Contact Information
Talent Development/Advanced Studies/AVID
Courier: #839
Mailing Address:
Walton Plaza, Suite 500
700 East Stonewall Street
Charlotte, NC 28202
Fax: (980) 343-3390
Sheena Miracle
Director
sheenal.miracle@cms.k12.nc.us
(980) 343-6174
Shacquel Evans
Senior Administrative Secretary
shacquel.evans@cms.k12.nc.us
(980) 343-2795
Stephanie Connor-Johnson
Administrative Secretary
sa.connor-johnson@cms.k12.nc.us
(980) 343-6955 (main dept. line)
Lisa LaRotonda
Elementary Specialist
lisa.larotonda@cms.k12.nc.us
(980) 343-6165
Elizabeth (Parker) Morse
Advanced Studies Specialist
elizabethp.morse@cms.k12.nc.us
(980) 343-2701
Trinette Atri
Secondary Specialist
trinettej.atri@cms.k12.nc.us
(980) 343-2644
Lisa Pagano
Compliance Specialist
lisa.pagano@cms.k12.nc.us
(980) 343-2700
1
Compliance Notebook
Table of Contents
CONTENT
Compliance Checklist
TD Catalyst Meeting Calendar
TD Testing & Identification
Identification Rubric
Evaluation and Placement Procedures
Tests
Alternative Assessment Directions
LEP Pilot Identification
NCDPI & CMS Guidelines
Procedures for Disagreements
Telephone Dialogue – TD Testing
Compliance
Compliance Alert
Required Parent Communications
Elementary School DEP
Middle School DEP
Individual Education Plan (IDEP)
DEP Parent Meeting Sign-In Roster
Letters, Forms & Other Documentation
Document Order Procedure
Assessment Materials Order Form
Assessment Notification
Assessment Notification in Spanish
Fall Screening Results Parent Letter
CogAT Assessment Results Notification
Winter/Spring Screening Results Parent Letter
Parent Portfolio Submission Letter
Fall Screening Results Parent Letter in Spanish
CogAT Assessment Results Notification in Spanish
Winter/Spring Screening Results Parent Letter in Spanish
Parent Portfolio Submission Letter in Spanish
Referral and Results Form (8001) Sample
Invitation to Conference (8005) Sample
PAGE(S)
p. 4-7
p. 8
p. 9
p. 10
p. 11-12
p. 13-15
p. 16
p. 17
p. 18-19
p. 20-22
p. 23
p. 24
p. 25
p. 26-27
p. 28
p. 29
p. 30
p. 31
p. 32
p. 33
p. 34
p. 35
p. 36
p. 37
p. 38
p. 39
p. 40
p. 41
p. 42
p. 43
p. 44
p. 45
p. 46
2
Compliance Notebook
Table of Contents
CONTENT
Invitation to Conference in Spanish (8005S) Sample
Notification of Results (8005.1) Sample
Notification of Results (8005.1S) Spanish Sample
Elementary TD Performance Review Gr. 2-5
Elementary TD Performance Review Gr. 2-5 (Spanish)
Middle School TD Performance Review
Middle School TD Performance Review (Spanish)
Elementary Compliance
Elementary TD Teacher Detailed To-Do List
Catalyst Model Service Delivery
Expectations for First Graders
Expectations for Second Graders
TD Teacher Tip Sheets
Gifted Rating Scales Training Roster
TD Teacher/Program Evaluation
Middle School Compliance
Academic Facilitator Important Dates
M.S. Talent Development Opening Checklist
High School Compliance
HS DEP and Parent Meeting Guidelines
HS Differentiated Education Plan
Talent Development Compliance Checklist
Talent Development Compliance Alert
Compliance Notebook
Early Entry to Kindergarten
Information and Application Form
Horizons
Information and Application Link
Twice Exceptional Students
Dual Certification Identification Procedures
Inventory
Inventory Guidelines
PAGE(S)
p. 47
p. 48
p. 49
p. 50
p. 51
p. 52
p. 53
p. 54
p. 55
p. 56-57
p. 58
p. 59
p. 60-64
p. 65
p. 66
p. 67
p. 68-69
p. 70
p. 71
p. 72
p. 73
p. 74
p. 75
p. 76
p. 77
p. 78
p. 79
p. 80
p. 81
p. 82
p. 83
p. 84
3
Talent Development/Advanced Studies/AVID
Elementary Compliance Checklist
In order for CMS to be in state compliance, the following documents are required to be submitted to the Talent
Development/Advanced Studies/AVID Office by the dates indicated:
DUE DATE
August 19, 2015
August 19, 2015
August 28, 2015
September 4, 2015
August 31September 16, 2015
September 17, 2015
September 21, 2015
September 30, 2015
October 12, 2015
October19November 20, 2015
ACTION ITEMS
Talent Development Catalyst Meeting @ Elizabeth
Traditional 8:30 am-3:30 for new TD Teachers; 12:30 pm-3:30
pm for all TD teachers
CogAT administration training @ Elizabeth Traditional
4:00-5:00 pm All testing coordinators for CogAT7 must
attend.
CogAT notification sent out to all 2nd grade students.
Spanish version of letter is available in Compliance Notebook.
CogAT teacher and proctor training roster due
Upload to school’s TD Compliance Folder in Google Drive.
CogAT7 Testing Window for Second Graders.
Suggested dates: September 1, 2, 3
CogAT 7turn-in at Hovis Warehouse
 Please see schedule for more information.
Alternative Assessment Portfolio development begins
Principal-signed TD instructional support schedule due.
(ATTN: Stephanie Connor-Johnson #839)
Talent Development Catalyst Meeting @ Spaugh PDC 8:30
am-3:30 pm
ITBS testing by TD teachers:


October 23, 2015
COMPLETED?
Students who meet criteria (87th percentile-95th
percentile on age composite of CogAT, 87th
percentile or higher in verbal battery, or 87th percentile
or higher in Quantitative/Nonverbal battery may be
tested.
Notification of when testing will occur must be shared
with parents.
Differentiated Education Plans (DEPs)
 One copy of DEP template from grades 2, 3, 4, and
5 due to school’s TD compliance folder in Google
Drive.
 One individual copy of DEP must be placed in each
student’s cumulative file (in blue TD folder).
 Invitation to DEP Parent Meeting must be uploaded
to school’s TD compliance folder in Google Drive.
 Roster of Parents (signed and dated) who attended
the DEP Parent Meeting must be uploaded to
school’s TD compliance folder in Google Drive. Use
page 31 in TD Compliance Notebook.
4
Week of October 26,
2015
Share First Quarter Newsletter with families.
Fall Second Grade Organizer in Google Drive
October 30, 2015
October 2015
November 6, 2015
November 10, 2015
November 16, 2015
November 20, 2015


Yellow copies of 8001 forms are due via courier to Lisa
Pagano #839.
Meet with School-Based TD Committee Meeting
 Share CogAT results for second graders and which
students will continue with screening process.
 Determine 3rd-5th graders eligible for screening or rescreening. (must have at least 4 points on TD rubric)
Gifted Rating Scales forms for “new-to-CMS” second
graders due to TD Catalyst Teacher.
Run & verify Fall AIG Headcount from PowerSchool.
 Directions will be provided.
*The state AIG Headcount begins November 15, 2015.*
Talent Development Catalyst Meeting
8:30-11:30 am All TD Teachers
1:00-3:30 pm New TD Teachers
All 2nd Grade ITBS Tests due to the TD Office!
CogAT testing window for 3rd-5th grade students

November 30December 19, 2015
CogAT 96th percentile or higher
CogAT 92nd-95th percentile plus 3 t-scores 65 or higher on
GRS

Unidentified students who have a minimum of 4 points on
the identification rubric and who do NOT have CogAT
results completed within the last 24 months.
Students are selected by school-based TD Committees
A parent-signed 8001 form must be submitted when
requesting testing materials.
December 2-8,2015
December 4, 2015
December 10, 2015
LI/TD Magnet Portfolio Scoring
Deadline for complete Horizons applications seeking
admission for the current school year. ATTN: Trinette Atri
#839
Winter Second Grade Organizer due in Google Drive.


CogAT & ITBS
CogAT & ITBS & 3 t-scores 65 or higher on GRS
Portfolio Participants

December 18, 2015
January 4 – 31, 2016
Send number of second graders eligible for opportunity
via Google Form. (Link will be shared by Lisa Pagano)
Talent Development Catalyst Meeting @ Spaugh PDC 8:30
am-11:30 am
Optional Holiday Luncheon @ 11:30 am-1:00 pm
CogAT Testing window closes for 3rd – 5th grade students.
All testing materials are due in the TD Office!
TD Mid-year Audits
5
January, 2016
Week of January 25,
2016
February 1 – 29, 2016
February 5, 2016
Talent Development Catalyst Meeting @ Spaugh PDC
8:30 am- 3:30 pm
 Share Second Quarter Newsletter with families.
 Touch base with all classroom teachers of certified
TD students to determine if conferences are needed.
2nd Grade Portfolio Assessments
Gifted Rating Scales training of 2nd grade teachers
and distribution of GRS forms.
All parent-signed 8001 Referral and Results Forms (yellow
copies) from 3 – 5 grade testing due to TD office. ATTN:
Lisa Pagano #839
Spectrum of the Arts nomination forms completed online. If
nominations have not been completed by today, students
will NOT be eligible for the lottery.
CogAT7 Testing for new-to-CMS second graders.
 8001 is required.


rd
February 26, 2016
March 7-24, 2016
March 7, 2016
March 11, 2016
Week of March 21,
2016
March 24, 2016
April 11, 2016
April 15, 2016
April 22, 2016
th
Talent Development Catalyst Meeting @ Spaugh PDC 8:30
am-3:30 pm
Gifted Rating Scales training roster due. Upload to school’s
TD Compliance Folder in Google Drive.
Share Third Quarter Newsletter with families.
Upload a copy to school’s TD Compliance Folder to Google
Drive.
All second grade CogAT Testing due to TD Office!
Spring Second Grade Organizer due in Google Drive
 Students who identified in math only or reading only
after exhausting all other assessment opportunities.
 Students who identified through portfolio and GRS or
portfolio and CogAT scores.
Run and verify Spring AIG Headcount from PowerSchool.
 Directions will be provided.
*The state AIG Headcount begins April 15, 2016.*
Completed Second Grade Organizer for ALL students due
in Google Drive
Second DEP Meeting (if applicable) for newly placed
students.
 Please upload the following items to your school’s
compliance folder in Google Drive:
o Invitation to DEP Parent Meeting
o Roster of parents attending DEP meeting
(signed and dated)
Send notification to Lisa Pagano if a meeting is not
needed.
6
Talent Development Catalyst Meeting @ Spaugh PDC 8:30
am -11:30 am
April 29, 2016
Optional End of Year Luncheon 11:30 am-1:00 pm
May 4, 2016
End of Year TD Audits begin.
May 6, 2016
Deadline for completed Horizons applications for the 20152016 school year. ATTN: Trinette Atri #839
May 20, 2016
May 27, 2016
Electronic copy of First Grade Organizer with GRS T-scores
due via your school’s TD Compliance Folder in Google
Drive.
TD Inventories Due!
 Quantities must be entered for every item listed.
 Be sure to check the box that says “Send me a copy
of my responses.”
 Print or forward a copy of your responses to your
principal and have your principal sign.
 Scan principal signed copy and upload to your
school’s TD compliance folder in Google Drive.
GRS forms placed in green TD screening folder in
cumulative file for each first grade student.
June 1, 2016
June 9, 2016
Performance Reviews for EVERY TD Certified student in
grades 2-5:
 Place reviews, sorted alphabetically by grade, in a 9
x 12 manila envelope.
 Any students who have 1s or 2s on the performance
review form require documentation attached and
should be placed in an individual envelope, then
placed in the manila envelope.
 Label the manila envelope: Performance Reviews,
2015-2016, School Name, Your Name.
Send ATTN: Lisa Pagano #839
Send home pink copies of Performance Reviews and share
Fourth Quarter Newsletters with families.
* Please note the following coding:
Lisa Pagano will receive items highlighted in PINK.
Stephanie Connor-Johnson will receive items highlighted in BLUE.
Trinette Atri will receive items highlighted in PURPLE.
You will upload items highlighted in YELLOW to your school’s TD Compliance Folder in Google
Drive.
7
Elementary Talent Development
Training Calendar
2015-2016
The mandatory monthly Talent Development training provides professional development in strategies
supporting the Talent Development Program. The purpose is to provide professional development,
dissemination of information, and a scholarly exchange of ideas to raise student achievement.
Date
Time
Participants
Location
Wednesday,
August 19, 2015
8:30 a.m. – 11:30 a.m.
New TD Catalyst Teachers
Elizabeth Traditional
(auditorium)
12:30 p.m- 3:30 p.m
All TD Catalyst Teachers
8:30 a.m. – 3:30 p.m.
All TD Catalyst Teachers
8:30 a.m. – 11:30 a.m.
All TD Catalyst Teachers
Monday,
October 12, 2015
Monday,
November 16, 2015
1:00 p.m. – 3:30 p.m.
Required: New TD
Catalyst Teachers
Optional: Veteran
TD Catalyst
Teachers for PD &
Collaboration
PDC @ Spaugh
All TD Catalyst Teachers
PDC @ Spaugh
•
•
8:30 a.m. – 11:30 a.m.
PDC @ Spaugh
December 18, 2015
11:30 a.m. – 1:00 p.m.
Optional: Holiday
Luncheon for All TD
Catalyst Teachers
Location TBD
January 15, 2016
8:30 a.m. – 3:30 p.m.
All TD Catalyst Teachers
PDC @ Spaugh
February 2016
No monthly training –
portfolio assessments
Portfolio Assessment
Teams (see schedule)
PDC @ Spaugh
Monday,
March 7, 2016
8:30 a.m. – 3:30 p.m.
All TD Catalyst Teachers
PDC @ Spaugh
Friday,
April 29, 2016
8:30 a.m. – 11:30 a.m.
All TD Catalyst Teachers
Optional: End of Year
Luncheon for All TD
Catalyst Teachers
PDC @ Spaugh
Location TBD
8
TD Testing &
Identification
9
Charlotte-Mecklenburg Talent Development Identification 2013-2016
An accumulation of 12 points is required for AIG certification in
BOTH Reading and Math.
Aptitude
Achievement
* Nationally-Normed
Aptitude Test Overall Age
Composite
SCORE
96% or
above
92 – 95%
87 – 91%
POINTS
12
POINTS
4
6
92 – 95%
3
4
87 – 91%
2
86% or below
0
86% or
0
below
*Students who score
above an 87% age overall
composite, verbal
composite, or
quantitative/nonverbal
composite will be eligible
for the ITBS.
Reading ONLY
*Informal
assessments are only
available for CMS
second grade
students.
Gifted Rating Scale
Student
received 3 tscores of 65
or higher.
6
Math ONLY
*Certification in Reading ONLY can be
considered using the same battery of
assessment results.
*Certification in Math Only can be considered using
the same battery of assessment results.
Verbal
Aptitude
96% or above
Quantitative/Nonverbal
Aptitude
POINTS
4
96% or above
POINTS
4
92 – 95%
3
92 – 95%
3
87 – 91%
2
87 – 91%
2
86% or below
0
86% or below
0
Reading
Achievement
96% or above
POINTS
4
Portfolio: Eligible to
SCORE: Math
Total
Informal
* Nationally-Normed
Achievement Test or EOG
results
SCORE:
Reading
96% or above
An accumulation of 6 points is required for AIG certification in Reading ONLY
or Math ONLY.
POINTS
96% or above
4
92 – 95%
3
87 – 91%
2
86% or below
0
Total
CMS 2nd grade students
who scored 92 – 95%
composite on the CMS
administered
nationally-normed
aptitude test OR
received 3 t-scores of
65 or higher on GRS.
Student
received 12
points on
the Portfolio
scoring
matrix.
Total
Aptitude Total ____ + Achievement Total ____ + Informal Total ___ =
6
Math Achievement
96% or above
POINTS
4
92 – 95%
3
92 – 95%
3
87 – 91%
2
87 – 91%
2
86% or below
0
86% or below
0
Total
Total
*Outside of CMS testing results are valid if both aptitude and achievement tests are
administered by a state licensed psychologist and submitted. Test results for identification
are valid for 24 months after testing date. See Appendix C for approved tests.
10
Evaluation and Placement Procedures
1. A Talent Development Team is created at the school site level. This team should have
at least the following personnel:
a. Administrator
b. Regular Education Teacher
c. Talent Development Catalyst Teacher
d. Additional team members can be selected by the principal, as needed
2. A Parent/Guardian or Teacher submits a request in writing to the TD Catalyst Teacher
at the school site level. (Exception would be for 2nd graders, where all students are
screened in September.)
\\
The School-Based TD Team determines one of the following:
A. The Referral is DENIED. The student does not meet the guidelines for referral.
The evaluation process stops here.
B. The Referral is APPROPRIATE. The School-Based TD Team completes and signs the
Referral and Results Form (8001) indicating permission for evaluation and completes
steps 3 – 8.
A reason a referral is appropriate includes, but is not limited to, the following:
a. 87% or above on nationally normed aptitude test*
b. EOG* or standardized nationally-normed achievement test* in reading or math
of an 87% or higher
c. Gifted label from another district
d. 2nd grade student who missed the September screening window
* Scores are valid for 24 months. Please check the list of CMS-approved nationallynormed aptitude and achievement tests.
Next Steps:
3. Obtain parent signature on Referral and Results Form. DO NOT test until you have this
signed permission.
11
4. Schedule testing. Order materials using the CMS Talent Development Test Materials
Order Form located in the Compliance Notebook. Send goldenrod (last page) copy
of Referral and Results Form (8001) to the TD Office (Compliance) courier #839.
5. Administer the test(s) and send the test(s) back to the TD Office.
6. Upon receiving test results, promptly complete the Referral and Results Form (8001).
 Meet with your School-based TD Team to review results.
 Send the yellow copy of the Referral and Results Form (8001) to the TD Office
(Compliance) for placement or non-placement (student status must be entered
into the CMS PowerSchool database).
Students Qualify for Talent Development if:
Determine if the child warrants enough points on the Charlotte-Mecklenburg Talent
Development Identification 2013-2016 rubric to place as AIG in BOTH reading and
math, Math ONLY, or Reading ONLY: Send home the pink copy of Referral and Results
Form (8001), inviting the parents/guardians to a conference to review the results and
discuss how the student will receive TD services (DEP).
If students do NOT place: Send home the pink copy of the Referral and results Form
(8001) along with form 8005a to let the parents/guardians know their child did not
place and may be re-evaluated again in 24 months, if warranted.
7. Complete a blue Talent Development Confidential Student Record/Folder for each
qualifying student.
 File white copy of Referral and Results Form (8001) (DEP) and TD5 in this folder.
8. File blue TD Folder inside the student’s cumulative folder.
 Place a BLUE DOT sticker on upper right-hand corner of the cumulative folder.
9. For students NOT qualifying, place white copies of all TD forms inside the green TD
Screening Folder. File this documentation inside the cumulative folder.
IMPORTANT NOTE:
Test results are valid for 24 months and students should NOT be tested
unless influential circumstances change.
12
CMS Talent Development Testing
Program
ACHIEVEMENT
GRADE
INITIAL TEST*
APTITUDE
RETEST*
INITIAL TEST*
2
3
4
5
6
7
8
9
10
11
ITBS Level 8
KTEA-3
CogAT Level 8
ITBS Level 9
KTEA-3
CogAT LV 9
ITBS Level 10
KTEA-3
CogAT LV 10
ITBS Level 11
KTEA-3
CogAT LV 11
ITBS Level 12
KTEA-3
CogAT LV 12
ITBS Level 13
KTEA-3
CogAT LV 13/14
ITBS Level 14
KTEA-3
CogAT LV 15/16
ITBS Level 15
KTEA-3
CogAT LV
ITBS Level 16
KTEA-3
CogAT LV
ITED Level
KTEA-3
CogAT LV 17/18
17/18
12
ITED Level
KTEA-3
CogAT LV 17/18
17/18
* Order these tests from the Talent Development Office.
RETEST
Administered
by TD
Personnel or
SSS
NC End-of-Grade Tests are administered system-wide during the last three weeks of
school and results are usually available before the last day of school. EOGs are
acceptable achievement scores for TD referral and placement.
Achievement Testing
TESTS
ITBS Level 7 or Level 8
PROCEDURES
Administer Reading and Math sections
ONLY
ITBS Levels 9-14
* Administer Reading subtests:
Vocabulary + Comprehension = Total
Reading Score
* Administer Mathematics subtests:
Time required:
Concepts + Estimation + Problem Solving 35-45 min.
+ Data Interpretation + Comp. = Total
Math Score
* Administer ITED Reading subtests:
Time required:
ITED Levels 15-18
TIME
Time required:
45 min. reading
45 min. math
Time required:
35-45 min.
13
Vocabulary + Comprehension = Total
Reading Score
* Administer ITED Mathematics subtests:
Concepts + Problem Solving + Comp. =
Total Math Score
35-40 min.
Time required:
35-40 min.
For TD Qualifications:
USE
DO NOT USE
Use only TWO scores from the ITBS:
TOTAL NPR reading + TOTAL NPR math
DO NOT use the Advanced Skills (Adv)
NPR scores; these scores do NOT
represent total reading or total math.
Ability Testing
TESTS
CogAT*
PROCEDURES
Administer all CogAT
subtests
TIME
Actual working time:
Section 1 = 30 min.
Section 2 = 30 min.
Section 3 = 30 min.
Total = 90 min.*
* Level 8 CogAT is not timed.
For TD Qualifications:
Only the NATIONAL AGE PERCENTILE RANK for the total Composite is to be used for
TD identification.
**NPR = Percentile Rank
If individual achievement testing is required, the TD Catalyst Teacher can administer
the Kaufman Test of Educational Achievement II (KTEA-3). Copies of the KTEA-II are
available from the TD Office. If clinical achievement testing is needed, the TD
Compliance Specialist can administer the Wechsler Individual Achievement Test, Third
Edition (WIAT-III).
14
Individual aptitude tests can be administered by TD Office personnel or the SSS at
each school. Please refer to the list of Approved Talent Development tests in the
Referral, Evaluation, and Placement Section of the Compliance Notebook for TD
placement. The Stanford-Binet V is the only aptitude test accepted for Horizons
placement.
15
Alternative Assessment Directions
1. Form 8001 must be completed and signed by parent/guardian for all
students going through Alternative Assessments.
2. The School-Based TD Team for Alternative Assessments, comprised of the TD
Catalyst Teacher, EC Teacher, and a 2nd grade teacher meet to review
alternative assessment (portfolios).
3. Determine if Advanced Language and/or Analytical Thinking is
demonstrated in the portfolio.
If Advanced Language and/or Analytical Thinking are demonstrated, then…
 Mark Evidence/Strong Evidence on Portfolio Indicators chart under the
appropriate Product Name.
 Complete all pertinent information on the top of the Portfolio Assessment
Review.
 Send above information in the green folder* and portfolio to the TD Office
before you leave for winter break (the portfolios will be sent back to you
with placement information).
If Advanced Language and/or Analytical Thinking are not demonstrated then…
 Mark NE (No Evidence) on Portfolio Indicators chart under the
appropriate Product name.
 Complete Portfolio Assessment Review form. Circle NE in both Advanced
Language and Analytical Thinking. Put a check mark on the space
before “Continue appropriate instruction.” The team will sign and date
this form. Send yellow copy to the TD Office.
 Place the Portfolio Assessment Review and Portfolio Indicators sheet in
the green screening folder*
 Send home the pink copy of form 8001.
* If student has a GRS form, include that in the green screening folder.
ALL Portfolios must be kept for 12 months in a file at each school.
16
Charlotte-Mecklenburg Advanced Studies ELL Identification Pilot Description
Formal assessments have historically limited ELL students from being able to accurately demonstrate
ability and aptitude. As a result of this and response to our ELL stakeholders, CMS initiated a pilot
program to better assess these students for AIG identification. Similar to an accommodation,
students who are identified ELL in PowerSchool on their initial start date in second grade, and score in
the 87% on the verbal, quantitative, or nonverbal portion of the CogAT 7 are provided an opportunity
to participate in the portfolio screening process. Traditionally to qualify for the portfolio opportunity a
student must have a composite of 92-95% on the CogAT7 or have three t-scores of 65 or higher on
the Gifted Rating Scales.
Portfolio activities are provided by the classroom, TD, and ELL teacher over the late fall and winter
months. Collaboration between these teachers occurs in early March to determine the five work
samples that are submitted to the Portfolio Scoring Committee. Scoring teams are composed of a
minimum of three TD Catalyst teachers and a representative from the ELL department. An
accommodation is provided in the scoring process as student work samples are evaluated in all five
categories for all samples submitted. Portfolio indicators are not altered for these students, and
students must demonstrate enough evidence to accumulate 12 points during the portfolio
assessment review, as do all second grade students who qualify for this identification opportunity.
Collaboration with the ESL and TD department occurs to provide an overall profile of the student.
The profile includes information that is valuable in correctly assessing the portfolio candidate. TD
Catalyst and ESL teachers work at the school level to accumulate samples reflective of the child’s
ability. ESL teachers provide a profile to help the committee create a “sketch” of the student
incorporating their academics and cultural norms.
Information provided can include any of the following:
- Amount of time in the U.S.
- Country of origin
- Entry date
- WIDA scores on language proficiency scores and growth
- Language used at home
- Gender-related expectations
- Psychological effects of circumstances
- Culturally-related skills
- How school works in home culture
These identification procedures are being piloted at several
elementary schools this year. Please do NOT follow these
procedures unless your school is participating in the pilot.
17
NCDPI Guidelines Governing Local Plans for Gifted Education
Reach Further 2016
NCDPI


Screening




Identification/
Placement

CMS
Should occur annually and
include provisions for an
ongoing screening and
selection process.
Use multiple criteria for
decision-making that
includes informal
assessments.
Opportunity for peer,
teacher, self and parent,
and community members
to nominate.
Includes a “check-andbalance” procedure that
insures a child is not
excluded based on one
criteria.

School-based
identification/placement
committee to include
persons familiar with gifted
education as well as
counselors, administrators,
and regular education
teachers.
In order to make a
placement decision, the
committee should receive
the following:
1. Permission from
parent/guardian for
any aptitude or
achievement test not
administered as part of
the regular school
program.
2. Recorded testing
information to use in the
decision-making
process:
Program options for which
student qualifies.




Available for K-12 students
by referral – Standardized
testing, Gifted Rating
Scales, and/or Portfolio.
Screening occurs for all first
grade students with the
Gifted Rating Scales and
for all second graders with
the CogAT7. Strong
achievers are referred by
classroom or TD Catalyst
Teachers.
Parents may request
screening for possible
referral; teachers and
School-Based TD Team
make the referral for
grades 3-12.
School-Based TD Team to
include, but not limited to
the following:
administrator, TD Catalyst
Teacher, and classroom
teacher; referred to a
School-Based Committee
in Reach Further 2016.
In order to make a
placement decision, the
committee should receive
the following:
1. Permission form
parent/guardian for
any aptitude or
achievement test not
administered as part of
the regular school
program.
2. Recorded testing
information used in the
decision-making
process, determines
program option(s) the
student will access.
18
NCDPI Guidelines Governing Local Plans for Gifted Education
Reach Further 2016
NCDPI

Identification/
Placement
(continued)
Permission from
parent/guardian to place
student in program.
3. Annual Performance
Review for each
qualified student in
order to follow student
growth/achievement
and to determine
appropriateness of
student continuing to
receive differentiated
serviced in each
service option.
4. A Differentiated
Education Plan (DEP)
should be completed
annually which lists
learning environment,
content modifications,
and special programs
available to that
student during the year.
5. Individual Differentiated
Education Plan (IDEP)
for students who do not
meet criteria for the
DEP or for gifted
students returning to a
general education
program to provide
support should the
student choose to
reenter the gifted
service option at a later
date.
CMS
Permission from
parent/guardian is
needed to place
student in the program
option.
3. Annual Performance
Review for each
qualified student in
order to follow student
growth/achievement
and to determine
appropriateness of
student continuing to
receive differentiated
serviced in each
service option.
4. A Differentiated
Education Plan (DEP) is
to be completed
annually.
5. Individualized
Differentiated
Education Plan (IDEP)
will be completed for
students who do not
meet criteria for the
DEP.
19
Procedure to Resolve Disagreements
Effective August 25, 2010
Pursuant to N.C.G.S. § 115C – 150.7 (7) and § 150B, Article 3, the Parent/Guardian has the
right to disagree with the following procedures and services:
(1) Identification of student
(2) Appropriate service for gifted student
Disagreement with identification/services must be filed within 90 calendar days of the initial
decision.
Step 1
1. Parent/Guardian makes a written request for a conference with the school-based
Talent Development Committee to discuss concerns regarding identification or
services. The principal is notified of this concern.
A. A conference between the school and the parent/guardian must be scheduled
within 15 school days of receipt of the written contact from parents.
B. At the conference, the committee will share the identification process and the
documentation used to support the decision. The parent/guardian must provide
outside test results completed by a licensed North Carolina psychologist for
consideration.
Appeals regarding the Horizons program placement begin at Step 2.
Step 2
2. If the concern/disagreement is not resolved at the school-based conference:
A. The parent/guardian may appeal the decision by sending written notice to the
Director of Advanced Studies.
B. The Director of Advanced Studies will notify the school, the Learning Community,
and the Chief Academic Officer of the appeal.
C. Within 15 days of receipt of the notice of appeal from the parents/guardians, the
Director of Advanced Studies will schedule a conference. The conference must
occur within 30 days of the receipt of the notice of the appeal, unless the
parents/guardians request an extension of time.
D. The Director of Advanced Studies will review all documentation and
parent/guardian’s disagreement.
E. At the conference, the Director of Advanced Studies will facilitate a process to
resolve the parents’ disagreement with the district’s decisions.
20
Step 3
3. If the concern/disagreement is not resolved through a conference with the Director of
Advanced Studies:
A. The parent/guardian may appeal the decision by sending written notice to the
Learning Community Superintendent of their child’s school.
B. The Learning Community Superintendent will organize a team of TD Catalyst
Teachers, from other schools within that Learning Community, who will review the
documentation and the parent/guardian’s complaint. The Learning Community
Superintendent will notify the parent/guardian of the opportunity to provide
additional documentation for consideration. Once this process is completed, the
Learning Community Superintendent and this team of TD Catalyst Teachers will
render a decision.
C. After a decision has been reached, the Learning Community Superintendent will
convene a Resolution Meeting with members of the team of TD Catalyst Teachers,
the Learning Community Superintendent, and the parents/guardians, at which the
staff will discuss their finding with the parent/guardian. The Learning Community
Superintendent must send a follow-up letter detailing the decision to the
parents/guardians within 15 days of the Resolution Meeting.
D. If the parent/guardian intends to be represented by legal counsel at this meeting,
they must notify the Learning Community Superintendent so that CMS legal counsel
may be notified of the meeting. If parents appear with counsel, but have not given
prior notice of the intention to be so represented, the Resolution Meeting will be
rescheduled to a later date.
Step 4
4. If the concern/disagreement is not resolved at the Resolution Meeting:
A. Parent/Guardian may appeal the decision by making a written request for a
meeting with the Superintendent of Schools (or his/her designee).
B. At the meeting, the Superintendent (or his/her designee) will review the
documentation of the disagreement and hear the parent/guardian’s concerns.
C. The Superintendent (or his/her designee) will review the documentation of the
disagreement and hear the parent/guardian’s concerns.
D. The Superintendent (or his/her designee) will notify the parent of his/her decision
within 15 school days after the meeting with the parents.
Step 5
5. If the parent/guardian disagrees with the Superintendent’s decision, he/she may file
for a State Mediation and, if appropriate, a State Due Process petition.
A. State Mediation
a. Parent/Guardian makes a written request for a State Resolution Meeting to
the Director of Advanced Studies.
21
b. Both the school district and the parent/guardian will agree upon an impartial
mediator. A list of mediators will be sent to the parent/guardian to make
his/her selection of mediator.
c. The school district will notify the parent/guardian of the scheduled
conference date within the required 15 school days due process timeline.
d. Parents/Guardians, school representatives, and impartial mediator will meet
to discuss disagreements. The impartial mediator will make a determination
using school and parent/guardian input. The mediator will develop a written
agreement between parent/guardian if a resolution is reached. In the event
that the impartial mediation procedure fails to resolve the disagreement(s),
the State Due Process procedure will be implemented.
B. State Due Process
a. The parent/guardian may file a petition for a contested case hearing under
Article 3 of Chapter 150B of the General Statutes. The scope of the review
shall be limited to the following:
Whether the local school administrative unit improperly failed to identify the
student as academically or intellectually gifted; whether the local plan
developed has been implemented appropriately with regard to the student.
The Administrative Law Judge will review the case. His/Her decision is final, is
binding on the parties, and is not subject to further review under Article 4 of
Chapter 150B of the General Statutes.
22
Telephone Dialogue
TD Testing Questions
If you receive a call from a parent concerning evaluation or testing for the TD
program, the following steps should be taken:
Ask if the parent has contacted the
child’s classroom teacher or TD Catalyst
Teacher at their school.
This would be the initial contact to make
since once of these teachers would be
responsible for making the referral and
could determine if the child has been
previously referred and tested. I always
request the cumulative folder be
reviewed by the TD Teacher before
pursuing a referral.
FYI: The initial TD screening is performed at the 2nd grade level. All 2nd graders are
screened with an aptitude test or alternative assessment.
NEVER GUARANTEE a parent their child
CAN be tested and NEVER GUARANTEE
a SPECIFIC DATE.
If their child is referred and the referral is
approved by the school-based TD team,
the TD teacher in the building will inform
them of the test date once it has been
confirmed. There are limited spaces
available for each testing date. There
are too many variables that can
determine a child being accepted for a
certain date.
Standardized testing (aptitude and
achievement) is available when the
child meets the referral criteria.
EOG scores can be used, and the TD
Teachers review ALL EOG scores in their
building for possible referrals.
If you don’t know the answer…
Simply state, “I wouldn’t want to give
you misinformation, so please call…I am
not positive about that procedure.” You
may then direct them to: Lisa Pagano in
the TD Office @ 980-343-2700.
23
Compliance
24
COMPLIANCE ALERT
Date: ___________________________ School: _______________________________________________
Dear Principal,
In order for CMS to be in state compliance, the following documents are required to be submitted to
the Talent Development/Advanced Studies/AVID Office by the dates indicated:
Elementary Schools:
 Principal-signed schedule – due September 30, 2015
 Differentiated Education Plan (DEP) – one copy per grade level – due October 23, 2015
 Invitation to DEP Parent Meeting(s) – due October 23, 2015
 Roster of parents attending DEP Parent Meeting(s) – due October 23, 2015
 Roster and forms of all TD Identified students – due April 8, 2016
 Gifted Rating Scale Roster Training OR Final GRS Scores – due March 11, 2016
 Talent Development Inventories – due May 27, 2016
 Performance Reviews – due June 1, 2016
Middle Schools:
 Differentiated Education Plan (DEP) – one copy per grade level – due October 23, 2015
 Invitation to DEP Parent Meeting(s) – due October 23, 2015
 Roster of parents attending DEP Parent Meeting(s) – due October 23, 2015
 Talent Development Inventories – due May 27, 2016
 Performance Reviews – due June 1, 2016
At this time, the item(s) checked above have not been received from your TD Catalyst Teacher or
Academic Facilitator. The due date is indicated for your information. Please submit the required
compliance document(s) immediately to Stephanie Connor-Johnson, Talent Development, Walton
Plaza, Suite 500, Courier #839.
25
Required Talent Development Family
Communications
Elementary & Middle School
Family involvement and communication will be an ongoing and intensive process for all
students receiving services from the Talent Development program. Our efforts will focus on
clearly articulating all aspects of the program and services to all stakeholders.
All Talent Development teachers are required to perform the following:
1. Develop a parent-friendly program/curriculum overview to share with parents at the
Differentiated Education Plan (DEP) meeting. Please note the meeting deadline dates on the
TD calendar.
2. Develop a Differentiated Education Plan (DEP) for each grade level or course, noting:
 Learning environment
 Content modifications
 Special programs, as appropriate
3. Invite parents, in writing, to the DEP meeting. Document parent attendance with a dated signin roster. Request an administrator to be present for this meeting. Include the following at the
meeting:
 Overview of the Talent Development program at your school – role of the TD Catalyst
Teacher at elementary schools, and Academic Facilitator at middle schools
 Overview of annual curriculum plans and goals
 Overview of DEP and annual performance review
These are due to your school’s TD Compliance Folder in Google Drive by October 23, 2015
 One copy of each grade level or course DEP (individual student DEPs are filed in their blue TD
folders).
 A copy of each parent sign-in roster
 A copy of the Parent Invitation to the DEP Meeting
Send copies of any information distributed at this meeting to TD parents not in attendance.
Invite parents to a mid-year meeting to discuss program services. Incorporate a sharing of student
products and/or activities into this meeting whenever possible.
 File a copy of the parent invitation and sign-in roster.
4. Send a minimum of one newsletter per quarter* (see chart below) to the parents of all TD
certified students. File copies of each newsletter in the TD Notebook. The TD Department will
ask for one copy during the year.
26
5. Complete an annual Performance Review for each Talent Development student at the
end of the academic year. Include this with the regular end of the year CMS report card. The
yellow copy will be filed by grade level, in alphabetical order with the TD Office.
 Make sure every Level 1 on the Performance Review is documented with parent
contacts and student work. Attached a copy of documentation to the yellow
Performance Review sent to the TD office.
 If a discontinuation of service is requested, please attach parent-signed Referral and
Results Form (8001).
1st Quarter Newsletter sent home on or
before:
2nd Quarter Newsletter sent home on or
before:
*3rd Quarter Newsletter sent home on or
before:
4th Quarter Newsletter sent home on or
before:
Week of October 26, 2015
Week of January 25, 2016
March 24, 2016
June 9, 2016
* Upload a copy of this Newsletter to your school’s TD Compliance Folder in Google Drive.
27
Name: ________________________________________________________________ Student ID: ___________________________ Grade: ____________
School: ________________________________________________________________ Support Staff Signature: ___________________________________
CHARLOTTE-MECKLENBURG SCHOOLS: ELEMENTARY SCHOOL DIFFERENTIATED EDUCATION PLAN
Environment
Homogeneous Grouping
Literacy
Math
Notes
Instructional Strategies
Differentiated Units
Cluster Grouping
Curriculum Compacting
Flexible Grouping
Pull-Out (_______
mins/week)
Other:
Project-Based Learning
Problem-Based Learning
Literacy
Math
Notes
Learning Contracts
Research Projects
Academic Enrichment
Curriculum
Literacy
Math
Notes
Acceleration
William & Mary
Music of the Hemispheres
Interest/Choice Projects
Socratic Seminar
Novel Units
Hands-On Equations
Tiered Lessons
Other:
ProblemSolver/Challenge Math
Math Navigation Series
Building/Organizing
Thinking Skills
M3 (grades 3-5)
Other:
Extracurricular Activities
Participating
Social and Emotional (as needed by individual students/schools)
Math Olympiad
Counseling services
Spectrum of the Arts
(grades 4-5)
Duke TIP (grades 4-5)
Extracurricular
Recommendation
Parent University
Other:
Mentor
Other:
28
Name: _______________________________________________________________ Student ID: ________________________________ Grade: _________
School: ______________________________________________________________ Support Staff Signature: _____________________________________
CHARLOTTE-MECKLENBURG SCHOOLS: MIDDLE SCHOOL DIFFERENTIATED EDUCATION PLAN
Environment
Honors
ELA
Math
Notes
Instructional Strategies
Differentiated Units
Online Enrollment
Curriculum Compacting
Other:
Project-Based Learning
Problem-Based Learning
ELA
Math
Notes
Learning Contracts
Research Projects
Academic Enrichment
Curriculum
Acceleration
English Language Arts Description
Math Curriculum Description
Interest/Choice Projects
Socratic Seminar
Tiered Lessons
Other:
Extracurricular Activities
Participating
Social and Emotional (as needed by individual students/schools)
American Mathematics
Competition
Spectrum of the Arts
Duke TIP
Extracurricular
Recommendation
Counseling Services
Parent University
Other:
Mentor
Other:
29
Individual Differentiated Education Plan (IDEP)
Charlotte-Mecklenburg Schools
Talent Development Individual Differentiated Education Plan (IDEP)
Student: ____________________________________________ ID: ____________________ Grade: ______
School: ____________________________________________ Academic Year: _____________________
Student’s Strengths:
Therefore, the student needs:
Rationale for Differentiation:
Instructional Objectives:
Social/Emotional Objectives:
Description of Service Option:
TD Catalyst Teacher Signature: _________________________________________________________
Parent Signature: __________________________________________ Date: ______________________
30
CMS Talent Development & Advanced Studies
Annual DEP Parent Meeting Attendance Roster
School: ________________________________________________________ Date: ____________________
Grade Level(s): ___________ TD Catalyst Teacher/Academic Facilitator: _____________________
Student Name (print)
Parent Signature
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
31
Letters, Forms & Other
Documentation
32
Talent Development Document Order Procedure
Talent Development forms and records are to be ordered through the Lawson
System. Please notify your school Administrative Secretary of forms needed. The
order numbers for all TD forms are listed below.
The class number for these forms is 76.
Form Name
Referral and Results Form*
Order #
8001
Referral and Results Form Spanish*
8001 (S)
Referral and Results Form Vietnamese*
8001 (V)
Talent Development Screening Folder (green folder)
TD5 Invitation to Conference*
TD5 Invitation to Conference Spanish
TD5.1 Notification of Results*
TD5.1 Notification of Results Spanish
Elementary grades 2-5 Performance Review
Elementary grades 2-5 Performance Review Spanish
Middle School Performance Review*
Middle School Performance Review Spanish
TD Blue Confidential Student Record folder
Horizons application
8004
8005
8005 (S)
8005.1
8005.1 (S)
8007
8007 (S)
8009
8009 (S)
8010
Available on the
Internet
Gifted Rating Scales (GRS) and Portfolio Assessment Review forms are
ordered through the Talent Development Office.
33
Talent Development/Advanced Studies/AVID: Assessment Materials Order Form
School: ______________________________________________________ Courier # _________ Date Requested: _____________________
Signature of Person Requesting Materials: _______________________________________________________________________________
8001 attached _______ 8001 on file _________ Courier to Lisa Pagano, TD #839
For TD office use ONLY
Signature of Person Filling the Order: _________________________________________________________________
Date Filled: ___________________________________________
Date Returned: _______________________________________
NUMBER REQUESTED
Name of
Test
Grade
Level
Booklets
Answer
Sheets
NUMBER RETURNED
Admin.
Manuals
Used Answer
Sheets
Unused Answer
Sheets
Booklets
Admin.
Manuals
CogAT
ITBS
KTEA
Other:
34
Assessment Notification—Fall 2015
Charlotte-Mecklenburg Schools (CMS) will screen all second grade students as the first step
to determine eligibility for the Talent Development program, which serves our academically
gifted and advanced students. The screening will include administration of the Cognitive
Abilities Test (CogAT). The CogAT will be administered at your child’s school on the following
dates:
_____________________________________________________________________
This test will be given in multiple sessions over several days. The CogAT includes verbal,
nonverbal, and quantitative reasoning questions. There is no way to study or prepare for the
CogAT. It is better to encourage your child to be relaxed. Plenty of sleep and a good
breakfast are helpful, since alert students perform better.
Special needs students will be given an alternate assessment based upon the requirements
of their Individual Education Plan (IEP) or 504 Plan.
Results of CogAT testing will be shared with families in October. Students whose agecomposite score is 96% or greater on the CogAT will identify as AIG in both reading and
math with parent written permission.
Students who score between an 87-95% on the CogAT will be referred for additional testing
using the Iowa Test of Basic Skills (ITBS). This nationally-normed test identifies your child’s
achievement in both reading and math. If your child qualifies to participate in this
opportunity, you will be notified of when this testing will occur.
CMS students who score between 92-95% on the CogAT or have three t-scores or 65 or
higher on the Gifted Rating Scales will be eligible to participate in the CMS portfolio
identification process, if necessary.
If you have any questions, please contact the Talent Development (TD) Catalyst Teacher at
your child’s school or visit our website: http://bit.ly/1vZNCfD
Thank you for your support!
35
Aviso sobre evaluaciones —Otoño 2015
El sistema escolar de Charlotte-Mecklenburg (CMS) evaluará a todos los estudiantes de
segundo grado como el primer paso para determinar su elegibilidad para el programa de
Desarrollo de Talento, el cual sirve a nuestros estudiantes avanzados y con dote
académico. La evaluación incluirá el examen de habilidades cognoscitivas, “Cognitive
Abilities Test (CogAT).” El CogAT va a ser administrado en la escuela de su hijo(a) en las
siguientes fechas: ______________________________________________________
Este examen se administrará en sesiones múltiples por varios días. El CogAT incluye
preguntas verbales, sin palabras y de razonamiento cuantitativo. No hay manera de
estudiar o prepararse para el CogAT. Lo mejor es motivar a su hijo(a) a estar relajado(a).
Suficiente sueño y un buen desayuno son ventajosos, pues los estudiantes que están alerta
se desempeñan mejor.
A los estudiantes con necesidades especiales se les administrará una evaluación
alternativa, de acuerdo a los requerimientos de su plan individual de educación (IEP), o
Plan 504.
Los resultados del examen CogAT se compartirán con las familias en octubre. Los
estudiantes con puntajes integrados según su edad de 96% o más, serán identificados como
AIG (académica e intelectualmente dotados) en lectura y matemáticas, con permiso
escrito de sus padres.
Los estudiantes con puntajes entre 87-95% en el CogAT serán referidos a examinación
adicional, usando la prueba de habilidades básicas, Iowa Test of Basic Skills (ITBS). Este
examen, normado nacionalmente, identifica el rendimiento de su hijo(a) en lectura y
matemáticas. Si su hijo(a) califica para participar en esta oportunidad, a usted se le
notificará cuando este examen sea programado.
Estudiantes de CMS que tengan puntajes entre 92-95% en el CogAT o tres t-resultados de 65
o más en la escala de calificación de talento, Gifted Rating Scales, serán elegibles para
participar en el proceso de identificación de portafolios de CMS, si es necesario.
Si usted tiene alguna pregunta, por favor contacte el maestro de Desarrollo de Talento (TD)
Catalyst de la escuela de su hijo(a) o visite nuestra pagina web: http://bit.ly/1vZNCfD
Gracias por su apoyo!
36
Fall 2015
Dear Parent/Guardian of ________________________________________________,
The initial second grade testing for eligibility in the Talent Development (TD) program has
been completed. There are multiple opportunities to accumulate points on the Talent
Development Identification Rubric for identification as academically gifted and talented.
Results for your child indicate the following:
 Your child identified as AIG in both reading and math through the following
assessment results:
o CogAT age percentile composite score
o 3 t-scores of 65 or greater on the Gifted Rating Scales (completed by first grade
teacher)
 We will continue to evaluate your child with one or more of the following assessments:
o Iowa Test of Basic Skills (ITBS) achievement test
o CMS Portfolio Assessment Process (results will be available in March)
If you do not wish for your child to continue with the TD Screening Process, please let us
know in writing by_______________________.
 At this time, your child does not meet the criteria for further evaluation. However,
students may be re-evaluated after a period of at least 24 months with supporting
evidence of classroom performance, parent/teacher referral, and high
developmental scale scores on the EOGs in math and reading.
I will be happy to answer any questions or concerns you may have.
Sincerely,
Talent Development Catalyst Teacher
School Phone Number: ____________________________
37
CogAT Assessment Results Notification
Dear Parents/Guardians and Family Members,
Recently, your child participated in our district-wide assessment using the Cognitive Abilities Test 7.
The CogAT7 is an assessment different from the typical school assessment. The typical school assesses
achievement, or information your child has been taught in school. In contrast, the CogAT7 is
designed to measure reasoning and problem-solving skills in verbal, quantitative and nonverbal
areas; ultimately providing information on how your child thinks. This measure provides administrators
and educators one tool on how to best provide instruction for your child.
Results for your child are listed below. Also provided below are some key phrases and a website that
will better help you understand your child’s results. Please note these results are only one assessment
of your child.
Name: _______________________________________
Profile Score:
Verbal: _________________________ age-percentile
Quantitative: ___________________ age-percentile
Nonverbal: _____________________ age-percentile
Composite: _____________________ age-percentile
Verbal: A subtest designed to assess language base.
Quantitative: A subtest designed to assess mathematical concepts, patterns, and relationships.
Nonverbal: A subtest designed to assess reasoning using pictures and shapes.
Age-Percentile Rank (PR): Percentile Rank, or PR, is a comparison of how your child scored compared
to other students from a national sample the same age. The percentile rank is a score 1 to 99, where
the average is 50. For example, a child who scored 70 PR on verbal means s/he scored higher than
70% of students in the national age sample OR are performing in the top 30% of students his/her same
age.
Profile Score: The profile score provides the level, as well as specific patterns, associated with your
child’s scores. Please visit the following website and enter in the information provided to find useful
information on instructional strategies to better understand the results in narrative form.
http://www.riverpub.com/products/group/cogat6/input.jsp
Thank you for your support in this screening process. If you have any further questions or concerns
about these assessment results, please contact your child’s Talent Development Catalyst Teacher.
38
Winter 2015/Spring 2016
Dear Parent/Guardian of ________________________________________________,
Based on the initial second grade screening for the Talent Development (TD) program, your child was
eligible to participate in the additional assessment opportunities. Results for your child indicate the
following:
 Your child identified as AIG in both reading and math through the following assessment results:
o
o
o
o
CogAT age percentile composite score
3 t-scores of 65 or greater on the Gifted Rating Scales (completed by first grade
teacher)
ITBS Achievement scores in reading and/or math
CMS Portfolio scoring
 Your child is eligible for further assessment using the following:
o
CMS Portfolio Assessment Process (results will be available in March)
Your child identified as AIG in the following subject area(s) based on combined CogAT and ITBS
results:
 AIG Reading ONLY: CogAT Verbal score: __________
ITBS Reading score: ___________
 AIG Math ONLY:
CogAT quantitative/nonverbal score: ___________
ITBS Math score: __________
 At this time, your child does not meet the criteria for further evaluation. However, students may
be re-evaluated after a period of at least 24 months with supporting evidence of classroom
performance, parent/teacher referral, and high developmental scale scores on the EOGs in
math and reading.
I will be happy to answer any questions or concerns you may have.
Sincerely,
Talent Development Catalyst Teacher
School: _______________________________
School Contact: ____________________________
39
Dear Parent/Guardian of ___________________________________________:
As a result of either the Gifted Rating Scales scores or CogAT age composite score, a portfolio of your
child’s work will be submitted for Talent Development (TD) identification. The portfolio will consist of
five (5) work samples. The classroom teacher and TD Catalyst Teacher will assemble the work samples
for the portfolio. The TD Portfolio should demonstrate evidence of advanced language, analytical
thinking, motivation/perseverance/leadership, perspective/sensitivity/humor, and creativity/artistic
talents.
Parents may include one additional piece of evidence that shows gifted behaviors, such as awards
or pictures of the student in leadership roles. The parent submission is the sixth (6 th) piece of the
portfolio and is optional. Having or not having this parent piece will in no way hinder the student’s
placement in TD.
Guidelines for portfolio work samples:
 Description of activity from parent can be no more than 5 sentences/1 paragraph. If parent
description exceeds 1 paragraph or 5 sentences, only the first 5 sentences or paragraph will
be read. Information MUST describe the activity being submitted and not reference general
characteristics of the child.
 Entry should NOT exceed three pages total. Front and back of a single page counts as two
pages.
 Entries must be two-dimensional and fit in a 9”x12” manila folder; if not, a photograph is
acceptable. A DVD, CD-ROM, or video/audio tape entry may be attached in a Ziploc bag
and should work on school equipment. If the entry if an award or photograph, the student
must also attach a written response. For example, if a parent submits a Character Education
Award the child has received, then the student should write about why s/he received the
award and how s/he felt about getting the award. If submitting a video, submissions cannot
exceed 3 minutes. For submissions that exceed 3 minutes, only the first 3 minutes will be
viewed.
 Entries should include a student written description of the submission s/he selected.
A team of TD Catalyst Teachers will assess the portfolio and results will be made available to the
parent approximately the first week of March.
If you have any questions about the portfolio or the process, please contact the TD Catalyst Teacher
at your child’s school.
School: ______________________________________________ Contact: ________________________________
40
Otoño, 2015
Estimado padre de familia/representante legal______________________________________,
Se realizó la prueba inicial de segundo grado para elegibilidad al programa de desarrollo
de talento (TD). Hay muchas oportunidades para acumular puntos en la rúbrica para
identificación como dotado y talentoso académicamente. Los resultados de su hijo(a)
indican lo siguiente:
 Su hijo(a) ha sido identificado como AIG (académica e intelectualmente dotado) en
lectura y matemáticas a través de los siguientes resultados:
o Puntaje integrado según percentil de edad en el CogAT
o Tres t-resultados de 65 o más en la escala de calificación de talento, Gifted
Rating Scales (realizado por el maestro(a) de primer grado).
 Continuaremos la evaluación de su hijo(a) utilizando una o más de las siguientes
pruebas:
o Prueba de logros Iowa Test of Basic Skills (ITBS)
o Proceso de evaluación de portafolios de CMS (los resultados estarán disponibles
en Marzo)
Si usted no desea que su hijo(a) continúe con el proceso de selección de TD, por
favor déjenos saber por escrito antes de _______________________.
 En este momento, su hijo(a) no cumple los criterios para evaluación adicional. Sin
embargo, los estudiantes pueden ser re-evaluados luego de un periodo de por lo
menos 24 meses, con evidencia de desempeño escolar, recomendación de
padres/maestros, y puntajes altos en las escalas de desarrollo de los exámenes de
final de grado (EOGs) en matemáticas y lectura.
Estaré complacida de responder cualquier pregunta o inquietud que usted tenga.
Atentamente,
Maestro(a) de Desarrollo de Talento Catalyst / Talent Development Catalyst Teacher
Teléfono de la escuela: ___________________________
41
Aviso sobre resultados de CogAT
Estimados padres de familia/representantes legales y miembros de familia,
Recientemente, su hijo(a) participó en la evaluación que se realizó en todo el distrito, al utilizar la prueba
de habilidades cognoscitivas, Cognitive Abilities Test 7. El CogAT7 es una evaluación que es diferente de
las evaluaciones escolares típicas. La escuela normalmente evalúa logros, o información que se le ha
enseñado a su hijo(a) en la escuela. Por el contrario, el CogAT7 está diseñado para medir habilidades de
razonamiento y solución de problemas en la áreas verbales, cuantitativas y no-verbales, proporcionando
información acerca de cómo su hijo(a) piensa. Esta medida provee a administradores y educadores una
herramienta para conocer como proveer la mejor instrucción para su hijo(a).
Los resultados de su hijo(a) están listados abajo. También abajo hay unas frases clave y la página de
internet que lo ayudarán a entender los resultados de su hijo(a). Por favor recuerde que estos resultados
son solo una evaluación de su hijo(a).
Nombre: _______________________________________
Puntaje de Perfil:
Verbal: _________________________ percentil de edad
Cuantitativo: ___________________ percentil de edad
No-verbal: _____________________ percentil de edad
Compositivo: ___________________ percentil de edad
Verbal: Una sub-prueba diseñada para evaluar la base de lenguaje.
Cuantitativo: Una sub-prueba diseñada para evaluar conceptos matemáticos, patrones y relaciones.
No-verbal: Una sub-prueba diseñada para evaluar razonamiento usando dibujos y formas.
Percentil de edad (PR): El rango percentil, o PR, es una comparación del puntaje de su hijo(a)
comparado a otros estudiantes de la misma edad de una muestra nacional. El rango percentil es un
puntaje de 1 a 99, donde el puntaje promedio es 50. Por ejemplo, un estudiante con un puntaje de 70 PR
en el área verbal significa que su puntaje fue más alto que el 70% de los estudiantes de su edad de la
muestra nacional, o que su desempeño es superior a 30% de los estudiantes de su misma edad.
Puntaje de perfil: El puntaje de perfil proporciona el nivel, así como también patrones específicos
asociados con los puntajes de su hijo(a). Por favor visite la siguiente pagina web e ingrese la información
que proveemos aquí para encontrar información útil acerca de estrategias para entender mejor los
resultados en forma narrativa: http://www.riverpub.com/products/group/cogat6/input.jsp
Gracias por su apoyo en este proceso de selección. Si usted tiene cualquier pregunta o inquietud acerca
de estos resultados, por favor contacte al maestro(a) de desarrollo de talento de su hijo(a).
42
Invierno 2015/primavera 2016
Apreciado padre de _________________________________,
Basado en la valoración inicial de segundo grado para el programa de Talent Development, Usted
dio permiso para que su hijo continuara el proceso de identificación AIG. Su hijo fue elegible para
participar en las oportunidades adicionales de valoración . Los resultados de su hijo indican lo
siguiente:

Su hijo fue identificado como AIG tanto en lectura como en matemáticaa según los
siguientes resultados de la valoración :
o Calificación compuesta de percentil por edad de CogAT.
o 3 calificaciones “t” de 65 o más en la valoración “Gifted Rating Scales” (escalas de
calificación de talentos), realizado por el maestro de su hijo de primer grado.
o Calificaciones de logros ITBS en lectura y matemáticas.
o Calificación del portafolio de CMS
Su hijo fue identificado como AIG en las siguientes materias según los resultados combinados de
CogAT y ITBS:

AIG lectura SOLAMENTE:
Calificación verbal CogAT ___________
Calificación de lectura ITBS __________

AIG matemática SOLAMENTE:
Calificación cuantitativa/no verbal
CogAT __________
Calificación de matemáticasITBS_________

En estos momentos, su hijo no cumple con los requisitos para evaluaciones adicionales. Sin
embargo, los estudiantes pueden ser evaluados de nuevo después de un periodo de al
menos veinticuatro meses con pruebas de su desempeño en el salón de clase,
recomendación del padre/maestro y calificaciones de alto nivel de desarrollo en los
exámenes EOGs en matemáticas y en lectura.
Estoy más que gustosa a contestar cualquier pregunta o preocupación que usted tenga.
Atentamente,
Maestro/a de Talent Development Catalyst
43
Padre/representante legal de _____________________________:
Como resultado del puntaje de la prueba “Gifted Rating Scales” ,o de los puntajes
compuestos por edad CogAT, se presentará un portafolio del trabajo de su hijo para la
identificación de Desarrollo de Talentos (TD). El portafolio consistirá en cinco muestras
de trabajo. El maestro del salón de clase y el maestro catalyst TD reunirán las muestras
de trabajo para el portafolio. En el portafolio TD se deberá demostrar evidencia de
lenguaje avanzado, pensamiento analítico, motivación/perseverancia/liderazgo,
perspectiva/sensibilidad/humor y creatividad/talento artístico.
Los padres podrán incluir una prueba adicional que demuestre habilidades avanzadas
así como galardones o fotos del estudiante dónde realiza papeles de líder. La prueba
del padre es el sexto componente del portafolio y es opcional. El tener o no tener la
prueba del padre no afectará de ninguna manera la asignación del estudiante en TD.
Reglas generales para las muestras de trabajo del portafolio:
● Las muestras pueden ser de 1a 3 páginas de largo, que haga relación a alguna
fortaleza específica. (frente y dorso de la página cuentan como 2 páginas)
● Las muestras deben ser bidimensionales y deben caber en un sobre manila de 9”
x12” y si exceden ese tamaño, se acepta una fotografía. Un DVD, CD o casete
de video/audio pueden ser adjuntados en una bolsa de plástico ziploc y debe
funcionar en los equipos escolares. Si la muestra es un galardón o una
fotografía, el estudiante también debe adjuntar una carta. Por ejemplo, si un
padre presenta un premio de educación de carácter que el niño ha recibido,
el estudiante debe escribir acerca de porqué recibió el premio y cómo se sintió
al recibir el mismo.
● Las muestras deben incluir un comunicado (escrito por el estudiante) de la razón
por la cual la muestra fue seleccionada.
Un equipo de maestros TD estudiarán el portafolio y los resultados estarán disponibles a
los padres para la primera semana de marzo aproximadamente.
Si usted tiene alguna pregunta referente al portafolio o al proceso, por favor
comuníquese con el maestro catalyst TD en la escuela de su hijo.
44
Charlotte-Mecklenburg Schools
Talent Development Referral and Results Form
Student Name: __________________________________________________________________ Student ID # __________________________
School: ____________________________________________ Grade: _____ Gender: ______ Race: _____ DOB: ______/_______/_______
Student Address: _________________________________________________________ City/State/Zip: _______________________________
Referred by: { } Parent { } Teacher { } Other _________________________________________________________________________
Formal Assessments
Informal Assessments (CMS 2nd grade Only)
Gifted Rating Scales
Aptitude Test:
Achievement Test:
________________________________
_____________________________
Test Date: ______/ ______/______
Test Date: _____/ _____/ _____
Verbal Score:
Reading Score:
__________
Creativity
Math Score:
_________
Artistic
__________
Quantitative Score: __________
Nonverbal Score:
__________
Total Percentile:
__________
Area of Intelligence
T-score
Intellectual
Academic
Leadership
Total Percentile:
Motivation
__________
Eligible to Participate in CMS Portfolio Process:
o
Yes
o
No
Academic Performance
Reading/ELA Grades __________________
Comments on demonstrated ability
_______________________________________________________________________________________________________________
Math Grades _________________________
Comments on demonstrated ability
_______________________________________________________________________________________________________________
Talent Development Team Signatures
Administrator: _____________________________________________________________________ Date: ______________________________
TD Teacher/Academic Facilitator: __________________________________________________ Date: _____________________________
Classroom Teacher: _______________________________________________________________ Date: ______________________________
I give permission for my child to be evaluated to determine eligibility for services in the Talent Development (TD) Program. As a
result of this evaluation, if my child is determined to be qualified for the program, I agree to have him/her receive TD services.
Further, I am aware of the annual performance review if my child is placed in the TD program.
Parent Signature: _________________________________________________________________ Date: _______________________________
(pink copy will be returned to parents once assessments have been completed.)
Eligibility Results: (This section will be completed once all assessment results are available.)

Identified as AIG in BOTH reading and math through the following assessment(s):
______ Aptitude



_______ Achievement
_______ GRS (CMS 2nd grade only) ________ Portfolio (CMS 2nd grade only)
Identified as AIG in Reading ONLY
Identified as AIG in Math ONLY
Did not place as an AIG child at this time.
Assessment Completion: ________________________________________________________________ Date: _________________________
Talent Development Catalyst Teacher/Academic Facilitator Signature
45
Charlotte-Mecklenburg Schools
Invitation to Conference/Prior Notice
Dear Parent/Guardian:
Date Sent: ____/ _____/ _____
Re: _________________________________________ (Student’s Name)
The screenings and evaluations to determine eligibility for the Talent Development
Program of your child have been completed. We are requesting that you attend
a conference to discuss his/her educational strengths and review the assessment
results.
You are invited to a meeting to discuss the evaluation procedures and ways we
can modify curriculum and instruction to support the educational strengths of
your child. The meeting is scheduled for (date) __________________________, at
(time) ___________________________, (place) ___________________________________.
If this time is inconvenient, I will be happy to reschedule the meeting. Please call
me at (phone number) _______________________________________.
Sincerely,
_____________________________________
Talent Development Catalyst Teacher
PLEASE CHECK ONE, SIGN, AND RETURN TO SCHOOL:
( ) I will be present for the conference.
( ) I cannot meet at this time. I will contact the school in order to arrange another
time.
( ) I cannot meet at this time. Please contact me to arrange another time. My phone
number is ______________________________.
_______________________________________
Parent/Guardian Signature
_____ / _____/ ______
Date
(Date Received: _____/ _____/ _____)
46
Charlotte-Mecklenburg Schools
Invitation to Conference/Prior Notice
Apreciado(s) Padres/ Tutor:
Ref.:
Fecha enviado
/
/
(Nombre del estudiante)
Hemos realizado y finalizado las pruebas iniciales y evaluación para determinar si su hijo califica para el programa
del Desarrollo del Talento. Le pedimos que asista a una reunión para hablar de los puntos fuertes del aprendizaje de su
hijo y revisar los resultados de las pruebas.
Se le invita a una reunión para poder hablar de los procedimientos de la evaluación y de las formas que podemos
modificar el plan de estudios y su enseñanza para apoyar los puntos fuertes del aprendizaje de su hijo. La
reunión está programada para el
, a la(s)
, en
.
Si no le fuera bien esta hora, no tendría ningún inconveniente en darle otra hora para la reunión. Por favor, llámeme
al
.
Sinceramente,
(Maestro del programa del Desarrollo del Talento)
POR FAVOR, MARQUE UNA, FIRME Y DEVUELVA A LA ESCUELA:
( ) Estaré en la reunión.
( ) No puedo reunirme a esa hora. Me pondré en contacto con la escuela para que me den otra hora.
( ) No puedo reunirme a esa hora. Por favor, póngase en contacto conmigo para poder reunirnos a otra hora. Mi
número de teléfono es el
.
Firma de los Padres/ Tutor
/
/
Fecha
(Fecha recibida: _____/
Reunión celebrada el
/
)
_____ /______ / ______
Maestro del programa del Desarrollo del Talento:
Maestro de la clase:
__________
Padres:
47
Charlotte-Mecklenburg Schools
Notification of Results
Date Sent ______/ ______/ ______
Dear Parent/Guardian:
Re: _________________________________________ (Student’s Name)
Your child’s screening and evaluation to determine eligibility for the Talent
Development program has been completed. Attached is a summary of your
child’s assessment results. It has been determined that your child does not
meet the criteria to require the support of Talent Development program services
at this time.
Thank you for your interest and cooperation. Should you have further questions
or concerns, please contact the Talent Development Catalyst Teacher or
administrator at your child’s school.
Talent Development Catalyst Teacher: _______________________________________
Phone Number: ________________________________
48
Escuelas de Charlotte-Mecklenburg
Notificación de los resultado
Apreciado(s) Padres / Tutor:
Ref.:
Fecha enviado
/
/
(Nombre del estudiante)
Hemos realizado y finalizado las pruebas iniciales y evaluación para determinar si su hijo
califica para el programa del Desarrollo del Talento. A continuación se encuentra el
resumen de los resultados de las pruebas de su hijo. Se ha determinado que su hijo no
reúne los requisitos necesarios para recibir los servicios de ayuda del programa del
Desarrollo del talento en estos momentos.
Gracias por su interés y cooperación. Si tiene alguna otra pregunta, por favor, póngase
en contacto con el maestro del Desarrollo del talento o una persona de la administración
de la escuela de su hijo.
Maestro del programa del Desarrollo del Talento:
Número de teléfono:
49
50
51
52
53
Elementary
Compliance
54
Elementary TD Teachers To-Do List
August - September
 Inventory TD Forms: Place an order with the Warehouse (through your school’s
Financial Secretary) for the Referral and Results Form (8001), green Talent
Development Screening Folder (8004), and any forms missing now.
 Inventory TD Materials: Create a check-out system for teachers to borrow and
sign out materials and resources listed on the TD Inventory.
 Prepare a daily schedule for principal’s signature.
 Prepare a list of second grade students who are new to CMS for Gifted Rating
Scales (GRS).
o If more GRS forms are needed, e-mail TD Office (Lisa Pagano) with the
number needed. Please double check that the student was not in CMS
before ordering more GRS forms!
o Give second grade classroom teachers a GRS form for each new-to-CMS
student he/she has in the classroom. Complete the information on the
front of the GRS. The classroom teacher will return completed GRS forms
to you by November 6, 2015.
o Prepare a green TD screening folder for each new-to-CMS second grade
student.
 Cross check the current AIG headcount from PowerSchool with the Cumulative
Folders. All TD students should have a blue Talent Development Folder inside the
Cumulative Folder. If not, order blue folders (form 8010) from the Warehouse
and follow the procedure listed in the TD Order Forms tab section of the
Handbook.
55
Catalyst Model Service Delivery
Consultation in Gifted Education by Mary S. Landrum, Ph.D.
Direct Services*
The gifted education specialist works
directly with students without consulting
or collaborating with anyone else. (p. 14)
•
Direct services are only considered
when collaboration is not feasible.
Examples: (pages 15 &16)
 Gifted teacher plans and directs
differentiated learning activities for
pull-out sessions that complement the
regular education curriculum.
 Gifted teacher provides
complementary or parallel lessons
that focus on helping students
develop specific strategies to apply
to core curriculum when participating
in general education activities.
 Gifted teacher targets specific
students by developing and
providing instructional activities
(workshop, math small group) and
monitors student progress.
 Instruction provided by the gifted
teacher supporting student
identification and placement.
Indirect Services**
Any service that the gifted education
specialist and other teachers or specialists
co-plan and co-teach. (p. 14)
•
•
•
Indirect services include instruction
delivered in the general education
classroom, as well as lessons delivered in
a gifted specialist’s area or resource
room.
Gifted education specialist and
classroom teacher share responsibility
for student learning.
Educators jointly plan, teach and
engage in follow-up activities.
Examples: (pages 16 & 17)
 Train classroom teachers or other staff
on how to use specific curriculum or
instructional best practices in the field of
gifted education.
 Demonstration lessons in colleagues’
classrooms.
 Supporting classroom teachers with
differentiating the curriculum for all
students.
 Collaborative teaching in any format:
curriculum compacting, independent
studies, learning contracts, interest
projects, problem based learning,
alternative assignments, etc.
 Monitoring student progress through
differentiated assessment rubrics.
 Liaison between general educators,
parents, educational support staff,
administrators and students.
 Organizing student groups for instruction
by assessing student readiness.
 Coordinate student movement into and
out of classroom for partial or full
acceleration.
 Collaboration for gifted identification.
56
The Catalyst Model allows flexible or traditional scheduling of the Talent
Development Catalyst teacher. The content and timing of instruction by the
Talent Development Catalyst teacher are scheduled when it is most needed
within the context of the school and classroom instruction, enhancing the
continuity of studies. Services that are flexibly scheduled will equalize over a
year’s time, but will not be equal for all students every week or each month.
Reach Further 2013 Plan for Gifted Education – Appendix D
* Direct Services are provided approximately 30-40% over a year’s time
** Indirect Services are provided approximately 60-70% over a year’s time
57
Expectations for First Graders
By the end of first grade you can expect your child to:
Work independently at her desk
Listen to longer sets of directions
Read directions off the board, although some children may still have difficulty with this
Complete homework and bring it back the next day
Sit in a chair for a longer period of time
Be able to see things from another person's point of view so you can reason with your child
and teach her empathy
• Relate experiences in greater detail and in a logical way
• Problem-solve disagreements
• Crave affection from parents and teachers
• Have some minor difficulties with friendships and working out problems with peers
• Distinguish left from right
• Be able to plan ahead
• Write words with letter combination patterns such as words with the silent e
• Read and write high-frequency words such as where and every
• Write complete sentences with correct capitalization and punctuation
• Read aloud first-grade books with accuracy and understanding
• Count change
• Tell time to the hour and half-hour
• Quickly answer addition and subtraction facts for sums up to 20
• Complete two-digit addition and subtraction problems without regrouping
(source: http://www.greatschools.org/students/academic-skills/531-K-5-benchmarks.gs?page=1)
•
•
•
•
•
•
The “Typical” First Grader
•
•
•
•
•
•
•
•
•
•
•
•
Student is able to focus on an activity for 15-20 minutes
Student is comfortable reading at a level 16-18 (DRA)
Student is able to use invented spelling to write a 4-5 sentence story
Student can use simple punctuation and capitalization
Student can write for different purposes – stories, letters, lists, etc.
Student is comfortable counting up to 100
Student should have problem solving strategies for solving math problems (pictures, using
fingers, etc.)
Student can accurately compute single digit addition and subtraction problems
Student should be able to solve one-step word problems
Student can identify basic geometric shapes, tell time to the hour and half hour, sort
and classify objects by two attributes
Student should have prior knowledge to enrich reading and can describe what he/she
learned from a book
Student should be able to independently solve problems that arise with classmates – what
to do if someone hurts their feeling, how to share, etc.
58
Expectations for Second Graders
You Can Expect the Typical Second Grader to …
•
Read silently for 15 minutes and use reading to research topics.
Read simple texts fluently with expression.
Self-correct when reading.
Read words of one, two or more syllables automatically.
•
Recognize simple irregularly spelled words such as said and where.
•
Use word identification strategies to unlock the meaning of unknown words (chunking familiar
•
•
•
parts, prefixes and suffixes).
•
Identify the problem and solution in a story.
Able to decode multi-syllable words.
Become more aware of audience when writing.
•
Begin to use the steps of the writing process.
•
May use invented spelling for challenging words but can spell sight words/word wall
•
•
words correctly.
•
Compare whole numbers using greater than, less than, or equal to.
•
•
•
Add, subtract, count, and write whole numbers up to 1,000.
Tell time to the quarter-hour.
Add, subtract, count money.
•
Begin to reason logically and organize thoughts coherently.
•
Work at greater length of time (30+mins) independently.
•
Begin to use short correctly formatted sentences. Use more correct grammar, capitalization,
punctuation, and spelling.
•
Literal thinking and description comes easy; difficulty handling abstract reasoning.
Enjoys collecting, organizing, classifying objects and information.
•
Speaking and listening vocabulary expand rapidly.
•
Can grow frustrated with timed tasks.
•
•
•
Draws with knowledge of foreground, middle ground, and background.
Begins to understand perspective of others.
Reads approximately 100 words per minute.
•
Increased basic problem-solving abilities (one step problems).
•
Likes to explain ideas- may use exaggeration.
•
Industrious; often works quickly.
•
Emergence of sense of humor.
•
•
Writing and artwork become more detailed.
Strong desire to perform well, do things right.
View things are right or wrong, wonderful or terrible, with little middle ground.
•
•
•
•
Begins to collect and organization information from more than one source.
Identifies and describes two and three dimensional figures.
59
Gifted Rating Scales
TD Teacher Tip Sheet #1
February – March
Presenting the Gifted Rating Scales (GRS) Record form to Classroom Teachers:


Schedule 15-20 minutes with teacher(s) to familiarize them with the form
Be sure to review the following:
o Page 1 – Attached label to upper right-hand corner
 Be sure teacher completes all information not included on the labels.
 Fill in today’s date (date Classroom Teacher actually completes the form)
 Adjust student’s age on label to reflect age at the time of GRS completion
(years is fine, months is not necessary)
 Answer the two questions under teacher information
o Page 2 – Read and review the directions at the top of the page with the teacher
 It is especially important that you highlight two portions of the directions:
 The second paragraph: Scores will be based on how the child compares
with other children of the same age in regular education settings. It is
important that you base your ratings of this child on a comparison with
“typical” children of the same age who are in regular education settings.
 The three bulleted points:
o Answer every item
o Rate each item individually as children’s skills can vary across items.
o Remember that a child may excel on some, but not all, items.
 Review the 2-step process for using the response format (pictured):
 For each item:
o Step 1: First decide whether the student’s observed performance is
Below Average, Average, or Above Average (compared to other
children of the same age).
o Step 2: Then, decide where the child’s performance falls
(compared to others the same age) within that larger category.
Note: The paragraph just below the examples will help you explain
this.
o Pages 2-4 – Review the 6 areas (scales) for which ratings are required
 Remind the teacher that there are two more scales on the back of the
record form.
 Ask the teacher to read the definition for each area before completing
the items.
 They should do this for each student, even though they have read it
before. Re-reading the definition helps the teacher maintain the same
mindset for each student and improves the consistency of responses.
 If the teacher is concerned that he/she has not had sufficient opportunity
to observe a student’s Artistic Talent, he/she should have the art and/or
music teacher complete the items in this area.
o Instructions for Totaling Raw Scores
 Complete ratings for all students before calculating totals
60


Scan for missing items before totaling each scale raw score
Double-check each total - use of one of the following methods is
recommended:
 Add the ratings by starting at the top and adding down, then doublecheck by adding them from the bottom up
 First, add by rows (normal top-down addition), then double-check by
summing the columns (total of all “1” ratings + total of all “2” ratings . . . +
total of all “9” ratings)
61
Gifted Rating Scales
TD Teacher Tip Sheet #2
Checking Gifted Ratings Scales (GRS) Record Forms Received From
Classroom Teachers
o Place Into cumulative folders by mid-May
o On each GRS Record Form you receive, check the following:
1.) Are Student Information and Teacher Information on the front cover correct?
2.) Is the student’s age (in years) correct?
- This is important, as it determines the correct Conversion Table!
3.) Has the classroom teacher indicated if s/he knows student at least “Fairly Well”?
4.) Does the teacher appear to have rated each item carefully and independently?
- Look for variability among item scores
5.) Are ratings missing for any items?
o If there are omissions, or you have any concerns about any of the above areas,
consult with the classroom teacher before proceeding with scoring.
Reminders Regarding Missing Items:






No more than one missing item per scale is permitted
A scale is considered invalid if it includes two or more missing items
If there are two or more missing items on a scale, you cannot compute a T-score and
Cumulative % for that scale
Always check with classroom teachers to determine the reason for missing item(s)
The only permissible reason for a missing item is that the classroom teacher has not
had an opportunity to observe the specific behavior or skill
If ONE item on a scale cannot be completed, take this into account when
computing the Raw Score Total, so the score is not deflated. Do this by using the
following procedure:
o Find the total for the 11 items that were completed for the scale
o Divide this total by 11 to determine the average item score for the scale
o Round the average item score to the nearest whole number (Round DOWN for
average scores ending in .0-.4 and round UP for average scores ending in .5 .9)
62
o Add the rounded average item score to the 11-item total to obtain an
estimated Raw Score Total
 Next, check each GRS Record Form for the following:
o Have all 6 scales been totaled correctly?
o Whenever your total and the classroom teacher’s total differ, sum the item
scores again using a different method:
- Assuming you added in a typical top-down fashion the first time you
checked, use one of the following methods when you sum the item scores
again:
 Add from the bottom up
 Sum the columns (total of all “1” ratings + total of all “2” ratings…+
total of all “9” ratings)
 After completing all of the above steps, use black ink to copy the six Raw Score Totals
from p. 2-4 of the Record Form to the Raw Score boxes on the front cover (Section 2).
63
Gifted Rating Scales
TD Teacher Tip Sheet #3
Converting Raw  Standard Scores on Gifted Rating Scales (GRS) Record Forms
Received from Classroom Teachers
** Make sure all Raw Scores are in black ink on the front cover of the GRS
 Remember to use tables in Appendix B ONLY when converting scores (Appendix A is
for the GRS Preschool-Kindergarten Form)
 Within Appendix B, be sure to use the correct tavle – and columns within that table –
for each student’s age
o For ages 6:0 – 6:11 and 7:0 – 7:11, use Table B.1 (p. 60-61)
o For ages 8:0 – 8:11, use Table B.2 (p. 62-63)
 Steps to covert Raw Score Totals to T-scores and Cumulative %s
o Turn to Appendix B, beginning on p. 59 of the GRS Manual
o Within Appendix B, select the correct table for the student’s age (see above)
o For each scale, read down the appropriate column to find the student’s Raw
Score (Total)
o Read across to the T-score and Cumulative % columns and record those
numbers in the appropriate boxes in Section 2 on the front cover of the Record
Form
o Record the Cumulative %s and T-scores in red ink (Record the Cumulative %s as
“16%,” “50%,” “80%” etc. in red ink
o Follow this procedure for each scale
 Be especially careful with Table B.1!!!!!
o For ages 6:0 – 6:11, T-scores are on the left & Cumulative %s are on the right
o For ages 7:0 – 7:11, T-scores are on the right & Cumulative %s are on the left
o Note: To avoid confusion, you may want to score all 6-year-old’s profiles first,
and then score all 7-year-old’s profiles
 Plotting Profiles of T-Scores
o Record the T-score for each scale on the Profile of Scale Scores (T-score) chart
on the front cover of the Record Form
o Connect the T-score points to form a profile of each student’s ratings relative to
one another in red ink
o Note: Be sure you are plotting only T-scores!!! NOT Raw Scores or Cumulative
Percentiles
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Gifted Rating Scales (GRS)
Training Attendance Roster
Date: ___________________________ School: ________________________________________________
Trainer: ________________________________________________
Name (Please Print)
Signature
Administrator:
Art Teacher(s):
Music Teacher(s):
Classroom Teachers:
65
Talent Development Catalyst Program/Teacher Evaluation
School: ________________________________ TD Catalyst Teacher: _____________________________
Administrator Completing Checklist: _______________________ Date: _________________________
TD Program: Inclusion ____ 2 day ___ 3 day ___ 5 day ____ LI/TD Magnet ____ Other ___
Please rate your TD Catalyst teacher in the following areas:
Consultation & Collaboration
Effectively plans and collaborates with classroom teachers
to differentiate instruction for high achieving students
Provides support to differentiate, accelerate, and extend
the CCSS/Essential Standards for TD and high achieving
students
Works in classrooms to support instructional differentiation
for TD and high achieving students
Identifies and develops instructional resources for teachers
to use in the classroom for TD and high achieving students
Utilizes a variety of engaging strategies requiring higher-level
thinking
Provides professional development and coaching for staff
as requested by the school administration
Models lessons and co-teaches as requested by classroom
teachers or school administration
Includes non-identified high achieving students in
instructional groups
consistent
occasional
no
consistent
occasional
no
consistent
occasional
no
consistent
occasional
no
consistent
occasional
no
n/a
yes
no
n/a
yes
no
yes
no
Program Oversight
Communicates/Collaborates with the school administrative
team as needed or requested by school administration
Holds TD parent meetings and facilitates regular
communication with parents
Maintains TD records in compliance with state and local
guidelines
Monitors the academic and social progress of TD students
and serves as an advocate
Provides leadership in the identification process and
requests appropriate assessment tools for potential students
yes
no
yes
no
yes
no
yes
no
yes
no
Overall Impressions
Behaves in a professional manner
Demonstrates a positive attitude
Displays leadership qualities
Overall Job Performance
Comments:
consistent
consistent
consistent
Exceeds
Expectations


occasional
occasional
occasional
Meets
Expectations

no
no
no
Below
Expectations

Other Comments (in regards to the teacher or program):

Teacher Signature & Date: _________________________________________________________________________
Principal Signature & Date: _________________________________________________________________________
I would like a conference with the Elementary TD Specialist and/or Director: Yes/No
2 day ___ 3 day ___ 5 day ___ LI/TD Magnet ___ Other ___
66
Middle School
Compliance
67
Academic Facilitator Important Dates
Date
September 1, 2015
October 9, 2015
January 14, 2016
March 3, 2016
Location
Spaugh PDC auditorium
Spaugh PDC auditorium
Spaugh PDC auditorium
Spaugh PDC auditorium
Time
8:30-11:30 am
8:30-11:30 am
8:30-11:30 am
8:30-11:30 am
Compliance Due Dates
Due Date
October 23,
2015
Week of
October 26,
2015
Action Items & Details
Completed?
Differentiated Education Plans (DEPs)
 One copy of DEP template from grades 2, 3, 4, and 5 due to
school’s compliance folder in Google Drive.
 One individual copy of DEP must be placed in each student’s
cumulative file (in blue TD folder).
 Invitation to DEP Parent Meeting must be uploaded to school’s
compliance folder in Google Drive.
 Roster of Parents (signed and dated) who attended the DEP
Parent Meeting must be uploaded to school’s compliance
folder in Google Drive. Use page 31 in TD Compliance
Notebook.
Share First Quarter Newsletter with families.
November
10, 2015
Run & verify Fall AIG Headcount from PowerSchool.
 Directions will be provided.
*The state AIG Headcount begins November 15, 2015.*
January 131, 2016
TD Mid-year Audits
week of
January 25,
2016
Share Second Quarter Newsletter with families.
Touch base with all classroom teachers of certified TD students to
determine if conferences are needed.
68
week of
March 21,
2016
Share Third Quarter Newsletter with families.
 Upload a copy to school’s TD Compliance Folder in Google
Drive.
April 11, 2016
Run and verify Spring AIG Headcount from PowerSchool.
 Directions will be provided.
*The state AIG Headcount begins April 15, 2016.*
May 4, 2016
End of Year TD Audits Begin
May 27, 2015
TD Inventories Due via Google Form
 Quantities must be entered for every item listed.
 Be sure to check the box that says “Send me a copy of my
responses.”
 Print or forward a copy of your responses to your principal.
 Scan principal signed copy and upload to your school’s TD
compliance folder in Google Drive.
June 1, 2016
Performance Reviews for EVERY TD Certified student:
 Place reviews, sorted alphabetically by grade level, in a 9” x 1”2
manila envelope.
 Any students who have 1s or 2s on the performance review form
require documentation attached and should be placed in an
individual envelope, then placed in the manila envelope.
 Label the manila envelope: Performance Reviews, 2015-2016,
School Name, Your Name.
Send ATTN: Lisa Pagano #839
June 9, 2016
Send home pink copies of Performance Reviews and share Fourth
Quarter Newsletters with families.
* Please note the following coding:
Lisa Pagano will receive items highlighted in PINK.
Stephanie Connor-Johnson will receive items highlighted in BLUE.
Trinette Atri will receive items highlighted in PURPLE.
You will upload items highlighted in YELLOW to your school’s TD Compliance Folder in Google
Drive.
69
Middle School Talent Development
Opening Checklist

Inventory books (William & Mary units, Jacob’s Ladder, etc.)

Compare August Headcount with the blue TD folders in cumulative files. All TD students
are coded AG (Academically Gifted.) File headcount in the Compliance Notebook
under the Headcount section.

Review the Talent Development Compliance Handbook. The following items should be
filed in the Compliance Notebook**
o
o
o
o
Current AIG Headcounts
Newsletters
DEPs
Parent Meeting Rosters, etc.
** This is a component of how we monitor individual school compliance.
Information should be readily available at all times.

Prepare a DEP (Differentiated Education Plan) for each TD certified child. The DEP form
is located in the Compliance section of the Compliance Notebook. Make copies as
needed. File completed copy in student’s blue TD folder.

Schedule your annual Group DEP Parent Meeting. Please note the meeting deadline
dates on the TD calendar. (Many schools infuse this meeting in their curriculum night
presentation.) For this group meeting, an Invitation is required. This invitation may be
on the school website or in a Curriculum Night flyer. File a copy of this notification
under the Newsletter section in your Compliance Notebook.

Have a parent “Sign-In Roster” available at the Parent DEP Meeting(s). File roster is
available in the Middle School section of your Compliance Notebook.

Review Spring EOG scores (Reading and Math) for POSSIBLE referrals. See Referral,
Evaluation & Placement section of the Compliance Notebook for referral guidelines
and procedures.

The Compliance Notebook is also online on the Academic Facilitator Weebly site
(http://cmsafs.weebly.com ).
70
High School
Compliance
71
CMS Talent Development Program
High School Differentiated Education
Plan/Parent Meeting Guidelines
The following procedure will be followed when preparing high school Differentiated
Education Plan Parent Meeting.
The meeting may be at Open House, or at any other time before mid-October.
 Send a flyer or newsletter notification to parents of gifted students regarding a DEP
meeting. The meeting is to receive information about course content regarding all
International Baccalaureate (IB), Advanced Placement (AP), and Honors/Advanced
courses.
o The invitation does not need to be individualized or filed in each student’s folder.
 For each core content class, the Course Syllabus plus Goals and Methods for reaching
those goals (syllabus plus two components of the old GEP) should be given to each
family.
 Teachers for each IB, AP and Honors/Advanced core course should discuss their
expectations for the year.
 For parent not in attendance, send home course syllabus for each class as noted
above and any other information that may be helpful.
 Print a roster of each class; parents attending the meeting may initial beside their
child’s name.
 The API/Talent Development contact will collect a copy of the syllabus for each
course and file these in the TD Compliance Handbook.
72
Charlotte-Mecklenburg Schools
High School Talent Development
Differentiated Education Plan (DEP)
Bold face documents are components of the Differentiated Education Plan (DEP). Copies should be
placed in the Talent Development Notebook under the tab labeled Compliance Documents.
WHAT?
- High School Course
Offerings Handbook
PURPOSE?
WHO IS
RESPONSIBLE?
WHERE IS IT KEPT?
The handbook offers a
synopsis of the District
course offerings, while the
course selection card gives
a detailed overview of
course for a particular
school.
CMS High School
Administration
Given to each student/one
copy filed in TD Compliance
Handbook
Students Schedule –
Gifted Students
Shows each student’s
current schedule of courses
Counselor/API/Design
ated School Personnel
Available in PowerSchool.
Designated school
personnel needs to be
knowledgeable about how
to access this information
when needed.
Course Syllabus for core
content in AP, IB or
Honors/Advanced
Includes course timeline,
curricular goals, methods
by which students will
demonstrate significant
academic growth. Speaks
specifically to differentiated
instruction for the
advanced learner.
Invite parents to meet with
teachers to receive
information about course
content by mid-October.
Course Instructors
- Current School Year
Course Selection
Card
DEP Meeting Notification:
a flyer or newsletter
inviting parents to
attend. Includes AP, IB,
Honors/Advanced
courses.
Roster of parents
attending DEP meeting
Headcount of Gifted
Students
Record of contact. Parents
may initial besides their
child’s name if a roster is
pre-printed.
Record of gifted students
enrolled. Headcount can
be used as a tool in
planning school-based
services/support for gifted
students.
Hard copy is not needed.
Given to each student and
family at the DEP meeting or
sent home to absentees.
TD Compliance Handbook.
API
API
Counselor/API/
Designated School
Personnel
Distributed to each student
or family; parents of all
students attending the
course should be invited,
not just gifted students.
TD Compliance Handbook.
TD Compliance Handbook
Available in PowerSchool.
Hard copy needs to be
filed in the TD
Compliance Handbook.
73
Talent Development Advanced Studies
High School Compliance Checklist
Date: ____________________________ School: ________________________________________________________
TD Member: ______________________________________________________________________________________
In order for CMS Schools to be in compliance with their Talent Development & Advanced Studies
department, the following documents are required to be placed in the TD Compliance Notebook that
should be accessible at all times.
School Contact: Assistant Principal of Instruction
 Invitation to DEP Parent Meeting(s) to be held before mid-October (placed behind the tab)
 Roster of parents attending DEP Parent Meeting(s) (placed behind the appropriate tab)
 Copy of Course Offerings Handbook/Course Selection Card (placed behind the appropriate
tab)
 Copies of Course Syllabi for Honors/Advanced, AP, and IB courses (each placed behind the
appropriate tab)
 Cumulative Files are being reviewed for possible testing referrals
 Referral and Evaluation form (yellow copy) for EVERY student referred and evaluated for the
Talent Development Program to be submitted immediately following the evaluation and
parent notification
 Files Quarterly Headcounts from PowerSchool; Once reviewed, all copies should be filed
behind the tab labeled, “Compliance Documents”
74
Talent Development Advanced Studies
Compliance Alert
Date: __________________________ School: _________________________________________________________
Dear Principal,
In order for CMS to be in compliance with state, the following documents are required to
be maintained in the TD Compliance Notebook and available to the Talent Development
& Advanced Studies Office by the dates indicated:
 Differentiated Education Plan (DEP) – one copy per course – due October 23,2015
 Invitation to DEP Parent Meeting(s) to be held before October 24, 2014 – due
October 23, 2015
 Roster of parents attending DEP Parent Meeting(s) – due October 23, 2015
 Referral Form and Evaluation Form (yellow copy) for EVERY student referred and
evaluated for the Talent Development Program to be submitted immediately
following the evaluation and parent notification.
Your audit has been scheduled for _______________________________________. A calendar
invite will be sent. If this time is not convenient for you, please contact Stephanie ConnorJohnson at sa.connor-johnson@cms.k12.nc.us to reschedule.
Thank you in advance for your attention to this important Talent Development
compliance issue and your continued support.
75
Talent Development Advanced Studies
Compliance Notebook
The High School Talent Development Compliance Notebook should be
kept in a central location at the school and be readily available at all
times. Included in the notebook should be the following items:
1. Current High School Course Offering Handbook
2. Current Course Selection Card
3. Course Syllabus for Core Content in AP, IB, or
Honors/Advanced classes
 Curricular Goals
 Methods of demonstration students will
show attainment of goals
 Timeline
4. DEP Notification to parents
5. Roster of parents attending DEP meeting
6. Semester headcount of Gifted students
7. Communications with the TD Office
76
Early Entry to
Kindergarten
77
For information about the Early Entry to Kindergarten
Process and Application, please visit
http://bit.ly/EarlyEntryK
78
Horizons
79
Charlotte Mecklenburg Schools
Horizons Information & Application Form 2015-2016
See most recent application and information about the process on our
website:
http://www.cms.k12.nc.us/cmsdepartments/ci/astd/horizons/Pages/default.aspx
or on the CMS Talent Development Weebly
http://talentdevelopment.weebly.com
80
Twice Exceptional
Students
81
Dual Certification
Learning Disability / Talent Development
Identification Procedures:
 Learning Disability identification must be made prior to evaluation for Talent
Development / Learning Disability dual certification.
 Review the student’s standardized aptitude test score acquired for the Learning Disability
placement. If there is a discrepancy between the verbal aptitude score and the
performance aptitude score, use the higher of the two for the Talent Development
evaluation. Normally we ALWAYS use the full scale aptitude score for the Talent
Development evaluation and placement, but in the case of an identified Learning
Disabled child, we override this requirement for the higher of the two subtest scores.
 Follow the required procedures for evaluating and placing Talent Development students
with standardized testing. The 93 points average of aptitude and achievement must be
achieved in order to qualify for Talent Development. The only difference is you can use
the higher subtest of the aptitude instead of the full scale score. (see previous bullet.)
Learning Disability / Talent Development Services
 Once the Learning Disabled student is identified as Talent Development, an Individual
Differentiated Education Plan (IDEP) should be written by the school-based Talent
Development teacher. This plan should be filed in the student’s TD folder following the
same procedure as with the Differentiated Education Plan (DEP) required of all Talent
Development students.
 The LD Services are the PRIMARY SERVICES offered to the student. The Talent Development
Individual Differentiated Education Plan (IDEP) should be written addressing the areas of
strength and the support services provided.
 Meet with the parent/guardian to present the referral and Results Form (8001) and the
Talent Development Individual Differentiated Education Plan (IDEP). Acquire the
parent/guardian signature on the form 8001 giving permission for services, and on the
Individual Differentiated Education Plan (IDEP).
 File Form 8001 and the IDEP in the blue Talent Development folder in the student’s
cumulative file.
 Send copy of IDEP and form 8001 to TD office.
82
Inventory
83
Talent Development/Advanced Studies/AVID
Inventory Guidelines
 Please use the Materials Inventory Order Form located on our TD Weebly to
order materials from the Talent Development Inventory.
 Your 2015-2016 TD Inventory will be sent to you by Stephanie Connor-Johnson
and will contain a link to a Google Form. All information will be submitted via
the Google Form.
 Add new materials received throughout the year to the school’s inventory.
 End of Year:
o Count all of the school’s Talent Development materials.
o Record the total number for each item under the current school year
column of the school’s Talent Development Inventory. Quantities must
be entered for every item listed.
o Be sure to check the box at the bottom of the form that says “Send me
a copy of my responses.”
o Print or forward a copy of your responses to your principal and have
your principal sign.
o Scan principal signed copy and upload to your school’s TD Compliance
Folder in Google Drive.
Inventory Questions?? Call or email Stephanie ConnorJohnson at 980-343-6955 or sa.connorjohnson@cms.k12.nc.us
Reasons the TD Department will return the school’s
inventory:
1. Not completed on the hard copy of the school’s
Talent Development Inventory.
2. Areas left blank on the inventory.
3. Not signed by the school principal.
84