The Identification Process
The REACH program is designed to offer students, who have been identified as gifted and talented through psychological evaluation, opportunities for advanced learning beyond the regular classroom.

The Identification Process

Identifying students for REACH services is a multi-level process.  Please see the steps below.

Step 1
Students in the WASD are screened for possible identification in the REACH program on a regular basis.  Students who are referred for evaluation must show above level performance on a variety of district benchmark assessments in BOTH reading and math.  These assessments are administered to all students several times a year, and are reviewed by the classroom and REACH teacher.  Above level performance is defined as achievement in the 95ile%.

Step 2
Students who perform at the identified levels on benchmark tests are recommended for further screening.  Parent permission is required for this to occur.  At this stage, either the REACH teacher or school guidance counselor will administer a brief intellectual test to determine if the child is in need of a full psychological evaluation which must be administered by a school psychologist.

Step 3
Students who perform well on the brief intellectual test are recommended for a full psychological evaluation.  Parent permission is required for this to occur.  At this stage, a school psychologist will administer a full intellectual test to determine the student verbal, nonverbal, and composite performance.

Step 4
Once psychological testing is completed, the multi-disciplinary team, MDT, will meet to discuss the results of the psychological evaluation.  The student will either be identified for REACH services, or will continue to receive the educational programming provided by the classroom teacher(s).

Students can be identified as gifted and talented in two ways.

1.  A student can achieve a overall composite score of 130 or higher on a chosen psychological evaluation given by a district psychologist.

2.  A student can achieve a score of 32 points or higher on a multidisciplinary evaluation report that includes a variety of assessments completed by parents, teachers, and a district psychologist.