Irwin Academic Center
Talent Development Identification
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Talent Development Department
TD Identification Process
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
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
n Talent Development screening of students will be
held September 12, 13 & 14, 2011 for every second
grade student at Irwin.
n All second grade students will be given the
CogAT Aptitude Test (an abilities test).
n Test has verbal, quantitative, as well as a
non-verbal section .
Ø There are four gateways in which students
can be identified.
Ø Each gateway has
Gateway # One:
Ø Students who score a 96% or above
composite score on the CogAT will be
identified for the Talent Development
Gateway # Two:
Ø 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.
Ø 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.
/2 93% +
Ex. 95% Ex. 91%
Gateway # Three:
Ø 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
65 in 3+
Gateway # Four:
This Gateway has three possible pathways:
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
Gateway # Four:
n Irwin is an LI/TD Magnet School so ALL
other 2nd grade students who do not meet
gateways 1-3 will enter the Portfolio
n This portfolio will include 5 work samples
that the teacher submits. The parent may
submit one additional sample.
Gateway # Four Portfolio Info.:
ØA portfolio review committee evaluates the
portfolio and scores them using a CMS
student portfolios can be
appealed through the TD office
• 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
• Five work samples submitted must show evidence in advanced
language and/or analytical thinking to continue the portfolio
• Teachers will collect samples and submit in a letter-sized
• 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
• Gifted students who demonstrate advanced
language use advanced vocabulary and may
be unusually descriptive.
• They often use figurative language
rich in imagery.
• 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.
Perseverance / Leadership
Exhibits high levels of task commitment and energy
when pursuing personal interests or issues atypical of
Shows persistent intellectual curiosity and explores and
Effectively organizes people and tasks
to achieve a common goal
Perspective / Sensitivity / Humor
More readily understands another’s viewpoint
and interpret what influences or motivates
Develops a concern for human needs and rights
earlier than their age peers. They often display
a strong sense of justice and fairness
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
• Puts together materials in
unusual but relevant ways
Portfolio Product Examples
n Written Products n 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.
n Audio (VHS tape,CD,DVD) n 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.
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.
n Uses advanced vocabulary and What Makes A Good Leader by Jerome
A good leader must be intelligent kind and listen
n Uses more adjectives to other people. I think I am a good leader. I get
than age peers a lot of hundreds on my work because I am
responsible. Jason, Sherril and other kids in my
n Puts new twists on traditional class say I’m smart. Friday is kickball day. They
ideas pick me for captain because I pick both girls and
boys for my team. I’m fair. Sometimes they
n Uses rich imagery, argue and grumble about the kick. I stop the
unusually descriptive argument by telling them lets vote. My class
picked me for student council. I had to write a
n Uses similes, metaphors, speech and make campaign signs. I organized some
or analogies of my friends to help me. I like going to student
council meetings. Its like being in congress. We
n Uses more interesting verbs in tell are ideas and vote for the one we want. Some
their writing day I want to be a senator. I would be fair and
make good laws that help everybody. The End.
n Uses specific language
of a discipline
n Demonstrates complex and/or What Makes A Good Leader by Jerome
n Is unusually attentive to details A good leader must be intelligent kind and
listen to other people. I think I am a good
n Takes apart and reassembles leader. I get a lot of hundreds on my work
ideas, objects, or experiences because I am responsible. Jason, Sherril and
other kids in my class say I’m smart. Friday
n Analyzes cause and effect, is kickball day. They pick me for captain
consequences, or alternatives because I pick both girls and boys for my
n Organizes collections or ideas in team. I’m fair. Sometimes they argue and
unique ways grumble about the kick. I stop the argument
by telling them lets vote. My class picked me
n Thinks logically and uses problem for student council. I had to write a speech
solving strategies effectively and make campaign signs. I organized some of
my friends to help me. I like going to student
n Generalizes from only a few council meetings. Its like being in congress.
We tell are ideas and vote for the one we
n Creates songs, stories, or want. Some day I want to be a senator. I
riddles related to the learning would be fair and make good laws that help
experience everybody. The End.
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
(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
• TD Catalyst ü Systematically collect
• Teacher student work that
provides evidence of
• Student gifted behavior
ü Complete and attach a
• TD Committee reflection tag to
student sample, if
needed for clarification
Lead TD Teacher’s Role
Before Review Meeting
• Notify Parents/Guardians:
ü Send home portfolio letter and Referral Form (AI-1)
ü Collect signed Referral Form (AI-1) and optional parent–
selected work sample
• Equip teachers with:
ü List of portfolio candidates
ü List of TD Indicator Categories
ü List of possible Portfolio Products
ü Training overview of the Portfolio Process
ü Continued support throughout the process
• Sign the Referral Form (AI-1)
• Optional: Attach a student work sample
ü Spontaneous or sustained work
ü Picture of 3-D student product
ü Video or audio tape (3 min. max.)
• Wait patiently for the results J
Identification in Upper Grades
n New or referred students in third grade and above
will continue to enter the Talent Development
Program via standardized testing.
n 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.
n These tests will be administered by the Catalyst
teacher at each school as needed.
Additional TD Screening
Ø 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).
ØA 93 average on the combined tests will
result in TD identification.
Ø This test will be administered by the TD
catalyst teacher at each school.
Do You Have For Me?
Talent Development Department 2008 34
How to Contact Me:
980-343-5480 ▪ firstname.lastname@example.org
Department Contact: email@example.com
Talent Development Department 2008 35