Matrix of Identification - Explanation of Process

The process of entrance/identification criteria has been extensively researched, using best practices in gifted education for all students, including those traditionally underrepresented in gifted and talented education. The matrix was then sent to Dr. Karen Westberg at the University of St. Thomas for her thoughts and contributions. Dr. Westberg enjoys a national reputation for leadership in the field of gifted identification.

The Gifted/Talented education process is an on-going process, and all students have access to the process. Parent permission is required for the process. Standardized test scores and performance tasks are monitored regularly to ensure that students who demonstrate extraordinary achievement or who, through many different avenues show high potential, are found. There is not a "one size fits all" picture of a gifted/talented child. A gifted student can be twice-exceptional (both gifted and learning disabled or gifted with behavior disorders), gifted and underachieving, gifted and limited English proficient, or gifted with specific learning deficits (transient, other environmental issues). Therefore, a student can be identified as gifted in different areas:

  • Intellectual Giftedness - usually found through ability tests, such as CogAT verbal, quantitative, non-verbal tests. Local norms would be used for in-district students; national norms would be used for out-of-district students. This insures that we find the highest intellectual ability students within our district, and use national norms for those students coming from out of the district. Teacher nomination may or may not be of assistance in intellectual giftedness, as many intellectually gifted students fit the category of "underachieving"; therefore, a teacher may miss the potential while looking for the achievement. In the tiers of identification, these students would occupy the top tiers - 140+ CogATs or equivalent IQ/Aptitude tests, or 130-139 CogATs or equivalent IQ/Aptitude tests with recommendation.
  • High Achievement - usually will be found through a combination of relatively high ability scores and high achievement scores (MAP or ITBS or equivalent). Teacher recommendation will be of great use here, as these students clearly demonstrate high achievement in the classroom area of relative giftedness (math, reading, art, music). In the tiers of identification, these students would occupy the next tiers - 130-139, and 120-129 with very strong recommendations.
  • Creative Giftedness - the hardest to identify through traditional ability tests, and sometimes not identified through teacher recommendation, unless it is in the area of visual/performing arts. However, they are usually strong in critical and abstract thinking. In the tiers of identification, these students could be found all through, depending upon their area of strength. However, they also could be missed completely, which is why the nomination and recommendation process is so crucial.
  • Subject-specific (academic specific) giftedness - usually found through one sub-test of an ability test, and supported by very strong achievement in that specific area. Usually identified through Language Arts (verbal) or math (quantitative), but teacher recommendation is important, as a student could have a strong interest in science while not scoring as high as an intellectually gifted math student.

Harriet Bishop will provide opportunities for students in grades K, 1, and 2 to take the Naglieri Nonverbal Ability Test, second edition (NNAT2). This assessment will be used to identify those students for enrichment or gifted placement. Students in District 191 take the CogATs in third and fifth grade, and MAP in Reading and Math beginning in first grade. The CogAT and the Naglieri are group-administered ability tests. No individually administered ability test will be given by the district or at Harriet Bishop. Students coming in from outside the district will be required to have their district's test and achievement scores attached to the application, and must meet the criteria established by the G/T Magnet school in District 191. Studentsapplying for entrance into grades K, 1, and 2 from outside the Harriet Bishop attendance area will have the opportunity to take the NNAT2 on specified dates. Students may be nominated by families and current and former teachers in all areas (not just core curricular areas), or other people familiar with the student's achievement and performance.

Students can qualify in a combination of areas, hence the tiers. The CogAT or Naglieri score can be in the verbal, quantitative, or non-verbal sub-test. Only one score is required. Also, the achievement score on the MAP test and teacher recommendation will help strengthen the student's portfolio, so a correct placement can be made. Results of the testing process will be available, scores will be communicated to the family verbally if requested.

Matrix for Identification

District testing for MAP is done beginning in first grade. CogATs are administered in third and fifth grade. MAP for Primary grades can be done in kindergarten for placement consideration, both during the year and for the following year.

Outside data or testing results from a licensed psychologist, submitted by a parent will also be considered.

Out-of-district application must have test results submitted with application, and results must conform to magnet school criteria.

Student identification is an on-going process, with periodic review of student needs. Below is matrix of identification tools, in no weighted order.