What Does the Data Collection For The Body Of Evidence (BOE) Include?

body of evidence graphic: please click the graphic to read the contents in a PDF

Understanding the Need for a Robust Body of Evidence (BOE)

Once a referral is made for a student, the review team will begin the process of gathering a body of evidence (BOE) in order to make a determination. A complete body of evidence includes multiple types of data from a variety of sources indication exceptional ability. CDE has approved a variety of assessments, rating scales and portfolio pieces that can be used as qualifiers and/or supportive pieces of evidence that can be used during the identification process.

The body of evidence should consist qualitative and quantitative data (see the graphic at right), used to determine if a student’s aptitude or competence in abilities, talents, and potential for accomplishment in one or more domains are so exceptional or developmentally advanced that they require special provisions to meet their educational programming needs.

View and read an accessible version of the Body of Evidence (BOE) graphic.

Quantitative Assessments

Quantitative assessment provides numerical scores or ratings that can be analyzed or quantified.

  • Norm-referenced test (e.g., cognitive and achievement
  • Criterion-referenced test (e.g., state assessment and curriculum based measures)

Qualitative Assessments

Qualitative assessment provides interpretive and descriptive information about certain attributes, characteristics, behaviors or performances.

  • Rubric
  • Performance
  • Observation
  • Checklist
  • Interview

While some of the data in a body of evidence will be used to meet the criteria for gifted identification, as defined in ECEA Rules and CDE Guidance, other data or information may be used to build a learner profile for the purpose of developing appropriate programming options.

Criteria are not cut-off scores. Typically, cut-off score terminology is used in reference to practices that eliminate students from access to further identification assessment because a single test result or score did not provide evidence at the exceptional level. Colorado does not adhere to cut-off score practices. Review teams should continue to explore additional data to reveal student strengths, and be used to build an individual student profile of strengths and interests for the development of a Personalized Learning Plan (ALP) (explained below.)

One Piece of the Body of Evidence Puzzle: Understanding the CogAT Test

The CogAT Test measures the level and pattern of cognitive development of a student compared to age mates and grade mates. These general reasoning abilities, which start developing at birth and continue through early adulthood, are influenced by experiences gained both in and out of school. If you would like to learn more about the CogAT Test, please take 6 minutes to view this video:

 

 

The CogAT measures three different cognitive abilities:

  • The verbal section: This section measures a child's ability to remember and transform sequences of English words, to understand them and to make inferences and judgments about them
  • The quantitative section: This section measures a child's understanding of basic quantitative concepts and relationships.
  • The non-verbal section: This section measures reasoning using pictures and geometric shapes. This section reduces the impact of language on the student's score.

Understanding Universal Screening

The Colorado Department of Education requires that school districts offer a Universal Screener to every 2nd and 6th grader (elementary and middle school student) each year in the fall (October-November). The reason we offer this test twice in a student's educational experience is because the scores may change over time. Just like other skills, reasoning ability can be affected by growth, practice and motivation (along with maturity.) Students' patterns of strength and weakness can also change, which is perfectly normal. It is important for teachers and family members to recognize that the skills that help us solve problems are useful for learning, and these abilities are not fixed. When the CogAT is offered to our students, this important measure of cognitive abilities gives us all a 'peek' into the student as a learner.

Using CogAT Results to Better Understand Your Child as a Learner

If your child has taken CogAT in school, the results might include an Ability Profile score. To learn more about the Ability Profile™ score, please take the time to watch this short video. The Ability Profile score offers a quick summary of your student’s overall ability score and areas of relative strength and weakness across areas that are closely related to success in school, including Verbal, Quantitative, and Nonverbal (figural) reasoning. You can use this information to access some specific instructional tips that have worked for students with a similar profile.

Enter your child’s Ability Profile into CogAT.com for a profile explanation, characteristics of students with these profiles, and instructional suggestions. If you do not have your child's Ability Profile, please contact your child's teacher or the school's Gifted Education Facilitator for this information.

To learn more about the Body of Evidence used for identification, please visit the Colorado Department of Education's Gifted Education Website.