CAMDEN-ROCKPORT ELEMENTARY SCHOOL
Gifted & Talented Academic Identification Process
The purpose of the screening process is to identify students who are gifted and talented so that their needs, interests, and abilities may be supported through appropriate learning experiences. The identification process is outlined below.
Camden-Rockport Elementary School’s Gifted and Talented (GT) program serves students who are specifically identified as gifted and talented. To support these students and create rich learning environments, students who perform well above grade level may also be included in enrichment classes as space permits. The screening / identification process is outlined below.
End of Second Grade Screening and Identification
Initial Parent Information (Late April of Grade 2)
A letter is sent home to all parents of Grade 2 students explaining the Gifted and Talented (GT) identification process at CRES.
Screening Pool Determination (May/June of Grade 2)
At the end of Grade 2, we begin to determine which students will be screened for GT identification in the fall of Grade 3. To do this, we use quantitative and qualitative data sources. Students who meet both criteria (a NWEA score of 95th percentile or higher and meet the required score on the individual student teacher questionnaire) are added to the screening pool.
A. NWEA Scores
The CRES GT teacher reviews spring NWEA test scores. All students who scored at the 95th percentile or higher will be considered in the initial screening pool. A score of ≥95th percentile on either the math or the reading NWEA is equivalent to the following RIT scores:
Spring G2 RIT Scores:
Math: 212 or greater
Reading: 211 or greater
Fall G3 RIT Scores:
Math: 211 or greater
Reading: 214 or greater
B. Individual Teacher Questionnaires
Grade 2 teachers will complete individual questionnaires for any student who scored at the 95th percentile or higher on either Math or Reading spring NWEA.
Final Screening Pool (June)
The students who met the above criteria form the screening pool for Grade 3 GT identification. Every student in the screening pool will meet with the GT teacher for an informal interest inventory interview. This interest interview allows the identification committee to learn more about each student, beyond what a test score can show. This interview is also directly linked to commonly recognized gifted and talented characteristics and is designed to glean more about each student’s passions, interests, and curiosities.
The students in this screening pool will then continue the full screening process in the fall of Grade 3. Each parent will be mailed a Parent Questionnaire to complete and return to the CRES GT teacher. This is not used as screening data, but is very helpful in allowing the GT identification committee to gain more insight into each child being screened. Parents will also be asked to complete a permission form giving the CRES GT teacher permission to give the CogAT (Cognitive Abilities Test), the SAGES (Screening Assessment for Gifted Elementary and Middle school students) II Math/Science, and the SAGES II Reading/Social Studies tests in the fall of 3rd Grade.
Screening Process (Fall of Grade 3 - September)
Every student in the screening pool is given the CogAT test in their identified subject area.
Every student in the screening pool is given the SAGES II test in Math/Science and/or Language Arts/Social Studies as determined by their subject specific identification.
Review of Scores and Recommendations (typically completed by end of September)\
All of the screening data is scored, norm-referenced, collected, and compiled by the CRES GT teacher. The CRES GT Identification Committee then meets to review all the data and determine who meets the eligibility criteria. The committee membership includes both a district and a building administrator, GT teacher, and the guidance counselor. If a student receives scores indicating that he or she is eligible to be identified as Gifted and Talented, the identification committee will determine the most appropriate programming (e.g. subject advancement, extension class, in-class differentiation support, etc.).
Identification Notification Process
After the identification committee has met and made placement decisions, a letter describing a clear instructional plan is mailed home to the parents/guardians of all students who were screened. If a student does not demonstrate a need for Gifted and Talented identification, it will be indicated in this letter. The programming options (may be one or a combination) for students who are identified as Gifted and Talented are the following:
Pull-out/Push-in extension program with content focused on math/science or reading. This instruction does not replace the classroom instruction, but extends and provides a more challenging level of learning. There are also times where the GT teacher will team with the classroom teacher.
Curriculum modification and support by the classroom teacher, with guidance and resources provided by the GT teacher when requested.
Individual programming for students identified as Gifted and Talented may include an in-class independent research project or other individualized programming.
Subject acceleration with subject specific instruction at the appropriate instructional level (*this requires much more extensive screening, beyond that administered for regular GT identification). Students must be identified as GT to be eligible for subject acceleration screening (see Screening Criteria document for Gifted Qualifications.)
Parents may appeal the decision of the GT Identification Committee by writing a letter to the building administrator and GT teacher. This is considered a first appeal and should include additional information, if available. The GT teacher will collect additional data during the appeals process, by administering the SAGES 2 Reasoning subtest and a NWEA retest to make a final determination. If denied, a further appeal can be made to the Assistant Superintendent who serves as the Director of Gifted and Talented.
Annual Programming Review (Spring of Grade 3 and fall of Grade 4)
The programming plan for every student identified as Gifted and Talented will be carefully reviewed at the end of Grade 3 to confirm the best programming options going into Grade 4. It is important that the students demonstrated engagement and commitment to their work in order to continue receiving services. A student, and their parents, can request that the student no longer receive the Gifted and Talented programming at any time. Students who were identified as GT will retain that identification for the years they remain in MSAD #28. However, placement into Gifted and Talented programming will be re-evaluated each year.
End of 3rd Grade or Fall of 4th Grade Screening and Identification
Selection for Further Testing (Grade 3 students in Spring or as Grade 4 students in Fall)
Students who did not participate in Gifted and Talented program during Grade 3 can enter the screening pool in any of the following ways:
Spring G3 RIT Scores:
Math: 224 or greater
Reading: 224 or greater
Fall G4 RIT Scores:
Math: 223 or greater
Reading: 224 or greater
Students who meet the screening criteria in spring of third grade will be screened in the fall of 4th grade.
The CRES GT Identification Committee will go through the same process they did the previous fall to identify students as Gifted and Talented.