ALL students in Grade 2 will take the Cognitive Abilities Test (CogAT 7) in the spring of 2022.
ALL students ( with the exception of those who already have an active ALP) in Grade 6 will take the Cognitive Abilities Test (CogAT 7) in November 2021.
The cogAT assessment indicates the level and pattern of cognitive development of a student in comparison to grade and age 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.
Gifted Identification Referral Testing
If your child is in a grade other than 6th or 2nd, and you believe he/she needs evaluation for Gifted Identification and Services, and you have not done so already, please initiate the Gifted Identification Referral Process by completing the referral form linked here:
Referral Form/Parent Survey/Student Survey (for the student survey, a parent may type in answers for a younger child).
Upon receipt of this form the Gifted Education Facilitator will be in contact with you to discuss next steps in the process.
NOTE: Requesting this assessment automatically initiates the process to evaluate for Gifted Identification.
Please connect with your child’s teacher or Mary Kay McBain if you have questions regarding this referral process. Please know that a child can be referred for evaluation for Gifted Identification at any time during the year, we may just have to wait till the next school year to administer CogAT if it is needed.
The CogAT is an assessment that indicates the level and pattern of cognitive reasoning abilities of a student in comparison to grade and age peers. The CogAT is comprised of three subsections:
Verbal: Measures a child’s ability to remember and transform sequences of English words, to understand them and to make inferences and judgments about them.
Quantitative: Measures the child’s understanding of basic quantitative concepts and relationships that are essential for learning mathematics.
Non-Verbal: Measures reasoning using pictures and geometric shapes. This reduces the impact of language on the student’s score.
As indicated previously, the results of the CogAT will be used as one component of the body of evidence to determine areas of strength and possible identification for gifted programming. The scores will guide efforts to adapt instructional methods and learning opportunities to meet the needs and abilities of the students, and may also inform placement in the district’s Discovery Program for gifted learners should parents choose to apply for the program.