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Intellectual
Tier 1: Students who demonstrate performance at approximately the 90%ile across multiple subtests or universal assessments, such as the WKCE or MAP, will be considered for appropriate differentiation and enrichment in the classroom setting. Evaluations other than standardized tests, such as classroom test scores or student work samples, will be considered when gathering evidence for appropriate programming.
Tier 2: Students who demonstrate performance at approximately the 95%ile across multiple subtests or universal assessments, such as the WKCE or MAP, will be considered for appropriate differentiation and enrichment. Evaluations other than standardized tests, nominations from teachers, students or parents will be considered when gathering evidence for appropriate programming.
Tier 3: Students who demonstrate performance at approximately the 98%ile across multiple subtests or universal assessments, such as the WKCE or MAP, will be considered for individualized programming, which may include acceleration. Evaluations other than standardized tests, such as the WISC III or SAGES 2, will be considered when gathering evidence for appropriate programming.
Specific Academic Area
Tier 1: Students who demonstrate performance at approximately the 90%ile in a specific academic area on universal assessments, such as the WKCE or MAP, will be considered for appropriate differentiation and enrichment in the classroom setting. Evaluations other than standardized tests, such as classroom test scores or student work samples, will be considered when gathering evidence for appropriate programming.
Tier 2: Students who demonstrate performance at approximately the 95%ile in a specific academic area on universal assessments, such as the WKCE or MAP, and/or read 2-3 grade levels above current grade will be considered for appropriate differentiation and enrichment. Evaluations other than standardized tests, nominations from teachers, students or parents will be considered when gathering evidence for appropriate programming.
Tier 3: Students who demonstrate performance at approximately the 98%ile in a specific academic area on universal assessments, such as the WKCE or MAP, and/or read 3+ grade levels above current grade will be considered for individualize programming, which may include acceleration. Evaluations other than standardized tests, such as the Woodcock Johnson or SAGES 2, will be considered when gathering evidence for appropriate programming.
Creative
Tier 1: Observations of student work samples or performance will be considered when gathering evidence for appropriate programming.
Tier 2: Rating scale score of approximately 95%ile on tools, such as the GATES or SIGS, will be considered for appropriate enrichment opportunities. Evaluations other than rating scales, such as student work samples or performance, will be considered when gathering evidence for appropriate programming.
Tier 3: Rating scale score of approximately 98%ile on tools, such as the GATES or SIGS, will be considered for appropriate enrichment opportunities. Evaluations other than rating scales, such as student work samples or performance, will be considered when gathering evidence for appropriate programming.
Artistic
Tier 1: Observations of student work samples or performances that indicate noteworthy artistic ability may indicate the need for enrichment or individualized programming.
Tier 2: Observations of student work samples or performances that indicate exceptional artistic ability may indicate the need for additional assessment and/or enrichment or individualized programming. Rating scale score on evaluation tools, such as GATES, of approximately 95%ile will be considered for appropriate artistic opportunities.
Tier 3: A student profile that includes student work samples or performances as well as results from GATES that indicates exceptional artistic ability specifies the need for enrichment or individualized programming. Rating scale score on evaluation tools, such as GATES, of approximately 98%ile will be considered for appropriate artistic opportunities.
Leadership
Tier 1: Observations of leadership skills may indicate the need for opportunities to be a leader in the classroom/school.
Tier 2: Observations that indicate noteworthy leadership skills may indicate the need for opportunities to be a leader in organizations, such as student council, FFA, or SADD. Rating scale score on evaluation tools, such as GATES or SIGS, of approximately 95%ile will be considered for appropriate leadership opportunities.
Tier 3: Observations that indicate noteworthy leadership skills may indicate the need for opportunities to be a leader in organizations, such as student council, FFA, or SADD. Rating scale score on evaluation tools, such as GATES or SIGS, of approximately 98%ile will be considered for appropriate leadership enrichment opportunities.
See Identification Procedures Flowchart for identification overview.
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