Identification

Gifted Identification Process

Universal Screening

CMS utilizes best practices in gifted identification. All students are screened. Each student receives a minimum of the 3 assessment opportunities below. Once a student identifies as gifted in a capacity, the process stops.

CogAT is an aptitude assessment that measures reasoning and problem-solving skills and provides information on how a child thinks. The CogAT includes verbal, nonverbal, and quantitative reasoning batteries and will be administered in multiple sessions over three days.

MAP assesses achievement in both reading and math. MAP is a computer-adaptive test. If your child answers a question correctly, the next question is more challenging. If they answer incorrectly, the next one is easier. This type of assessment challenges top performers without overwhelming students whose skills are below grade level.

The GRS provides a standardized method for identifying children for potential gifted identification based on teacher observations. The six domains include: intellectual, academic, motivation, creativity, leadership and artistic talent.

Additional Opportunities

There are many pathways for identifying as gifted in CMS. If students do not identify with the 3 universal screeners and meet other criteria, communication will be sent to parents regarding the additional assessment opportunities below.

ITBS assesses achievement in both reading and math. Students who do not identify with MAP may have an ITBS opportunity if they meet certain criteria. In order to participate in this assessment students must score in the 77th percentile or higher in specific CogAT batteries.

The Reading Comprehension section contains a variety of different tasks Students answer questions about a picture that tells a story. They also demonstrate their comprehension of sentences and stories.

The Math section is comprise of three different subtests-- Math Concepts & Estimation, Math Problem Solving & Data Interpretation, and Math Computation.

Provides an informal opportunity that recognizes a student’s strengths. It is a systematic collection of work samples that demonstrate gifted traits and behaviors. Portfolios are scored in the following categories: Advanced Language, Analytical Thinking, Motivation/ Perseverance/ Leadership, Perspective/ Sensitivity/ Humor, Creativity/ Artistic Talent.

3rd-5th Grade Identification

Third Graders

Third graders who were in CMS in second grade have an active CogAT score. That score is valid for 24 months, so students in third grade are not retested for the TD program. At the end of third grade, if students have scored high enough on the End of Grade Tests (EOGs) to earn points on the CMS Talent Development Identification Rubric and have scored high enough on their second grade grade CogATs to earn points on the rubric, then students will be identified for the TD program at the end of their third grade year.

Fourth & Fifth Graders

Based on classroom achievement as well as EOG testing results, students in grades 4-5 without active CogAT scores may be considered for retesting for the TD program in fall of the academic school year. All retesting decisions are made by the school-based Talent Development Committee consisting of the TD Catalyst Teachers, the classroom teacher and an administrator. Students eligible for testing or retesting will be notified in late fall when the district testing window opens for fourth and fifth graders.

Identification in BOTH AIG Reading and AIG Math

Based on classroom achievement as well as EOG testing results, students in grades 4-5 without active CogAT scores may be considered for retesting for the TD program in fall of the academic school year. All retesting decisions are made by the school-based Talent Development Committee consisting of the TD Catalyst Teachers, the classroom teacher and an administrator. Students eligible for testing or retesting will be notified in late fall when the district testing window opens for fourth and fifth graders.

Identification in Either AIG Reading OR AIG Math

If a student’s testing outcome does not result in AIG identification in BOTH Reading and Math using the TD Identification Rubric, students are eligible to identify AIG in ONLY Reading or ONLY Math. Subtest results from the nationally-normed aptitude test, nationally-normed achievement test, or NC End-of-Grade Assessment will be used to determine eligibility. Individuals must accumulate 6 points on the subject-based Talent Development Identification Rubric to identify AIG in Reading ONLY or Math ONLY.