova, an achievement test administered annually for grades 2 and 5, as well as optional, alternative tests throughout the year. Those tests include the Woodcock Johnson Test of Achievement or the Iowa Test of Basic Skills. Specific academic areas include reading, math, science, and social studies. A student must achieve the 95th percentile or higher in any of these areas to be identified as gifted. A score of 50th percentile is considered average.
Creative Thinking Ability
Creative thinking ability includes consistent divergent thinking that results in unconventional responses to conventional tasks. As a screening measure, the district uses a score of 112 or higher on the InView, a state approved ability test administered to students in grades 2 and 5. Students who score at this level on individually administered ability tests will also be further assessed for giftedness in creative thinking ability. Students must also earn a qualifying score on a Checklist of Creative Behaviors from the Scales for Rating the Behavior Characteristics of Superior Students.
Children who demonstrate consistent outstanding aesthetic production in visual art, music, theatre, or dance can be identified as gifted in the arts. The first phase of identification occurs when the arts specialists in the schools or parents recommend students as potentially gifted in one or more of the arts areas. Next, a behavioral checklist is completed, in addition to a performance assessment, which is scored using an ODE rubric.