Identification Process FAQ
FAQ for Spring 2025
- General Eligibility & “Insufficient Evidence”
- Middle School & POQ Transition Concerns
- Full-Time Quest (FTQ) & Classroom-Based Services (CBS)
General Eligibility & “Insufficient Evidence”
- I received results stating, "Insufficient Evidence." What does that mean?
- My child moved from another state/district and was in advanced programs there. Can I submit past school reports?
- Why does it say “additional data needed for consideration” for services? What does this mean?
- If my student needs additional data for consideration into CBS services, will my student still be considered for FTQ?
- When did the Universal Screening take place? Will this impact my child's eligibility for next year?
- Will all students referred for highly capable services take a cognitive assessment?
- Why wasn't my child's data available? Can I request additional assessments?
- Why doesn’t my child have data under the earlyReading (or earlyMath, or aReading, or aMath) sections?
- If there is "Insufficient Evidence," why wasn't my child recommended for "Additional Cognitive Data Needed"?"
- Will new students be given the CogAT to help determine eligibility?
- What measures does the district use to determine eligibility?
I received results stating, "Insufficient Evidence." What does that mean?
"Insufficient Evidence" means that there was not enough data available to determine eligibility for Highly Capable services. This can happen when students are new to the district and do not have a sufficient academic history within LWSD to review. Please remember that LWSD uses a comprehensive body of evidence to identify for service and placement, so evidence must show consistent and ongoing need from multiple data points.
My child moved from another state/district and was in advanced programs there. Can I submit past school reports?
Transfer students who received highly capable/gifted services in their previous district can learn more about the Transfer process here.
Why does it say “additional data needed for consideration” for services? What does this mean?
This year there are multiple pathways for identifying a need for services. Students identified in need of Classroom-Based Services (CBS)either demonstrate:
- Advanced academic performance at or above the 95th percentile on multiple academic assessments, OR
- Advanced academic performance at or above the 90th percentile on multiple academic assessments AND advanced cognitive reasoning at or above the 95th percentile.
If your child was identified in need of additional data to determine CBS service, they are invited to participate in the cognitive assessment.
Students identified in need of self-contained service, ie. Full-Time Quest (FTQ) or Middle-School Quest (MSQ), demonstrate exceptional academic performance on multiple academic assessments AND exceptional cognitive reasoning. If your child was identified in need of additional data to place for self-contained service, they are invited to participate in the cognitive assessment.
If my student needs additional data for consideration into CBS services, will my student still be considered for FTQ?
When did the Universal Screening take place? Will this impact my child's eligibility for next year?
Universal Screening typically occurs at designated grade levels around mid-year. For the 2024-25 school year, universal screening occurs in January and February.
A student's body of evidence includes multiple data points from the current and previous school year. This body of evidence is reviewed each year that a student is universally screened or referred. If a student is referred after a universal screening year, data from that screening year may be included in their body of evidence.
Will all students referred for highly capable services take a cognitive assessment?
Not all students referred for highly capable services will need additional cognitive testing. As there are now multiple pathways for identification, students may or may not require a cognitive assessment based on their academic performance. Accelerated Programs will inform families/caregivers if further cognitive assessment is needed. This assessment will not be provided to every student.
Why wasn't my child's data available? Can I request additional assessments?
Data availability depends on the assessments administered in prior years. If your child has limited academic records within LWSD, you may consider referring them next fall. Accelerated Programs screens students using district-level data but does not retain individual assessments or detailed records. If your child was identified for and receiving advanced services in their previous district, please visit us here.
Why doesn’t my child have data under the earlyReading (or earlyMath, or aReading, or aMath) sections?
Assessment data may be unavailable because these assessments are grade-dependent and only administered at specific grade levels. For more details on assessment requirements by grade, please visit LWSD Identification & Assessments.
If there is "Insufficient Evidence," why wasn't my child recommended for "Additional Cognitive Data Needed"?"
Will new students be given the CogAT to help determine eligibility?
The CogAT is a cognitive assessment, distinct from academic assessments. While it may be used to supplement academic data in some cases, eligibility is determined using multiple measures rather than a single test. Additionally, students can now be identified for Classroom-Based Services (CBS) based solely on academic data, without requiring cognitive testing. Cognitive data may still be collected if academic results indicate the need for further evaluation.
What measures does the district use to determine eligibility?
The district determines eligibility using a comprehensive body of evidence rather than a single score. Multiple measures are reviewed across the current and previous school years. These measures include academic assessments, demonstrate need over time, and may include cognitive measures. This holistic approach ensures that eligibility decisions reflect a well-rounded view of a student’s strengths and needs.
Middle School & POQ Transition Concerns
- My student is currently a 5th grader in POQ. Will they go to their neighborhood school next year, or will they go into Middle School Quest? What school will they attend?
- My current middle schooler was in POQ in elementary school and continues to excel. How does that impact middle school placement? Can they go into MSQ now?
- Why do 5th graders in POQ this year automatically roll into Middle School Quest, while last year's POQ students did not?
- What is the difference between Middle School Quest curriculum and general education curriculum?
My student is currently a 5th grader in POQ. Will they go to their neighborhood school next year, or will they go into Middle School Quest? What school will they attend?
5th-grade LWSD-enrolled students currently receiving Pull-Out Quest (POQ) services will transition to Middle School Quest (MSQ) in Fall 2025. Families will receive information about their assigned MSQ site before the start of the school year. POQ students impacted this year will be automatically enrolled into MSQ for next year. Families may opt their students out of this service by February 7, 2025. In this case, the student will attend their home school.
My current middle schooler was in POQ in elementary school and continues to excel. How does that impact middle school placement? Can they go into MSQ now?
For students currently in middle school who previously received Pull-Out Quest (POQ) services in elementary school, placement in Middle School Quest (MSQ) is not automatic. Middle school eligibility is determined through the regular, annual HiCap assessment process.
If your middle school student was referred during the current identification cycle, their academic and cognitive data will be evaluated to determine whether they qualify for MSQ. Eligibility for middle school students is based on multiple measures rather than past participation in POQ.
Why do 5th graders in POQ this year automatically roll into Middle School Quest, while last year's POQ students did not?
LWSD recently updated its service model to provide a clear pathway for students moving from elementary to middle school. As a result, current 5th-grade POQ students now transition directly into Middle School Quest (MSQ).
This change was not applied to previous groups, as placement decisions were made based on the criteria and program structure in place at the time.
For more details on Highly Capable services, please visit: LWSD Accelerated Programs.
What is the difference between Middle School Quest curriculum and general education curriculum?
Students in Middle School Quest (MSQ) attend specific MSQ English Language Arts, Social Studies, and Math (6th grade only for math). Additionally, they take science and two electives per semester for the remaining three classes, just like other middle school students.
MSQ ELA and Social Studies use the same curriculum as general education but may accelerate, compact, or telescope the content. Often, they supplement units with projects or additional texts.
MSQ 6th-grade math is similar to FTQ, as it is taught one grade level above. Sixth graders learn 7thgrade math standards using the same general education curriculum as 7th-grade math classes. They may accelerate, compact, or telescope the material and supplement instruction to meet students’ needs.
Full-Time Quest (FTQ) & Classroom-Based Services (CBS)
- What is the eligibility threshold for Full-Time Quest (FTQ)?
- My child has several very high scores (98-99 percentile). Why were they not placed in FTQ?
- What does a student receive with CBS Literacy and/or Math services?
- Will students receiving CBS services all be in the same classroom (like FTQ)?
- Is CBS available in middle school?
What is the eligibility threshold for Full-Time Quest (FTQ)?
FTQ eligibility is determined based on multiple assessment criteria that note consistent
exceptional performance on multiple academic (both Literacy AND Math) and cognitive measures. Student needs are based on a comprehensive body of evidence and considers multiple measures from both the current and previous school year. Students needing FTQ services typically score in the top 1st-2nd percentile on all measures.
My child has several very high scores (98-99 percentile). Why were they not placed in FTQ?
Full-Time Quest (FTQ) identification is determined using a comprehensive body of evidence, and not a single test score. The district considers multiple academic and cognitive measures from both the current and previous school years to ensure a well-rounded evaluation of student needs.
This approach was implemented several years ago to align with state guidelines, which require a more thorough assessment of student performance, rather than relying on a single percentile score. While past systems may have focused on individual scores, the current process ensures that service placement reflects a student’s overall academic and cognitive profile.
What does a student receive with CBS Literacy and/or Math services?
Classroom-Based Services (CBS) provide differentiated instruction within the general education setting. Teachers use the core curriculum alongside advanced learning opportunities tailored to students' needs. This may include higher-level thinking questions, extension assignments, enrichment activities, or project-based learning.
Will students receiving CBS services all be in the same classroom (like FTQ)?
No, students receiving Classroom-Based Services (CBS) will not be placed in a single classroom like Full-Time Quest (FTQ). CBS students remain in general education classrooms. CBS is a general education and not a self-contained service, meaning students continue to learn alongside their general education peers rather than in a separate classroom setting.
Is CBS available in middle school?
Currently, Classroom-Based Services (CBS) are only available in elementary schools and not middle schools. Flexibility in math pathways for all middle schoolers start in 7th grade, where all students may opt into Algebra as an advanced math option. We encourage families to work with their student’s teacher to ensure appropriate academic support. LWSD will continue to explore opportunities to integrate advanced learning options within the middle school environment.