• ELEMENTARY IDENTIFICATION AND PLACEMENT

    Center Grove Community School Corporation utilizes a multi-faceted assessment plan to identify students for high ability services. Details regarding this plan are below:

    • All students are considered for placement.
    • A multi-faceted assessment plan includes Quantitative (numerical score) and Qualitative (narrative descriptions or norm-referenced scales) measures to assess both student performance (achievement) and potential (ability).

    Quantitative Measures

    Qualitative Measures (reviewed by the
    district High Ability Identification Team)

    Ability (Potential): Cognitive Abilities Test
    (7th Ed) (CogAT)

    Scales for Identifying Gifted Students (SIGS)

    Achievement (Performance):
    Iowa Test of Basic Skills (Grades K-1)Northwest Evaluation Association (NWEA) (Grades 2-4)


    Kingore Observation

    Portfolio samples


    • Students may qualify as High Ability English Language Arts (ELA), High Ability Mathematics, or High Ability General Intellect (both ELA and Math). 
    • Students are considered for High Ability identification during a “Pathway” year.
      • Pathway Year- Grades K, 2, and 5.  All students participate in a reasoning-ability test and subsequent achievement tests, as needed.  Qualitative measures are collected as appropriate.  Scores are processed and reviewed for high ability identification by the District High Ability Identification team.
    • The flowchart below demonstrates the pathways to identification for Kindergarten and Grade 1 (click to view PDF)

               High Ability Identification Grades K-1

    • The flowchart below demonstrates the pathways to identification for Grade 2 and up (click to view PDF): 

      High Ability Identification Grades 2 +

    • The purpose of identification is to provide appropriate academic placement and services for all students. This is a complex process, especially in the primary grades because some students enter school with many rich learning experiences and strong school readiness. These students may already be reading and are most likely comfortable in a school environment. All children develop at different rates, and this developmental readiness plays an important role at the primary level with high ability identification. For example, it is not uncommon that other students may progress quickly and catch up in skills and surpass those with an early advantage.
     
    This information is being shared because it is important to keep in mind that cognitive growth is not always consistent, especially in the sensitive window of development in primary grades. Consequently, high ability identification from Kindergarten is not necessarily permanent. Accordingly, second-grade students are systematically re-evaluated. If students do not qualify for a high ability identification in second grade, they are tested again in fifth grade. Placement decisions may be modified in accordance with changes in students’ learning profiles as they progress through elementary and middle school.