Is My Child Gifted?
According to the ERIC Clearinghouse on Disabilities and Gifted Education, some early signs of
giftedness include:
·Abstract reasoning and problem-solving skills
·Advanced progression through developmental milestones
·Curiosity
·Early and extensive language development
·Early recognition of caretakers (for example, smiling)
·Enjoyment and speed of learning
·Excellent sense of humor
·Extraordinary memory
·High activity level
·Intense reactions to noise, pain, or frustration
·Less need for sleep in infancy
·Long attention span
·Sensitivity and compassion
·Unusual alertness in infancy
·Vivid imagination (for example, imaginary companions)
Taken from Atlanta Parent magazine, January 2004 edition
What is the difference between a talented and gifted child and a bright child?
A bright child:
Knows the answers
Interested
Pays attention
Works hard
Answers questions
Enjoys same-aged peers
Good at memorization
Learns easily
Listens well
Self-satisfied
A gifted child:
Asks the questions
Extremely curious
Gets involved physically and mentally
Plays around, still gets good test scores
Questions the answers
Prefers adults or older children
Good at guessing
Bored, already knows the answers
Shows strong feelings and opinions
Highly critical of self (perfectionist)
Source: Janice Szabos as quoted in “The Gifted and Talented Child,” Maryland Council for Gifted & Talented Children, Inc. P.O. Box 12221, Silver Spring, MD 20908
High Achiever...
Remembers the answers
Is interested
Is attentive
Generates advanced ideas
Works hard to achieve
Answer the questions in detail
Performs at the top of the group
Responds with interest and opinions
Learns with ease
Needs 6 to 8 repetitions to master
Enjoys the company of age peers
Understands complex, abstract humor
Grasps the meaning
Completes assignments on time
Is receptive
Is accurate and complete
Enjoys school often
Absorbs information
Is a technician with expertise in a field
Memorizes well
Is highly alert and observant
Is pleased with own learning
Gets A's
Is able
A Gifted Learner...
Poses unforeseen questions
Is curious
Is selectively mentally engaged
Generates complex, abstract ideas
Knows without working hard
Ponders with depth and multiple perspectives
Is beyond the group
Exhibits feelings and opinions from multiple perspectives
Already knows
Needs 1 to 3 repetitions to master
Prefers the company of intellectual peers
Creates complex, abstract humor
Infers and connects concepts
Initiates projects and extensions of assignments
Is intense
Is original and continually developing
Enjoys self-directed learning
Manipulates information
Is an expert who abstracts beyond the field
Guesses and infers well
Anticipates and relates observations
Is self-critical
May not be motivated by grades
Is intellectual
A Creative Thinker...
Sees exceptions
Wonders
Daydreams; may seem off task
Overflows with ideas, many of which will never be developed
Plays with ideas and concepts
Injects new possibilities
Is in own group
Shares bizarre, sometimes conflicting opinions
Questions: What if...
Questions the need for mastery
Prefers the company of creative peers but often works alone
Relishes wild, off-the-wall humor
Makes mental leaps: Aha!
Initiates more projects that will ever be completed
Is independent and unconventional
Is original and continually developing
Enjoys creating
Improvises
Is an inventor and idea generator
Creates and brainstorms well
Is intuitive
Is never finished with possibilities
May not be motivated by grades
Is idiosyncratic
What are some things gifted students would want teachers to know about them?
https://drive.google.com/file/d/0B8WIyKqOwqMdOFZHb2JVdUdvU3M/view?usp=sharing
How does the screening process work for TAG?
Important statements to remember:
1. ALL students in the school are screened twice a year for TAG. Screening means that we look at student data for each child, not that every student is tested for the program each year.
2. Certain tests used for identification can only be administered once every two years.
3. The eligibility team will notify all parents of eligibility with a letter mailed through the U.S. mail.
4. The creativity test is sent away to be scored. It takes approximately six weeks to return, so it will be awhile before the results are known.
5. Parents must sign a permission slip for their child to be tested.
6. Any student who participated in a gifted program in another school or who has had private testing done should be referred to us immediately.
7. We cannot let parents know exactly when testing will occur beforehand, because many factors can arise causing us to change our testing schedule. We will follow the given testing window. Once a parent has signed a permission slip for testing, he/she should make sure that the child is feeling well, is well-rested, and has had a good breakfast before coming to school. This is a good way to ensure that your child does his/her best on the tests.
Automatic Referral Process:
When the students are referred: In the fall, when the standardized test data comes in (fall 2023 iReady assessments, spring 2023 Milestones)
What we’re looking for: For students in grades K-5, we are looking for a 90%+ on either the Reading OR Mathematics spring 2023 OR fall 2023 iReady assessment. For students in grades 4-5, we are looking for a Level 4 on either the Reading OR Mathematics section of the spring 2023 Milestones test. Please note that Milestones test scores can only be used for referral, not for finding a student eligible. Students in second and fourth grades will also be screened using MAP scores. We are looking for a 90% in Reading OR Mathematics, but these students will be tested during the CISS timeline (see below). Any student who participated in an out-of-system gifted program should be referred to us immediately. Parents are responsible for getting documentation of participation in another gifted program and documentation of test scores. Out-of-state students may require more testing, depending on what tests were given previously. Students who participated in a gifted program in a Georgia school are automatically eligible for Fulton County’s program. Students with private psychological testing in the mental ability area only (96% or above full scale) should also be referred immediately. Stipulations do apply, so contact the TAG office at 470-254-6811 for more information before pursuing private testing.
Supporting Information: All students need supporting information before testing can occur. The only exception is those students with documentation in an out-of-state gifted program. Supporting information can include advanced or accelerated math and/or reading levels as determined by the county, Level 4 Reading/Math Milestones spring 2023 (cannot be the same score used for screening), or 90% iReady test score within two years (cannot be the same score used for screening). We can also use previous testing scores, such as a 90%+ in total reading, total math or complete battery on a nationally-normed achievement test, a 90%+ on a standardized motivational characteristics rating scale, TTCT, or product test, or a mental ability score at 96%+ within two years. A student could also have 5 or more categories checked off on the 2022-2023 CISS checklist (see below) or be an individual winner of a district, state, or national competition within the last two years (must be on approved list of competitions).
When testing will begin: During the month of October/November for students referred in September/October
When parents will find out about eligibility/ineligibility: Sometime in late November/earlyDecember for students tested in the fall
When eligible students will start TAG: Second semester
Characteristics Instrument for Screening Students (CISS) Process:
When the students are referred: TAG teachers and administration designate a two-week period. This year, the process will be completed November 27-December 8th, 2023.
How it’s done: General education teachers screen all students who are not already in TAG. Teachers look for students with superior abilities in the areas of motivation, interests, communication skills, problem solving skills, memory, inquiry,
insight, reasoning, creativity, and humor. ALL certified teachers who see students (regular education, speech, ESOL, PE, art, music, media, EIP, special education, etc.) are required to complete the checklist during the two-week period. We will also be screening students in second and fourth grade using MAP scores and students in K-5 using winter iReady scores during this time period (see above).
How teachers determine superior abilities: Teachers are given a the following information to aid them in determining superior abilities:
MOTIVATION
Evidences an intense desire to achieve; strives to satisfy a need or attain set goals; students may be persistent in pursuing/completing self-selected tasks, be a self-starter, be an enthusiastic learner, aspire to be somebody/do something
INTERESTS
Intense (unusual) interests; activities, avocations, objects, etc. have special worth or significance; students may demonstrate unusual or advanced interests in a topic or activity, be beyond age-group, pursue an activity unceasingly, demonstrate perseverance in pursuit of an interest
COMMUNICATION SKILLS
Highly expressive and effective use of words, numbers, and symbols; students may demonstrate unusual ability to communicate (verbally, physically, artistically, symbolically), use particularly clever examples, illustrations or elaborations
PROBLEM-SOLVING ABILITY
Effective, inventive strategies for recognizing and solving problems; students may devise or adapt a systematic strategy for solving problems or change the strategy if it is not working, create new design, invent, understand what questions to ask to solve the problem
MEMORY
Large storehouse of information; innate ability to retain and retrieve information; student may need only 1-2 repitions for mastery, have a wealth of information, pay attention to details, manipulate information, remember experiences from the past (i.e. "When I was one..."
INQUIRY
Questions, experiments, explores; seeks in-depth knowledge, understanding, and information; student may ask unusual questions for age, play around with ideas, demonstrate extensive exploratory behaviors
INSIGHT
Quickly grasps new concepts and makes connections; sudden discovery of the correct solution following incorrect attempts; student may demonstrate exceptional ability to draw inferences, appear to be a good guesser, be a keen observer, posess capacity for seeing unusual and diverse relationships, integrate ideas and disciplines
REASONING
Logical approaches to figuring out solutions; forward-looking, goal-oriented thought; student may make generalizations, use metaphors and analogies, think things through logically, think critically, be an excellent planner
CREATIVITY
Inventiveness; problem-solving through non-traditional patterns of thinking; student may show ingenuity in using everyday materials, exhibit wild, seemingly silly ideas, produce ideas fluently/flexibly, be curious
HUMOR
Conveys and picks up on humor; ability to synthesize key ideas or problems in complex situations in humorous ways; student may exhibit keen sense of humor (gentle or hostile), see relationships and create jokes or puns, extreme sense of fairness, sensitive feelings of others, use inappropriate humor (class clown)
What we’re looking for: Any child who has 5 or more categories checked off is referred for possible testing.
Supporting Information: All students need a piece of supporting information before testing can occur. A mental ability score 96%+ can be used. Students can score at Level 4 on the Reading or Mathematics sections of the spring 2023 Milestones test. Students can also be advanced in reading or math as determined by the county, have a 90%+ on a standardized motivational characteristics rating scale, product test, achievement test (total reading, total math, or composite), or TTCT within two years, or an iReady test (winter administration) score of 90%+. Students could be an individual winner of a district, state, or national competition (must be on approved list of competitions). iReady and MAP scores that are used for screening cannot be used for supporting information.
When testing will begin: February/March
When parents will find out about eligibility/ineligibility: late March
When eligible students will start TAG: August 2024
How will I know whether my child has met the screening criteria for testing?
Permission slips for testing are sent via your child by hard copy or through Infinite Campus by electronic copy, so it is important to check your account during the time period that letters are released for a notification. It is also essential that your parent account is set up in Infinite Campus prior to the letters being released. If there is no parent account, we do not have a person to request an e-signature from. Please check the Calendar tab above for the dates of permission letter releases. If you do not have a notification, it means that your child has not met the criteria for testing at this particular time. Your child will be screened again for potential testing during our next screening session.
If you receive a notification, please make sure that you do two things:
1. Please make sure to check YES or NO to indicate your wishes about testing.
2. Please make sure to e-sign and SUBMIT the form.
How can I best prepare my child for testing?
While there is no way to "study for a TAG test," there are some things that a parent can do to make the process a little easier for his/her child.
1. Make sure to create a "just do your best," stress-free environment for your child.
2. Please make sure that your child has a healthy breakfast on mornings during the testing window (see Calendar tab for dates).
3. Please make sure that your child does not come to school sick on testing days.
You may find the following articles helpful as well:
https://www.soaringwithsnyder.com/2016/03/helping-your-gifted-student-survive-and.html
https://educationaladvancement.wordpress.com/2012/07/10/15-strategies-for-managing-your-gifted-childs-intensities/
Here are some resources to familiarize your child with the format of some of the tests and the types of questions asked (NOTE: OPEN IN GOOGLE CHROME):
https://docs.google.com/document/d/1epYghdVjWxeHDxSXCXPTl0VnEMmNVu2o/edit?usp=sharing&ouid=111727612036807694313&rtpof=true&sd=true
https://drive.google.com/file/d/1nfUhTkNk9yybgFTIDAClFLaDT3mRPobc/view?usp=sharing
https://drive.google.com/file/d/1f8L0xwTTwOm7oZGPauHwXlw-EhQk3rRV/view?usp=sharing
https://drive.google.com/file/d/13wtGue9tnCwbuiTJRTFSM8aVZnxqeuaR/view?usp=sharing
https://drive.google.com/file/d/13OdDFg48o-bxL98b5pwXWsFDGUnu5kST/view?usp=drive_link
How does the testing process work for TAG?
What tests are given: In order to test mental ability, we give the CogAT. This test has three sections (verbal, quantitative, and non-verbal). The test is read to K-2 students. The verbal section tests oral vocabulary and verbal reasoning at the K-2 levels and verbal classification, sentence completion, and verbal analogies at the 3-5 levels. The quantitative section tests relational concepts and quantitative concepts at the K-2 levels and quantitative relations, number series, and equation building at the 3-5
levels. The non-verbal section tests figure classification and matrices at the K-2 levels and figure classification, figure analogies, and figure analysis at the 3-5 levels. The test is not timed for grades K-2. Students in grades 3-5 are timed 10 minutes per section. For more information, please visit http://www.riverpub.com/products/cogAT7/content.html. In the fall, ALL kindergarten students who are referred for testing will take the NNAT instead of the CogAT for mental ability. In order to test creativity, we give the Torrence Test of Creative Thinking (TTCT). Students are given basic shapes or lines and are asked to add to them and give the pictures a title. The younger students may receive assistance with spelling. The test has three sections, and students have 10 minutes to complete each section. For students without any current qualifying achievement test data, we administer the Stanford-10. Students take the reading and/or math section. For the area of motivation, a rating scale is completed by two teacher who currently teach the child. The higher of the two scores is used.
How tests are given: Students are pulled usually by grade level four-six times (once for each section of the CogAT, once for the TTCT, and twice for the Stanford).
How tests are scored: The TAG teachers score the GRS-Ms and Stanford-10s. The TTCTs are sent away for scoring. CogATs are administered and scored on the computer.
Alternate forms of testing: For those students who did not qualify in the area of mental ability but who did qualify in two other areas, an individual psych test in the area of mental ability can be given by the school psychologist if the student meets the criteria. The criteria are either a 93% or above on 2 components of the CogAT or 93% or above on the composite CogAT score. Students also need to have either two achievement test scores at or above 90% or one at or above 94% and "A" in an advanced course or a 90%+ on a motivation rating scale. For those students who were tested during a previous screening and have been referred again, one of two tests may be given. For those students who did not qualify in the area of mental ability but do qualify in two other areas, a Naglieri Nonverbal Ability Test may be given if the student meets the criteria. In order to meet the criteria, the student should score > 70% on the nonverbal section of the CogAT. Students for whom English is not their primary language would also be able to take this test. Kindergarten students tested in the fall using the NNAT could take the CogAT as an alternative test. For those who did not qualify in the area of creativity with the TTCT or the area of motivation, a product test can be given if the student is referred in the future. The student must qualify in two other areas with one of those areas being a nationally-normed test, and the student needs to demonstrate creativity in the classroom setting. This is a scripted lesson given by the classroom teacher. Students never know that this is a TAG test. They are blindly scored by a team of trained teachers at school who compare a number of products from non-TAG students.
How is eligibility/ineligibility determined?
Important things to remember:
1. Eligibility/ineligibility is determined by the TAG Advocacy Council, which has been trained.
2. The TAG Advocacy Council is made up of at least one administrator, at least one special areas teacher (PE, art, music), at least one teacher from each grade level, and at least one TAG teacher. One general education teacher is selected to chair the council. The council is in charge of the screening and identification processes.
3. Any test score from the past two years is valid.
4. All guidelines for eligibility are set by the Georgia Department of Education.
Procedure two (Option B):
Students must qualify in at least three areas:
Mental Ability Area: At least 96% composite (overall) or component (one section) score on a nationally-normed test, such as the CogAT, MAT, DAT, OLSAT, WISC V, or BINET
Creativity Area: At least 90% on the TTCT or product test; individual winner of a district level academic competition (must be on approved list of competitions)
Achievement Area: At least 90% in Total Reading, Total Math, or Complete Battery on a nationally-normed test,
such as the Stanford-10, IOWA, CTBS, iReady, or CAT
Motivation Area: 90%+ on the motivation rating scale or product test; individual winner of a district level academic competition (must be on approved list of competitions)
Procedure one (Option A):
For K-2, 99% composite score on a nationally-normed mental ability test and at least 90% in Total Reading, Total Math, or Complete Battery on a nationally normed-achievement test.
For 3-5, at least 96% composite score on a nationally-normed mental ability test and at least 90% in Total Reading, Total Math, or Complete Battery on a nationally-normed achievement test.
After students are found eligible: All parents must attend a staffing meeting during which they learn about our program and sign permission to participate in our program.
What if my child is not found eligible for the TAG program?
Important things to remember:
1. Letters are mailed home through the U.S. mail, so that parents can best decide how to break the news to their
children. TAG teachers would never let a child know this information.
2. If the child is referred again, the child may be eligible for testing again in the future before the two-year time period is up depending upon the scores received during the initial testing.
3. The scores are just a snapshot in time. There may be many reasons why the scores are not what a parent might have been expecting (illness, nervousness, not enough time, etc.).
4. Mental ability tests measure how a student processes information (applying knowledge, processing information, solving problems, finding patterns, completing analogies, and finding relationships). Achievement tests evaluate skills and knowledge.
5. Classroom teachers at our school do a wonderful job of enriching the curriculum on days in which TAG students are out of the room. All students are instructed on their individual reading and math level in the regular classroom.
6. Students can be referred for testing throughout their elementary, middle, and high school years.
7. In middle school, students can still participate in advanced classes without being enrolled in the TAG program. In high school, students can still take A.P. classes without being enrolled in the TAG program.
What do students do in TAG?
Thematic Units: Students work on three units per year. Each unit covers the following TAG learning
objectives: creative thinking/creative problem solving skills, higher order/critical thinking skills, advanced research skills, and advanced communication skills. They also cover at least 2 Science and at least 2 Social Studies GSE objectives. Parents will receive a description of units at the beginning of the school year and at Curriculum Night.
How Creek View’s program works: Our program is an all day pull-out program one day a week. Students report to their
homerooms in the morning. They come to TAG after announcements and attend TAG until dismissal. TAG students eat lunch as a TAG class but attend specials with their homeroom. We work on logic/creative thinking skills for about ½ hour and unit activities for the remainder of the day.
Responsibilities of the classroom teacher: Classroom teachers are responsible for modifying, substituting, or eliminating assignments on TAG days. They are also responsible for giving the students the missed assignments themselves. TAG students should not get assignments from other students.
Do students receive grades in TAG?
At the elementary level, students do receive a separate TAG skills progress report at the conclusion of each of our three units. At the middle and high school levels, students receive letter grades for their TAG courses with the exception of seminars and individual projects at the high school level.
Do students need to test again to stay in TAG?
No, once a student is found eligible for TAG, he/she is always eligible. However, non-satisfactory performance in TAG could warrant a child’s placement on probationary status. A child cannot be on probation for more than a year. A child can be dismissed from TAG if his/her performance does not improve.
What opportunities are available for TAG students after elementary school?
Middle School: Students can be placed in TAG Science or Social Studies classes according to standardized test scores, grades and teacher recommendation. Language Arts and Math placements are made by the regular education teacher.
High School: Students can participate in seminars, individual projects, advanced content courses, AP classes, directed studies, career internships, joint enrollment, or international baccalaureate.
What if I have additional questions?
Please feel free to e-mail us at [email protected], [email protected], or [email protected].
Where can I go for more information?
National Association for Gifted Children
http://www.nagc.org/
Georgia Association for Gifted Children
http://www.gagc.org
According to the ERIC Clearinghouse on Disabilities and Gifted Education, some early signs of
giftedness include:
·Abstract reasoning and problem-solving skills
·Advanced progression through developmental milestones
·Curiosity
·Early and extensive language development
·Early recognition of caretakers (for example, smiling)
·Enjoyment and speed of learning
·Excellent sense of humor
·Extraordinary memory
·High activity level
·Intense reactions to noise, pain, or frustration
·Less need for sleep in infancy
·Long attention span
·Sensitivity and compassion
·Unusual alertness in infancy
·Vivid imagination (for example, imaginary companions)
Taken from Atlanta Parent magazine, January 2004 edition
What is the difference between a talented and gifted child and a bright child?
A bright child:
Knows the answers
Interested
Pays attention
Works hard
Answers questions
Enjoys same-aged peers
Good at memorization
Learns easily
Listens well
Self-satisfied
A gifted child:
Asks the questions
Extremely curious
Gets involved physically and mentally
Plays around, still gets good test scores
Questions the answers
Prefers adults or older children
Good at guessing
Bored, already knows the answers
Shows strong feelings and opinions
Highly critical of self (perfectionist)
Source: Janice Szabos as quoted in “The Gifted and Talented Child,” Maryland Council for Gifted & Talented Children, Inc. P.O. Box 12221, Silver Spring, MD 20908
High Achiever...
Remembers the answers
Is interested
Is attentive
Generates advanced ideas
Works hard to achieve
Answer the questions in detail
Performs at the top of the group
Responds with interest and opinions
Learns with ease
Needs 6 to 8 repetitions to master
Enjoys the company of age peers
Understands complex, abstract humor
Grasps the meaning
Completes assignments on time
Is receptive
Is accurate and complete
Enjoys school often
Absorbs information
Is a technician with expertise in a field
Memorizes well
Is highly alert and observant
Is pleased with own learning
Gets A's
Is able
A Gifted Learner...
Poses unforeseen questions
Is curious
Is selectively mentally engaged
Generates complex, abstract ideas
Knows without working hard
Ponders with depth and multiple perspectives
Is beyond the group
Exhibits feelings and opinions from multiple perspectives
Already knows
Needs 1 to 3 repetitions to master
Prefers the company of intellectual peers
Creates complex, abstract humor
Infers and connects concepts
Initiates projects and extensions of assignments
Is intense
Is original and continually developing
Enjoys self-directed learning
Manipulates information
Is an expert who abstracts beyond the field
Guesses and infers well
Anticipates and relates observations
Is self-critical
May not be motivated by grades
Is intellectual
A Creative Thinker...
Sees exceptions
Wonders
Daydreams; may seem off task
Overflows with ideas, many of which will never be developed
Plays with ideas and concepts
Injects new possibilities
Is in own group
Shares bizarre, sometimes conflicting opinions
Questions: What if...
Questions the need for mastery
Prefers the company of creative peers but often works alone
Relishes wild, off-the-wall humor
Makes mental leaps: Aha!
Initiates more projects that will ever be completed
Is independent and unconventional
Is original and continually developing
Enjoys creating
Improvises
Is an inventor and idea generator
Creates and brainstorms well
Is intuitive
Is never finished with possibilities
May not be motivated by grades
Is idiosyncratic
What are some things gifted students would want teachers to know about them?
https://drive.google.com/file/d/0B8WIyKqOwqMdOFZHb2JVdUdvU3M/view?usp=sharing
How does the screening process work for TAG?
Important statements to remember:
1. ALL students in the school are screened twice a year for TAG. Screening means that we look at student data for each child, not that every student is tested for the program each year.
2. Certain tests used for identification can only be administered once every two years.
3. The eligibility team will notify all parents of eligibility with a letter mailed through the U.S. mail.
4. The creativity test is sent away to be scored. It takes approximately six weeks to return, so it will be awhile before the results are known.
5. Parents must sign a permission slip for their child to be tested.
6. Any student who participated in a gifted program in another school or who has had private testing done should be referred to us immediately.
7. We cannot let parents know exactly when testing will occur beforehand, because many factors can arise causing us to change our testing schedule. We will follow the given testing window. Once a parent has signed a permission slip for testing, he/she should make sure that the child is feeling well, is well-rested, and has had a good breakfast before coming to school. This is a good way to ensure that your child does his/her best on the tests.
Automatic Referral Process:
When the students are referred: In the fall, when the standardized test data comes in (fall 2023 iReady assessments, spring 2023 Milestones)
What we’re looking for: For students in grades K-5, we are looking for a 90%+ on either the Reading OR Mathematics spring 2023 OR fall 2023 iReady assessment. For students in grades 4-5, we are looking for a Level 4 on either the Reading OR Mathematics section of the spring 2023 Milestones test. Please note that Milestones test scores can only be used for referral, not for finding a student eligible. Students in second and fourth grades will also be screened using MAP scores. We are looking for a 90% in Reading OR Mathematics, but these students will be tested during the CISS timeline (see below). Any student who participated in an out-of-system gifted program should be referred to us immediately. Parents are responsible for getting documentation of participation in another gifted program and documentation of test scores. Out-of-state students may require more testing, depending on what tests were given previously. Students who participated in a gifted program in a Georgia school are automatically eligible for Fulton County’s program. Students with private psychological testing in the mental ability area only (96% or above full scale) should also be referred immediately. Stipulations do apply, so contact the TAG office at 470-254-6811 for more information before pursuing private testing.
Supporting Information: All students need supporting information before testing can occur. The only exception is those students with documentation in an out-of-state gifted program. Supporting information can include advanced or accelerated math and/or reading levels as determined by the county, Level 4 Reading/Math Milestones spring 2023 (cannot be the same score used for screening), or 90% iReady test score within two years (cannot be the same score used for screening). We can also use previous testing scores, such as a 90%+ in total reading, total math or complete battery on a nationally-normed achievement test, a 90%+ on a standardized motivational characteristics rating scale, TTCT, or product test, or a mental ability score at 96%+ within two years. A student could also have 5 or more categories checked off on the 2022-2023 CISS checklist (see below) or be an individual winner of a district, state, or national competition within the last two years (must be on approved list of competitions).
When testing will begin: During the month of October/November for students referred in September/October
When parents will find out about eligibility/ineligibility: Sometime in late November/earlyDecember for students tested in the fall
When eligible students will start TAG: Second semester
Characteristics Instrument for Screening Students (CISS) Process:
When the students are referred: TAG teachers and administration designate a two-week period. This year, the process will be completed November 27-December 8th, 2023.
How it’s done: General education teachers screen all students who are not already in TAG. Teachers look for students with superior abilities in the areas of motivation, interests, communication skills, problem solving skills, memory, inquiry,
insight, reasoning, creativity, and humor. ALL certified teachers who see students (regular education, speech, ESOL, PE, art, music, media, EIP, special education, etc.) are required to complete the checklist during the two-week period. We will also be screening students in second and fourth grade using MAP scores and students in K-5 using winter iReady scores during this time period (see above).
How teachers determine superior abilities: Teachers are given a the following information to aid them in determining superior abilities:
MOTIVATION
Evidences an intense desire to achieve; strives to satisfy a need or attain set goals; students may be persistent in pursuing/completing self-selected tasks, be a self-starter, be an enthusiastic learner, aspire to be somebody/do something
INTERESTS
Intense (unusual) interests; activities, avocations, objects, etc. have special worth or significance; students may demonstrate unusual or advanced interests in a topic or activity, be beyond age-group, pursue an activity unceasingly, demonstrate perseverance in pursuit of an interest
COMMUNICATION SKILLS
Highly expressive and effective use of words, numbers, and symbols; students may demonstrate unusual ability to communicate (verbally, physically, artistically, symbolically), use particularly clever examples, illustrations or elaborations
PROBLEM-SOLVING ABILITY
Effective, inventive strategies for recognizing and solving problems; students may devise or adapt a systematic strategy for solving problems or change the strategy if it is not working, create new design, invent, understand what questions to ask to solve the problem
MEMORY
Large storehouse of information; innate ability to retain and retrieve information; student may need only 1-2 repitions for mastery, have a wealth of information, pay attention to details, manipulate information, remember experiences from the past (i.e. "When I was one..."
INQUIRY
Questions, experiments, explores; seeks in-depth knowledge, understanding, and information; student may ask unusual questions for age, play around with ideas, demonstrate extensive exploratory behaviors
INSIGHT
Quickly grasps new concepts and makes connections; sudden discovery of the correct solution following incorrect attempts; student may demonstrate exceptional ability to draw inferences, appear to be a good guesser, be a keen observer, posess capacity for seeing unusual and diverse relationships, integrate ideas and disciplines
REASONING
Logical approaches to figuring out solutions; forward-looking, goal-oriented thought; student may make generalizations, use metaphors and analogies, think things through logically, think critically, be an excellent planner
CREATIVITY
Inventiveness; problem-solving through non-traditional patterns of thinking; student may show ingenuity in using everyday materials, exhibit wild, seemingly silly ideas, produce ideas fluently/flexibly, be curious
HUMOR
Conveys and picks up on humor; ability to synthesize key ideas or problems in complex situations in humorous ways; student may exhibit keen sense of humor (gentle or hostile), see relationships and create jokes or puns, extreme sense of fairness, sensitive feelings of others, use inappropriate humor (class clown)
What we’re looking for: Any child who has 5 or more categories checked off is referred for possible testing.
Supporting Information: All students need a piece of supporting information before testing can occur. A mental ability score 96%+ can be used. Students can score at Level 4 on the Reading or Mathematics sections of the spring 2023 Milestones test. Students can also be advanced in reading or math as determined by the county, have a 90%+ on a standardized motivational characteristics rating scale, product test, achievement test (total reading, total math, or composite), or TTCT within two years, or an iReady test (winter administration) score of 90%+. Students could be an individual winner of a district, state, or national competition (must be on approved list of competitions). iReady and MAP scores that are used for screening cannot be used for supporting information.
When testing will begin: February/March
When parents will find out about eligibility/ineligibility: late March
When eligible students will start TAG: August 2024
How will I know whether my child has met the screening criteria for testing?
Permission slips for testing are sent via your child by hard copy or through Infinite Campus by electronic copy, so it is important to check your account during the time period that letters are released for a notification. It is also essential that your parent account is set up in Infinite Campus prior to the letters being released. If there is no parent account, we do not have a person to request an e-signature from. Please check the Calendar tab above for the dates of permission letter releases. If you do not have a notification, it means that your child has not met the criteria for testing at this particular time. Your child will be screened again for potential testing during our next screening session.
If you receive a notification, please make sure that you do two things:
1. Please make sure to check YES or NO to indicate your wishes about testing.
2. Please make sure to e-sign and SUBMIT the form.
How can I best prepare my child for testing?
While there is no way to "study for a TAG test," there are some things that a parent can do to make the process a little easier for his/her child.
1. Make sure to create a "just do your best," stress-free environment for your child.
2. Please make sure that your child has a healthy breakfast on mornings during the testing window (see Calendar tab for dates).
3. Please make sure that your child does not come to school sick on testing days.
You may find the following articles helpful as well:
https://www.soaringwithsnyder.com/2016/03/helping-your-gifted-student-survive-and.html
https://educationaladvancement.wordpress.com/2012/07/10/15-strategies-for-managing-your-gifted-childs-intensities/
Here are some resources to familiarize your child with the format of some of the tests and the types of questions asked (NOTE: OPEN IN GOOGLE CHROME):
https://docs.google.com/document/d/1epYghdVjWxeHDxSXCXPTl0VnEMmNVu2o/edit?usp=sharing&ouid=111727612036807694313&rtpof=true&sd=true
https://drive.google.com/file/d/1nfUhTkNk9yybgFTIDAClFLaDT3mRPobc/view?usp=sharing
https://drive.google.com/file/d/1f8L0xwTTwOm7oZGPauHwXlw-EhQk3rRV/view?usp=sharing
https://drive.google.com/file/d/13wtGue9tnCwbuiTJRTFSM8aVZnxqeuaR/view?usp=sharing
https://drive.google.com/file/d/13OdDFg48o-bxL98b5pwXWsFDGUnu5kST/view?usp=drive_link
How does the testing process work for TAG?
What tests are given: In order to test mental ability, we give the CogAT. This test has three sections (verbal, quantitative, and non-verbal). The test is read to K-2 students. The verbal section tests oral vocabulary and verbal reasoning at the K-2 levels and verbal classification, sentence completion, and verbal analogies at the 3-5 levels. The quantitative section tests relational concepts and quantitative concepts at the K-2 levels and quantitative relations, number series, and equation building at the 3-5
levels. The non-verbal section tests figure classification and matrices at the K-2 levels and figure classification, figure analogies, and figure analysis at the 3-5 levels. The test is not timed for grades K-2. Students in grades 3-5 are timed 10 minutes per section. For more information, please visit http://www.riverpub.com/products/cogAT7/content.html. In the fall, ALL kindergarten students who are referred for testing will take the NNAT instead of the CogAT for mental ability. In order to test creativity, we give the Torrence Test of Creative Thinking (TTCT). Students are given basic shapes or lines and are asked to add to them and give the pictures a title. The younger students may receive assistance with spelling. The test has three sections, and students have 10 minutes to complete each section. For students without any current qualifying achievement test data, we administer the Stanford-10. Students take the reading and/or math section. For the area of motivation, a rating scale is completed by two teacher who currently teach the child. The higher of the two scores is used.
How tests are given: Students are pulled usually by grade level four-six times (once for each section of the CogAT, once for the TTCT, and twice for the Stanford).
How tests are scored: The TAG teachers score the GRS-Ms and Stanford-10s. The TTCTs are sent away for scoring. CogATs are administered and scored on the computer.
Alternate forms of testing: For those students who did not qualify in the area of mental ability but who did qualify in two other areas, an individual psych test in the area of mental ability can be given by the school psychologist if the student meets the criteria. The criteria are either a 93% or above on 2 components of the CogAT or 93% or above on the composite CogAT score. Students also need to have either two achievement test scores at or above 90% or one at or above 94% and "A" in an advanced course or a 90%+ on a motivation rating scale. For those students who were tested during a previous screening and have been referred again, one of two tests may be given. For those students who did not qualify in the area of mental ability but do qualify in two other areas, a Naglieri Nonverbal Ability Test may be given if the student meets the criteria. In order to meet the criteria, the student should score > 70% on the nonverbal section of the CogAT. Students for whom English is not their primary language would also be able to take this test. Kindergarten students tested in the fall using the NNAT could take the CogAT as an alternative test. For those who did not qualify in the area of creativity with the TTCT or the area of motivation, a product test can be given if the student is referred in the future. The student must qualify in two other areas with one of those areas being a nationally-normed test, and the student needs to demonstrate creativity in the classroom setting. This is a scripted lesson given by the classroom teacher. Students never know that this is a TAG test. They are blindly scored by a team of trained teachers at school who compare a number of products from non-TAG students.
How is eligibility/ineligibility determined?
Important things to remember:
1. Eligibility/ineligibility is determined by the TAG Advocacy Council, which has been trained.
2. The TAG Advocacy Council is made up of at least one administrator, at least one special areas teacher (PE, art, music), at least one teacher from each grade level, and at least one TAG teacher. One general education teacher is selected to chair the council. The council is in charge of the screening and identification processes.
3. Any test score from the past two years is valid.
4. All guidelines for eligibility are set by the Georgia Department of Education.
Procedure two (Option B):
Students must qualify in at least three areas:
Mental Ability Area: At least 96% composite (overall) or component (one section) score on a nationally-normed test, such as the CogAT, MAT, DAT, OLSAT, WISC V, or BINET
Creativity Area: At least 90% on the TTCT or product test; individual winner of a district level academic competition (must be on approved list of competitions)
Achievement Area: At least 90% in Total Reading, Total Math, or Complete Battery on a nationally-normed test,
such as the Stanford-10, IOWA, CTBS, iReady, or CAT
Motivation Area: 90%+ on the motivation rating scale or product test; individual winner of a district level academic competition (must be on approved list of competitions)
Procedure one (Option A):
For K-2, 99% composite score on a nationally-normed mental ability test and at least 90% in Total Reading, Total Math, or Complete Battery on a nationally normed-achievement test.
For 3-5, at least 96% composite score on a nationally-normed mental ability test and at least 90% in Total Reading, Total Math, or Complete Battery on a nationally-normed achievement test.
After students are found eligible: All parents must attend a staffing meeting during which they learn about our program and sign permission to participate in our program.
What if my child is not found eligible for the TAG program?
Important things to remember:
1. Letters are mailed home through the U.S. mail, so that parents can best decide how to break the news to their
children. TAG teachers would never let a child know this information.
2. If the child is referred again, the child may be eligible for testing again in the future before the two-year time period is up depending upon the scores received during the initial testing.
3. The scores are just a snapshot in time. There may be many reasons why the scores are not what a parent might have been expecting (illness, nervousness, not enough time, etc.).
4. Mental ability tests measure how a student processes information (applying knowledge, processing information, solving problems, finding patterns, completing analogies, and finding relationships). Achievement tests evaluate skills and knowledge.
5. Classroom teachers at our school do a wonderful job of enriching the curriculum on days in which TAG students are out of the room. All students are instructed on their individual reading and math level in the regular classroom.
6. Students can be referred for testing throughout their elementary, middle, and high school years.
7. In middle school, students can still participate in advanced classes without being enrolled in the TAG program. In high school, students can still take A.P. classes without being enrolled in the TAG program.
What do students do in TAG?
Thematic Units: Students work on three units per year. Each unit covers the following TAG learning
objectives: creative thinking/creative problem solving skills, higher order/critical thinking skills, advanced research skills, and advanced communication skills. They also cover at least 2 Science and at least 2 Social Studies GSE objectives. Parents will receive a description of units at the beginning of the school year and at Curriculum Night.
How Creek View’s program works: Our program is an all day pull-out program one day a week. Students report to their
homerooms in the morning. They come to TAG after announcements and attend TAG until dismissal. TAG students eat lunch as a TAG class but attend specials with their homeroom. We work on logic/creative thinking skills for about ½ hour and unit activities for the remainder of the day.
Responsibilities of the classroom teacher: Classroom teachers are responsible for modifying, substituting, or eliminating assignments on TAG days. They are also responsible for giving the students the missed assignments themselves. TAG students should not get assignments from other students.
Do students receive grades in TAG?
At the elementary level, students do receive a separate TAG skills progress report at the conclusion of each of our three units. At the middle and high school levels, students receive letter grades for their TAG courses with the exception of seminars and individual projects at the high school level.
Do students need to test again to stay in TAG?
No, once a student is found eligible for TAG, he/she is always eligible. However, non-satisfactory performance in TAG could warrant a child’s placement on probationary status. A child cannot be on probation for more than a year. A child can be dismissed from TAG if his/her performance does not improve.
What opportunities are available for TAG students after elementary school?
Middle School: Students can be placed in TAG Science or Social Studies classes according to standardized test scores, grades and teacher recommendation. Language Arts and Math placements are made by the regular education teacher.
High School: Students can participate in seminars, individual projects, advanced content courses, AP classes, directed studies, career internships, joint enrollment, or international baccalaureate.
What if I have additional questions?
Please feel free to e-mail us at [email protected], [email protected], or [email protected].
Where can I go for more information?
National Association for Gifted Children
http://www.nagc.org/
Georgia Association for Gifted Children
http://www.gagc.org