Giftedness is not solely determined by a high IQ score. Some schools only consider high IQ scores, which may exclude twice exceptional children. The National Association of Gifted Children addresses these concerns in their position paper on the uses of the WISC five. Multiple composite scores can be used to identify giftedness, including verbal expanded crystallized index scores, expanded visual spatial scores, and expanded general ability index scores. Even if only one composite score or subtest score is in the gifted range, it can validate the overall profile of a twice exceptional child. Giftedness should not be reduced to a single score and there are other ways to define and identify it. IQ cutoffs used by schools limit the number of students who receive gifted services. A portfolio of a child's advanced abilities can be used to argue for gifted services. The NAGC has a new gifted definition that does not list a cutoff score and includes various aspects of giftedness.