Talent Development Department 2

Boston College – Elem. Ed.

7 years teaching experience with CMS

AIG certified,

NBCT

Loves chocolate,

traveling, reading

&

Panthers Football

Mrs. Atri

PASSIONATE

Enjoys a

Challenge

A little bit

about me …

Mobile Unit 769 Married to Jason

Golden Retriever named Dexter

University of Bradford

(UK) – M.A. Peace Studies

TD Identification ProcessTD 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 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: Talent Development screening of students will

be held the second week in September for every second grade student at Olde Providence.

All second grade students will be given the CogAT (Cognitive Abilities Test).

Test has verbal, quantitative, as well as a non-verbal section .

TD Identification ProcessTD Identification Process

There are four gateways in which students can be identified.

Each gateway has specific qualification measures.

Gateway One:

Students who score a 96% (percentile) or above composite score on the CogAT will be identified for the Talent Development Program.

96% +

Gateway Two: Students who score a 87-95% (percentile) composite

score on the CogAT will be administered the nationally normed Iowa Test of Basic Skills (ITBS) to test their achievement with parent permission.

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%

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+ T-scores in 3+ areas

avg. 87-92%

Gateway Four: For students to place into TD through Gateway 4,

they must satisfy 2 of the 3 following criteria: 1) GRS rating scores of 65+ in at least 3 of the 6 areas 2) A portfolio rubric score of 12 points, with at least 3 points coming from Advanced Language or Analytical Thinking areas 3) A 92% score or higher on a CMS administered nationally normed aptitude test (CogAT)

• 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

• 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

• Five work samples submitted must show evidence in advanced language and/or analytical thinking to continue the portfolio process.

• I 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 (DVD) or audio tape, secured in a ziplock

bag, attached to manila folder is acceptable (3 minutes maximum)

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

• They often use figurative language (similies, metaphors, etc.) 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.

•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: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

• 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

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.

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.

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.

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.

All fourth grade students who score an average of 87% (percentile) on the reading and math EOG’s and are not identified as TD will be given the CogAt (January/February).

A 93% average on the combined tests (CogAT & EOG) will result in TD identification.

This test will be administered by the TD catalyst teacher at each school.

Talent Development Department 2008 24

Talent Development Department 2008 25