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Specific Academic Aptitudes

Academic Aptitude Pathways

Content areas for specific academic aptitude include: reading, writing, math, science, social studies and world language. 

Two pathways may lead to identification in the area of specific academic aptitude. 

ONE: 

A student may score 95th percentile or above on one or more batteries of a cognitive test and demonstrate aptitude on two (2) specific academic measures.

Specific Academic Aptitude Criterion- or Norm-referenced Achievement Test Norm-referenced Observation Scale Performance Evaluation
  • Exceeds Expectations on state assessment*
  • 95th Percentile or above on norm-referenced achievement test
  • 95th percentile or above on CDE Resource Bank or district bank of approved assessments for non-state tested standards
  • 95th percentile or above on a norm-referenced observation scale for specific content area
  • State or national academic contest - top ranking
  • Expert juried performance (Advanced or Distinguished)
  • Teacher/expert assessed portfolio review (Advanced/Distinguished/Above Grade Level

 

*A performance level of Exceeds Expectations on the ELA state assessment is qualifying evidence for identification in both reading and writing.  If a student has a qualifying ELA state assessment score and a cognitive score of a 95th percentile or above on one or more batteries of a cognitive assessment, one additional reading measure would be needed to make a determination for Specific Academic Aptitude in the content area of reading.  Likewise, one additional writing measure would be needed for a writing determination. 

 

TWO:

A student may not score 95th percentile or above on a cognitive test.  However, a review team may determine a comprehensive body of evidence demonstrates gifted academic ability.  Content-specific measurement tools to meet criteria for identification should include at least three (3) or more measures from two (2) of the three areas below.  Each measure used as qualifying data must be different.  For example, if two teachers complete a norm-referenced observation scale, that can only be considered as one (1) measure. 

Specific Academic Aptitude Criterion- or Norm-referenced Achievement Test Norm-referenced Observation Scale Performance Evaluation
  • Exceeds Expectations on state assessment*
  • 95th Percentile or above on norm-referenced achievement test
  • 95th percentile or above on CDE Resource Bank or district bank of approved assessments for non-state tested standards
  • 95th percentile or above on a norm-referenced observation scale for specific content area
  • State or national academic contest - top ranking
  • Expert juried performance (Advanced or Distinguished)
  • Teacher/expert assessed portfolio review (Advanced/Distinguished/Above Grade Level

 

Note:

When cognitive data do not meet gifted criteria, identification in a specific academic aptitude requires an examination of multiple data points and trends over time.  Using this pathway in the primary years requires caution and sufficient data from multiple data points.  At any time when the team needs more time to make a determination, ongoing opportunities in the specific domain are needed to ensure the child’s continued growth and engagement in the content area.  Additionally, continued examination of multiple data points and trend data over time, three years or less, may be necessary. 

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