Gifted Identification Procedures

Each fall, all sixth-grade students participate in a group-administered ability assessment using the Cognitive Abilities Test (CogAT).
Each spring, all second-grade students participate in a group-administered ability assessment using the Naglieri General Ability Test (NGAT).

Students who enroll after the group screening will be assessed individually during the school year.

Assessment results are shared with classroom teachers and made available to parents and guardians. If a parent or guardian prefers their child not participate in the screening, they may opt out by contacting the classroom teacher or the Gifted Resource Teacher.

Anyone can refer a student for a gifted review. If you believe a student is performing well above grade level or demonstrates exceptional talent, reach out to the Gifted Resource Teacher at the student’s school.

When a student is referred, the Gifted Resource Teacher reviews the body of evidence and prepares a Gifted and Talented (GT) Review to determine the most appropriate programming for the student. This includes identifying the type of intervention, as well as its frequency and duration. Throughout the intervention period, the student’s district achievement data will be monitored and recorded to ensure progress and effectiveness.

If the current body of evidence does not support formal identification or an immediate need for gifted intervention, the student may be best served through differentiated instruction within the general education classroom.

In some cases, additional information may be needed to build a more comprehensive body of evidence. Students who demonstrate strong potential through high achievement or ability scores may be invited to participate in Tier II Talent Development Enrichment. This enrichment provides opportunities for advanced learning and exploration, even though the student has not yet been formally identified as Gifted and Talented. Parent or guardian permission is required for participation.

According to ECEA rule, collection of data for a body of evidence (BOE) includes, but is not limited to results from multiple sources and multiple types of data (i.e., qualitative and quantitative data about achievement, cognitive ability, performance, parent and teacher input, and observations of gifted characteristics / behaviors). In keeping with the spirit of rule, this guidance recommends a minimum of three data points be used as part of the ECEA required body of evidence for determining the need for gifted services.

When the evidence meets Colorado’s criteria for Tier 3 Gifted Identification, the Gifted Review Team submits the student’s plan to the Gifted & Talented Facilitator for review and approval. Once signed, the Gifted Review Plan becomes part of the student’s official educational record and is placed in their cumulative file.