Irwin Academic Center Talent Development Identification WELCOME Irwin Academic Center Talent Development Identification WELCOME! Please sign in 

Ms. Kendig A little bit about me … Room 117 SU & UGA 10 years Public Relations 10 years teaching experience with CMS AIG certified, MAT & NBCT Loves chocolate, traveling, reading & Steelers Football Ms. Kendig PASSIONATE Enjoys a Challenge A little bit about me … Room 117 Talent Development Department

TD Identification Process Step One: All First Grade Students are screened with the Gifted Rating Scales (GRS). The GRS T scores range from 20-80. The key number for GRS scores is a T score of 65+ in three of the six scale areas. 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

GRS Scale Intellectual Ability: verbal and/or nonverbal mental skills, capabilities, or intellectual competence. Academic Ability: factual and/or school-related material. Creativity: think, act and/or produce unique, original, novel or innovative thoughts or products. Artistic Talent: potential for, or evidence of ability in drama, music, dance, drawing, painting, sculpture, singing, playing a musical instrument, and/or acting. Leadership Ability: ability to motivate others toward a common or shared goal. 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: Talent Development screening of students will be held September 12, 13 & 14, 2011 for every second grade student at Irwin. All second grade students will be given the CogAT Aptitude Test (an abilities test). Test has verbal, quantitative, as well as a non-verbal section . This test is a ninety minute test and will be administered in three separate sessions.

Identification Methods There are four gateways in which students can be identified. Each gateway has specific qualification measures. This helps identify all the underachieving gifted students.

Identification Methods Gateway # One: Students who score a 96% or above composite score on the CogAT will be identified for the Talent Development Program. This helps identify all the underachieving gifted students. 96% +

Identification Methods Gateway # Two: Students who score a 87-95% composite score on the CogAT, will be administered 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. 93% + /2 87-95% Ex. 95% Ex. 91%

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. 65 in 3+ avg. 87-92%

Identification Methods Gateway # Four: This Gateway has three possible pathways: 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: Irwin is an LI/TD Magnet School so ALL other 2nd grade students who do not meet gateways 1-3 will enter the Portfolio Process. This portfolio will include 5 work samples that the teacher submits. The parent may submit one additional sample.

Identification Methods Gateway # Four 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. Advanced Language Analytical Thinking Motivation / Perseverance/ Leadership Perspective / Sensitivity / Humor Creativity / Artistic Talent

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. Uses advanced vocabulary and multisyllabic words Puts new twists on traditional ideas Uses rich imagery, unusually descriptive Uses similes, metaphors, or analogies Reads and comprehends text well above age or grade level expectations

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. Demonstrates complex and 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

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 Interprets another’s point of view Creates and interprets more complex shapes, patterns, or graphics than age-mates Expresses empathetic statements through words or art Adds interesting components to enhance products Displays strong sense of fairness and justice Uses/understands subtle humor Understands and responds to the use of 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

Portfolio Product Examples Written products demonstrate advanced language and thinking, organizational skills, ability to extend the content. Examples may include stories, reports, journals, scientific observations, poems, graphic organizers or reflections. Record student’s explanation of advanced concepts, perspectives, musical creations, story telling, poetry reading/recitation. Tapes provide verification of advanced oral language and higher order thinking. Written Products Audio (VHS tape,CD,DVD) Refer to handout

What Makes A Good Leader by Jerome 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. Ask, Do you see complex and or abstract thinking? If yes, ask why is it complex for a second grader?

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 (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 & Responsibilities 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 TD Catalyst Teacher Student Parent/Guardian TD Committee

Lead TD Teacher’s Role Before Review Meeting Notify Parents/Guardians: Send home portfolio letter and Referral Form (AI-1) Collect signed Referral Form (AI-1) and optional parent– selected work sample Equip teachers with: List of portfolio candidates 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 the Referral Form (AI-1) Optional: Attach a student work sample Spontaneous or sustained work Anecdote Picture of 3-D student product Video or audio tape (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

How to Contact Me: 980-343-5480 ▪ emily. kendig@cms. k12. nc How to Contact Me: 980-343-5480 ▪ emily.kendig@cms.k12.nc.us http://mskendig.cmswiki.wikispaces.net/ Department Contact: carol.staples@cms.k12.nc.us Talent Development Department 2008