Irwin Academic CenterIrwin Academic Center

Talent Development IdentificationTalent Development Identification

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2

SU & UGAPublic

Relations

11 years teaching experience with CMS

AIG certified,

MAT & NBCT

Loves chocolate,

traveling, reading

&

Steelers Football

Mrs. Foley

PASSIONATE

Enjoys a

Challenge

A little bit

about me …

My office is within Front

Office

Direct servicesIndirect services

Irwin’s Magnet Themes

or

3-5 Talent

Development

TD certified students receive

differentiated educational services for their unique

needs

All K-2 students

begin on this

accelerated path

*All 2nd graders are screened for

TD

K-2Learning Immersion

3-5 Learning Immersion

Students continue to participate

in an accelerated enrichment instructional

program.

*No new students

enter in 3-5

TD Identification ProcessTD Identification Process

GRS ScaleGRS Scale1. 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.

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.

TD Identification ProcessTD Identification Process

Identification MethodsIdentification Methods

There are four gateways in which students can be identified.

Each gateway has specific qualification measures.

TD Certification TD Certification ProcessProcess::

* ALL CMS second graders are assessed.

CoGAT = 96% or >GATEWAY 1

Gifted Rating ScalesAND

CoGAT& ITBS = 87 - 92% avg percentile

GATEWAY 3

CoGAT + ITBS = 93% or > avg percentileGATEWAY 2

GRS & CoGAT @ 92% or >OR

TD Work Sample Portfolio *all Irwin 2nd graders complete

GATEWAY 4

Identification MethodsIdentification 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 MethodsIdentification MethodsGateway 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.

Ex. 91%Ex. 95%

93% +/2

87-95%

Identification MethodsIdentification MethodsGateway 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. 65 in 3+

avg. 87-92%

Identification MethodsIdentification MethodsGateway 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 MethodsIdentification MethodsGateway 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 MethodsIdentification 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 DefinitionPortfolio 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 Portfolio Review ProcessProcess

• 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. Advanced Language2. Analytical Thinking 3. Motivation / Perseverance/ Leadership4. Perspective / Sensitivity / Humor5. Creativity / Artistic Talent

Selecting The Best SamplesSelecting 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 Portfolio ContentsContents

• 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 Advanced Language Language

• Gifted students who demonstrate advanced language use advanced vocabulary and may be unusually descriptive.

• They often use figurative language rich in imagery.

Analytical Analytical ThinkingThinking

• 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 / Motivation / Perseverance /

LeadershipLeadership•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 /Perspective / Sensitivity / Sensitivity /

HumorHumor

• 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 TalentCreativity / 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 SampleA Work SampleWhat 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 LanguageAdvanced 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 ThinkingAnalytical 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.

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Portfolio as an Assessment Portfolio as an Assessment

ToolTool

• 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 Benefits of Portfolio as Assessment Toolas Assessment Tool

• Reveals talents of student that are not exemplified on single-testing sessions (Robinson, 2005)

• Rewards fluency and complexity of response, over speed (Van Tassel-Baska et al., 2002)

• Exposes student to tasks prior to being tested due to fewer relevant environmental experiences outside of school (Rito and Moller, 1989)

Roles & ResponsibilitiesRoles & 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

• 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

Lead TD Teacher’s RoleLead TD Teacher’s RoleBefore Review Before Review

MeetingMeeting

Role of Role of Parents/GuardiansParents/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 Identification in Upper GradesGrades

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 ScreeningAdditional 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 What Questions Do You Have For Me?Do You Have For Me?

36Talent Development Department 2008

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

37Talent Development Department 2008