Identification

The program uses multiple forms of objective and subjective data in the identification process. Tools involved in this process are relative to the subject (math or language arts) of the program. Verbal ability and reading achievement scores are used for acceptance to the language arts program while quantitative and figural(non-verbal) reasoning ability and math achievement scores are used for the math program. Information from the data below are placed into a matrix used to discuss the best placement possible for the student.

Identification Tools

Objective Data

Grades 2, 3, 4, and 6:
Universal Screeners:

  • CogAT Ability Test

  • MAP Achievement Test

Individual WASI if needed 

Grades 5 and 7:
Universal Screeners:

  • MAP Achievement Test 

CogAT ability test for selected students
Individual WASI if needed 

* Off-level, outside testing from reputable sources (i.e. CTD Assessment scores) may also be used at the district's discretion. 

**Please note that IAR scores are not used according to best practices.  IAR scores are grade level tests which do not measure above grade level capabilities.

Subjective Data

Teacher Inventory:

  • Teacher input and special needs consideration forms*

  • Renzulli's Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS)

  • Student product samples**


*In accordance with best practices and recommendations from the State, we use local norms, specialized rubrics, and subgrouping data to help identify underserved populations.

**If a child's classroom performance does not correlate with test scores, a portfolio with student samples and/or exemplars that shows significant work beyond grade/age level will be evaluated with a rubric.

Identification Process

Step 1:
Scores from universal screenings are reviewed. Teachers complete inventory forms in the spring after MAP and CogAT scores have been received.  

Step 2: 
The online inventory form (which may require student samples) and test scores are reviewed. Teachers receive rating scales to complete.

Step 3: 
The combination of subjective and objective data is compiled on the matrix. The SPINOUT Committee meets to discuss the child's profile.

Step 4: 
Based on the matrix…
  • Student is accepted to start the program at the beginning of the new school year in August. (Students new to the district  will be looked at upon matriculation to the school.) 
  • Student is recommended for further testing.
  • Student entrance is denied, but he or she is placed on a “Watch List” for future observation.

Exit Process

All students enter the program on a trial basis which could last from twelve weeks to one year. If the program and the student do not seem the best fit for each other, there is an intervention process which will help to determine if exiting the program is the best solution. Please click here to view the PDF for a thorough description of this process.