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

1. Irwin Academic CenterTalent Development IdentificationWELCOME! Please sign in 

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

3. 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-pointscale divided into three ranges: • 1-3 Below Average • 4-6 Average • 7-9 Above Average

4. 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.

5. 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 .

6. Identification Methods • There are four gateways in which students can be identified. • Each gateway has specific qualification measures.

7. 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% +

8. 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. 87-95% /2 93% + Ex. 95% Ex. 91%

9. 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%

10. 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. 92% or above 65 in 3+

11. 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.

12. 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

13. 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

14. 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

15. 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)

16. Advanced Language • Gifted students who demonstrate advanced language use advanced vocabulary and may be unusually descriptive. • They often use figurative language rich in imagery.

17. 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.

18. 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

19. 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 Perspective /Sensitivity / Humor

20. 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

21. Portfolio Product Examples • Written Products • Audio (VHS tape,CD,DVD) • 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.

22. 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.

23. 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.

24. 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.

25. Possible Portfolio Piece

26. Possible Portfolio Piece

27. 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)

28. 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)

29. 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

30. 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

31. 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 

32. 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.

33. 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.

34. What Questions Do You Have For Me? Talent Development Department 2008

35. 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