Gifted Qualification and Services Determination
ANSWER DOCUMENT
Using the state and local manuals as a guide, determine if each of these students qualifies for gifted
services. Determine relative strengths and weaknesses as indicated by assessment results, then make
suggestions as to services and/or differentiation that would benefit the student.
For each example, respond to the following items.
1.
A. Does this student qualify? If yes, Option A or
Option B? Why did you choose that Option? If no,
why not?
B. Describe this student’s strengths.
C. Describe any weaknesses or areas of concern.
D. Explain services and/or differentiation areas
you would recommend for this student.
2.
A. Does this student qualify? If yes, Option A or
Option B? Why did you choose that Option? If no,
why not?
B. Describe this student’s strengths.
C. Describe any weaknesses or areas of concern.
D. Explain services and/or differentiation areas
you would recommend for this student.
3.
A. Does this student qualify? If yes, Option A or
Option B? Why did you choose that Option? If no,
why not?
B. Describe this student’s strengths.
C. Describe any weaknesses or areas of concern.
D. Explain services and/or differentiation areas
you would recommend for this student.
4.
A. Does this student qualify? If yes, Option A or
Option B? Why did you choose that Option? If no,
why not?
B. Describe this student’s strengths.
Yes, option B. The student scored in 3 of the 4
areas for option B. Iowa reading was a 90,
Portfolio was a 92, creativity test score was a 90
Non-verbal area, reading, creativity, and portfolio
(samples of work from teacher)
Quantitative: problem solving, logical puzzles,
numbers and patterns to solve math problems
ALP (target) program
Needs work with logical number sense and
patterns, needs small group instruction or work
in that area to raise scores up in math
Yes, option A. Cogat composite was a 99 and
Iowa reading was a 90
Mental abilities, verbal and non-verbal, reading,
and problem solving is high
Motivation and creativity is low.
ALP (target) program
Not as independent as he/she needs to be
Needs more focus or organization skills taught
Has average creativity.
No, Only has 1 out of 4 areas filled for option B
Child is motivated, probably a high achiever and
good student and very creative.
Problem solving, reading, and math
Needs small group and maybe tutoring in math
and reading skills to not be so average with test
scores.
Yes, Option B. Cogat verbal was a 90, Iowa
reading was a 95, the TTCT was given and the
score was 91. 3 out of 4 areas makes them qualify
Reading and verbal skills are high shows high
potential in the creative area after the TTCT score
C. Describe any weaknesses or areas of concern.
D. Explain services and/or differentiation areas
you would recommend for this student.
5.
A. Does this student qualify? If yes, Option A or
Option B? Why did you choose that Option? If no,
why not?
Average in motivation: student is probably not
really interested in school or becoming a high
achiever with assignments/ non-verbal area is
also weak.
Needs more instruction with non-verbal
activities: solving problems using pictures and
shape relationships
No, only had 1 out of 4 categories for option B.
B. Describe this student’s strengths.
Mental abilities are high.
C. Describe any weaknesses or areas of concern.
Intelligence is high but has a very poor below
average motivation score. May have another
issue and special ed. services should be notified
since the child isn’t scoring up to his/her full
mental ability potential and the range is so high
between the motivation score and the cogat
composite score. Child may have another issue
going on. (attention, LD, etc.) Reading score is
below average. Iowa total is average between
math and reading combined.
Will recommend special ed. To view scores.
Needs reading skills practice and maybe tutoring
to raise the below average 46 score.
D. Explain services and/or differentiation areas
you would recommend for this student.
6.
A. Does this student qualify? If yes, Option A or
Option B? Why did you choose that Option? If no,
why not?
B. Describe this student’s strengths.
No, the NNAT was not high enough. Usually with
a creativity test score of the student would have
the TTCT given to them. No evidence of this is
shown.
Math and quantitative abilities is high.
C. Describe any weaknesses or areas of concern.
D. Explain services and/or differentiation areas
you would recommend for this student.
Verbal skills and Iowa total was too low.
Word analogy practice would help, problem
solving practice in small group practice
7.
A. Does this student qualify? If yes, Option A or
Option B? Why did you choose that Option? If no,
why not?
B. Describe this student’s strengths.
C. Describe any weaknesses or areas of concern.
Yes, Option B. The CAIMI math (90) and SS is 90.
The Iowa reading is 99 and math 91, and nonverbal component is 98. These options qualified
in option B.
Reading and non-verbal is very high. Math score
is good.
Verbal and quantitative is average. The TTCT is
average. Motivation score is average.
D. Explain services and/or differentiation areas
you would recommend for this student.
8.
A. Does this student qualify? If yes, Option A or
Option B? Why did you choose that Option? If no,
why not?
B. Describe this student’s strengths.
C. Describe any weaknesses or areas of concern.
D. Explain services and/or differentiation areas
you would recommend for this student.
Needs practice with verbal skills and quantitative
skills. Needs number pattern practice, number
sense to solve problems, and word analogy
practice.
Yes, Option A. The NNAT counts as a composite
score and the math Iowa 94 qualifies him/her.
Non-verbal and mental abilities (NNAT) is high.
Motivation is low. Creativity score is average.
Student may need verbal practice skills, reading
skills and comprehension practice. May need
guidance and help with motivation and
organization with class assignments.
Summary - Discussion with Mentor:
My ALP (Bill) and I discussed each component of option A and option B. He explained in detail how he
tests students who slightly miss the mark with 85 % in creativity and motivation. He explained the
Hawthorne Gifted test and teacher check lists they use to survey the student’s creative and
motivation in class. He showed me how he still uses the evaluation/guideline manual appendix F in
the gifted procedures manual after eight years of teaching the gifted students. He explained the
importance of parental consent and extended testing when qualifying students for the gifted program
here at Cobb. I really enjoyed his opinion and expertise.