To provide appropriate programming and services for gifted and talented students, data from a variety of assessment tools may be used. These include:

  • Cognitive Ability Tests (CogAT)
  • Standardized Norm-referenced Achievement Tests
  • State Content Standards Assessments
  • Diagnostic Curriculum Assessments
  • Teacher/parent Input and Recommendation
  • Classroom performance

Students in grades K-2 who are referred by their teachers will be reviewed through our criteria for primary grades only. The classroom teacher will consult with the interventionist and the Multi-Tiered System of Supports (MTSS) team for programming for these students.

Students in grades 3-12 are identified through the criteria below at the beginning of 3rd grade.

Assessment and Identification

The advanced learning assessment and identification process involves gathering information obtained through a variety of procedures and sources designed to reveal exceptionalities or potential.

Criteria for Gifted Identification
Students in Cheyenne Mountain School District are identified through a universal screening assessment (CogAT) and a combination of two other measures to include Achievement Tests, Observation Scales and Performance Evaluations. This identification process begins spring of 2nd grade or when they arrive in District 12. Students who have been identified as gifted in an out-of-state district must meet the D12/Colorado criteria to be identified for services in the State of Colorado. Cheyenne Mountain School District administers the universal screening assessment (CogAT) every spring to all students in grades 2 and 6. An Advanced Learning Plan (ALP) will be written for identified students.

Identified students must score 95th percentile or above on one or more batteries of the Cognitive Test. (CogAT)
In addition to the Cognitive Test, two additional measures need to be included for consideration of GT identification.

Criterion or Norm-referenced Achievement Test
95th percentile or above, and scores of Advanced/Distinguished will be considered.

Observation Scales
95th percentile or above will be considered.

Performance Evaluations
State/National Contests top place or ranking.
Expert Judged Performance Advanced or Distinguished.
Teacher Assessed Portfolio review Advanced/Distinguished/Above grade level will be considered in GT identification.


All students identified as gifted/talented will have an Advanced Learning Plan (ALP). The ALP will include longitudinal assessment data, programming options, and learning growth plans. In meeting the individual needs of highly capable students, a continuum of services may be offered.

At the elementary level, these options may be delivered by the regular classroom teachers or other qualified members of the staff. Student needs may be accommodated in the regular classroom or as a pullout during the school day.

At the junior high level, students participate in a rigorous curriculum that may consist of honors classes, seminars, and electives in areas of technology, art, music, or foreign language.

High school students have 23 Advanced Placement course offerings from which to choose, award winning art and music programs, and a wide variety of clubs and organizations. Concurrent enrollment with local colleges is available to 11th and 12th grade students.

Gifted services may include:

Differentiated instruction may include:

  • Small Group Activities
  • Curriculum Compacting, Extending, Acceleration
  • Seminars
  • Independent Study
  • Academic Contests
  • Social/Emotional Support
  • Leadership Development
  • Mentorships
  • Field Trips


Areas of Identification

Gifted Identification Criteria: Specific Academic Aptitude with Cognitive

Gifted Identification Criteria: Specific Academic Aptitude without Cognitive

Gifted Identification Criteria: General Intellectual

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