Irwin Academic Center
Talent Development Identification
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My office is
within Front
Office
AIG certified,
MAT & NBCT
Direct services
Mrs.
Foley
11 years
2
teaching experience with CMS
SU &
UGA
Public
Relations
Indirect
services
Irwin’s Magnet Themes
K-2
Learning
Immersion
All K-2
students
begin
on this
accelerated
path
*All 2nd
graders are
screened for
TD
3-5
Talent
Development
TD certified
students
receive
differentiated
educational
services for
their unique
needs
3-5
Learning
Immersion
or
Students
continue to
participate in
an
accelerated
enrichment
instructional
program.
*No new
students
enter in 3-5
TD Identification Process
Step One: Spring of First Grade
All First Grade Students are screened with the Gifted Rating Scales (GRS).


GRS includes six scales
Each item is rated on a nine-point
scale divided into three ranges:
• 1-3 Below Average
• 4-6 Average
• 7-9 Above Average

The GRS T scores range from 20-80. The key
number is a T score of 65+ in three of the six
scale areas.
GRS Scale
1.
Intellectual Ability: verbal and/or nonverbal mental skills,
capabilities, or intellectual competence.
2.
Academic Ability: factual and/or school-related material.
3.
Creativity: think, act and/or produce unique, original, novel or
innovative thoughts or products.
4.
Artistic Talent: potential for, or evidence of ability in drama, music,
dance, drawing, painting, sculpture, singing, playing a musical
instrument, and/or acting.
5.
Leadership Ability: ability to motivate others toward a common or
shared goal.
6.
Motivation: drive or persistence, desire to succeed, tendency to
enjoy challenging tasks, and ability to work well without
encouragement or reinforcement.
TD Identification Process
Step Two: Fall of Second Grade



Talent Development screening of students will be
held September 10, 11 & 12, 2012 for every second
grade student at Irwin.
All second grade students will be given the
CogAT Aptitude Test (an abilities test).
CogAT has verbal, quantitative and
non-verbal sections.
Identification Methods


There are four gateways in which students
can be identified.
Each gateway has
specific qualification
measures.
TD Certification Process:
* ALL CMS second graders are assessed.
GATEWAY 1
CoGAT = 96% or >
CoGAT + ITBS =
GATEWAY 2
GATEWAY 3
93% or > avg percentile
Gifted Rating Scales
AND
CoGAT& ITBS =
87 - 92% avg percentile
GRS & CoGAT @ 92% or >
OR
GATEWAY 4
TD Work Sample Portfolio
*all Irwin 2nd graders complete
Identification Methods
Gateway One:

Students who score a 96% or above
composite score on the CogAT will be
identified for the Talent Development
Program.
96% +
Identification Methods
Gateway Two:


Students who score a 87-95% composite score on the
CogAT, will be take the nationally normed
Iowa Test of Basic Skills (ITBS) to test their achievement.
Students scoring 93% or above on the CogAT and the ITBS
when the scores are averaged together, will be
identified as a Talent Development student.
87-95%
/2
Ex. 95%
Ex. 91%
93% +
Identification Methods
Gateway Three:
 Students
whose composite scores average
87-92% on the CogAT and the ITBS and
have a T score of 65 or above on the Gifted
Rated Scale (GRS) in three of the six areas
evaluated, will be identified as a Talent
Development student.
avg. 87-92%
65 in 3+
Identification Methods
Gateway Four: (possible pathway #1 of 2)
1.
Students who have a T score on the Gifted
Rating Scales of 65 or above in three of the
six areas evaluated and have a 92%
(or above) composite score are identified.
65 in 3+
92% or above
Identification Methods
Gateway Four: (possible pathways #2 of 2)



Irwin is an LI/TD Magnet School.
Therefore, ALL 2nd grade students who do
not meet gateways 1-3 will enter the
Portfolio Process.
The portfolio will include 5 work samples.
Samples are submitted by the teacher.
The parent may submit one
additional sample.
Identification Methods
Portfolio Info.:
A
portfolio review committee evaluates the
portfolio and scores them using a CMS
designed rubric
 Non-identified
student portfolios can be
appealed through the TD office
Portfolio Definition
•
CMS TD portfolios are defined as systematic
collections of student work, compiled by both
students and teachers
•
The TD portfolio reflects evidence of gifted
behaviors, complexity of student work, and general
intellectual giftedness for students who need
additional assessment using multiple criteria
•
The TD portfolio is a collaborative, nurturing
process, that encourages student ownership
Portfolio Review Process
• Products that effectively advocate giftedness
demonstrate depth, complexity, and the ability to
process and reorganize information to produce a
product unique for that age or grade level.
1.
2.
3.
4.
5.
Advanced Language
Analytical Thinking
Motivation / Perseverance/ Leadership
Perspective / Sensitivity / Humor
Creativity / Artistic Talent
Selecting The Best Samples


Does the work sample demonstrate
strengths in advanced
language/analytical thinking?
Does the work sample provide
opportunities to show evidence in a
variety of categories?

Does the work sample demonstrate
evidence of more than one indicator?

Does the portfolio provide a balanced
view of the student’s abilities?
Portfolio Contents
•
Five work samples submitted must show evidence in advanced
language and/or analytical thinking to continue the portfolio
process.
•
Teachers will collect samples and submit in a letter-sized
manila folder
•
One sample submitted by parent (optional)
• Samples must be two-dimensional (A photograph of a large
or three-dimensional product is acceptable)
• A video tape or audio tape, secured in a ziplock bag,
attached to manila folder is acceptable (3 minutes
maximum)
Advanced Language
•
Gifted students who demonstrate advanced
language use advanced vocabulary and may
be unusually descriptive.
•
They often use figurative language
rich in imagery.
Analytical Thinking
•
Gifted students who demonstrate analytical
thinking, think logically and use problem
solving strategies effectively.
•
They analyze cause and effect,
consequences, or alternative solutions
and organize collections or ideas
in unique ways.
Motivation / Perseverance /
Leadership
•Motivation:
Exhibits high levels of task commitment and energy
when pursuing personal interests or issues atypical of
age-mates
•Perseverance:
Shows persistent intellectual curiosity and explores and
experiments independently
•Leadership:
Effectively organizes people and tasks
to achieve a common goal
Perspective / Sensitivity / Humor
•
Perspective:
More readily understands another’s viewpoint
and interpret what influences or motivates
others
•
Sensitivity:
Develops a concern for human needs and rights
earlier than their age peers. They often display
a strong sense of justice and fairness
•
Humor:
Understands and respond to humorous language,
puns, and riddles
Creativity / Artistic Talent
• Demonstrates original thinking
• Displays an active imagination
• Shows artistic talent
• Uses art forms to express
ideas, emotions and knowledge
effectively
• Puts together materials in
unusual but relevant ways
A Work Sample
What Makes A Good Leader by Jerome
A good leader must be intelligent kind and listen to other
people. I think I am a good leader. I get a lot of hundreds
on my work and I am responsible. Jason, Sherril and other
kids in my class say I’m smart. Friday is kickball day. They
pick me for captain because I pick girls and boys for my
team. I’m fair. Sometimes they argue and grumble about
the kick. I stop the argument by telling them lets vote. My
class picked me for student council. I had to write a speech
and make signs. I organized some of my friends to help me.
I like going to student council. Its like being in congress.
We tell are ideas and vote for the one we want. Some day I
want to be a congress man. I would be fair and make good
laws. The End.
Advanced Language







Uses advanced vocabulary and
multisyllabic words
Uses more adjectives
than age peers
Puts new twists on traditional
ideas
Uses rich imagery,
unusually descriptive
Uses similes, metaphors,
or analogies
Uses more interesting verbs in
their writing
Uses specific language
of a discipline
What Makes A Good Leader by Jerome
A good leader must be intelligent kind and listen
to other people. I think I am a good leader. I get
a lot of hundreds on my work because I am
responsible. Jason, Sherril and other kids in my
class say I’m smart. Friday is kickball day. They
pick me for captain because I pick both girls and
boys for my team. I’m fair. Sometimes they
argue and grumble about the kick. I stop the
argument by telling them lets vote. My class
picked me for student council. I had to write a
speech and make campaign signs. I organized some
of my friends to help me. I like going to student
council meetings. Its like being in congress. We
tell are ideas and vote for the one we want. Some
day I want to be a senator. I would be fair and
make good laws that help everybody. The End.
Analytical Thinking

Demonstrates complex and/or
abstract thinking

Is unusually attentive to details

Takes apart and reassembles
ideas, objects, or experiences

Analyzes cause and effect,
consequences, or alternatives

Organizes collections or ideas in
unique ways

Thinks logically and uses problem
solving strategies effectively

Generalizes from only a few
examples

Creates songs, stories, or
riddles related to the learning
experience
What Makes A Good Leader by Jerome
A good leader must be intelligent kind and
listen to other people. I think I am a good
leader. I get a lot of hundreds on my work
because I am responsible. Jason, Sherril and
other kids in my class say I’m smart. Friday
is kickball day. They pick me for captain
because I pick both girls and boys for my
team. I’m fair. Sometimes they argue and
grumble about the kick. I stop the argument
by telling them lets vote. My class picked me
for student council. I had to write a speech
and make campaign signs. I organized some of
my friends to help me. I like going to student
council meetings. Its like being in congress.
We tell are ideas and vote for the one we
want. Some day I want to be a senator. I
would be fair and make good laws that help
everybody. The End.
Possible
Portfolio Piece
Possible
Portfolio Piece
Portfolio as an Assessment Tool
•
Information included in the identification
process needs to be gathered from multiple
sources, contexts, and means; one such way is
through a portfolio.
(NAGC’s position statement on “Using Tests to Identify Gifted Children)
•
Placement decisions should include, “varied
work samples, anecdotal records,
observations, portfolios, journals, and
videotapes.”
(Ford and Harris, 1993,p.202)
Benefits of Portfolio
as Assessment Tool
•
Reveals talents of student that are not exemplified on
single-testing sessions
(Robinson, 2005)
•
Rewards fluency and complexity of response, over speed
•
Exposes student to tasks prior to being tested due to fewer
relevant environmental experiences outside of school
(Van Tassel-Baska et al., 2002)
(Rito and Moller, 1989)
Roles & Responsibilities
•
TD Catalyst
•
Teacher
•
Student
•
Parent/Guardian
•
TD Committee
Teachers:
Systematically collect
student work that
provides evidence of
gifted behavior
indicators
 Complete and attach a
reflection tag to
student sample, if
needed for clarification

Lead TD Teacher’s Role
Before Review Meeting
•
Notify Parents/Guardians:
 Send home portfolio letter and Referral Form
 Collect signed Referral Form and optional parent–selected
work sample
•
Equip teachers with:
 List of TD Indicator Categories
 List of possible Portfolio Products
 Training overview of the Portfolio Process
 Continued support throughout the process
Role of
Parents/Guardians
•
Sign and return the Referral Form
•
Optional: Attach a student work sample
 Spontaneous or sustained work
 Anecdote
 Picture of 3-D student product
 Digital video (3 min. max.)
•
Wait patiently for the results 
Identification in Upper Grades



New or referred students in third grade and above
will continue to enter the Talent Development
Program via standardized testing.
Students will be given the CogAT and the ITBS or
the Kaufman Test of Educational Achievement,
Second Edition (KTEA-II). A 93% average or above
is needed for qualification.
These tests will be administered by the Catalyst
teacher at each school as needed.
Additional TD Screening

All fourth grade students who score an
average of 87 on the reading and math
EOG’s and are not identified as TD will be
given the CogAt (February).
A
93 average on the combined tests will
result in TD identification.
 This
test will be administered by the TD
catalyst teacher at each school.
What Questions
Do You Have For Me?
Talent Development Department 2008
36
How to Contact Me:
980-343-5480 ▪ emily.kendig@cms.k12.nc.us
http://mskendig.cmswiki.wikispaces.net/
Department Contact: sheena.miracle@cms.k12.nc.us
Talent Development Department 2008
37