How are students identified for GT?
For GT identification, students need a body of evidence including three or more scores at or above the 95th percentile on state-approved measures. Both ability and achievement scores can be part of the body of evidence.
DPS administers the Naglieri Nonverbal Ability Test (NNAT) as a universal screener in Kindergarten, 2nd and 6th graders to ensure all students are given the opportunity to receive GT programming. In addition to these screeners, other measures will be used to complete the body of evidence, these can include Cognitive Ability Test (CogAT), Iowa Test of Basic Skills (ITBS), Scales for Identifying Gifted Students (SIGS) and Colorado Measures of Academic Success (CMAS). For equity, DPS policy does not allow private testing to be used for GT identification.
Who provides GT services?
The short answer is that all teachers at Bill Roberts teach gifted learners, because our staff is masterful at differentiation.
There are two teachers who specifically teach GT to support gifted and high-achieving learners in a variety of ways. Both support classroom teachers with co-planning, providing resources and pushing in to the classroom to offer additional differentiation. They also do direct service with students in small-group pull-outs. The groups are fluid and evolve throughout the year to respond to student need. Here is a brief overview:
Kindergarten – consult only, except in rare cases where a student does not have intellectual peers in the classroom.
1st and 2nd grades – support teachers and push-in to classrooms needing extra challenge lessons and pull-out groups.
*Often, students this young are not yet formally identified, but require additional academic challenges. The zone of proximal development varies widely in these grades as students are mastering foundational skills. A GT teacher pulls challenge groups for both literacy and math to support the 1st and 2nd grade teams and ensure that students needing an additional academic challenge receive that opportunity, regardless of formal identification.
3rd & 4th grades – math support/extension, literacy support/extension.
5th grade – GT lead teacher sees formally-identified students in small-group pull out.
6th grade – GT lead teacher sees formally-identified students in rotating Power Hour schedule.
7/8th grades – GT lead teacher consults with core teachers and teaches a Creative Thinking elective as well as a Yearbook elective.
What if I have more questions?