Hello there! Thank you for joining to learn more about the Gifted and Talented Identification and Assessment process for Spring 2025 Kinder - 8th grade here in Springtown ISD.

Here we will talk about

• What is giftedness?
• How do we assess for giftedness?
• How do we serve our gifted learners?
• What do we use for testing? What does testing actually look like?
• and more!

At the end of this newsletter you will find the link to nominate your child for the identification and assessment process. Please take the time to read this information as it will answer many of your questions.

This year's referral window will open on 2/3 and close 2/28.

Giftedness is often misunderstood, as it can manifest in many different ways. To provide a clearer understanding, let’s explore definitions from two well-regarded sources: the Columbus Group and the Texas State Plan for the Education of Gifted/Talented Students.

The Columbus Group Definition of Giftedness
The Columbus Group defines giftedness as "asynchronous development in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm." Giftedness, in this sense, is more than just high achievement or intellectual capability—it involves the unique ways gifted individuals perceive and process the world around them. These children often experience discrepancies between their cognitive development, emotional maturity, and physical growth, which can result in unique challenges and needs.

The Texas State Plan Definition of Giftedness
According to the Texas State Plan for the Education of Gifted/Talented Students, a gifted/talented student is defined as a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment. These students typically:

1. Exhibit high performance capability in an intellectual, creative, or artistic area;
2. Possess an unusual capacity for leadership; or
3. Excel in a specific academic field (Texas Education Code §29.121).

The Texas State Plan emphasizes that giftedness is not solely about high academic performance but also includes creativity, leadership, and specialized abilities in various domains.

Below are 12 signs you can look for when identifying giftedness in your child.

1. Early language development
2. Excellent memory
3. Persistent curiosity
4. Rapid learning
5. Sense of humor
6. Intensity
7. Long attention span
8. Sensitivity
9. Keen skills of observation
10. Preference for older playmates
11. Perfectionism
12. Strong sense of morality and justice

Understanding the differences between high achievers and gifted learners is important because it ensures that students receive the right type of educational support. High achievers may thrive in traditional classroom settings, while gifted learners often need more complex, self-directed learning opportunities to fully engage their abilities. Recognizing these distinctions allows educators and parents to better meet each student's unique needs, helping gifted learners reach their potential without being confined to standard expectations or misidentified as simply high achievers.

Gifted services at Springtown ISD are designed to meet the unique academic and social-emotional needs of our gifted learners. Our program provides a variety of learning opportunities that challenge students at their individual levels of ability. Here’s an overview of what gifted services look like across grade levels.

Elementary (Grades 1-4)

At the elementary level, Springtown ISD uses a cluster grouping model where GT-identified students are grouped together with a teacher who has completed the required 30 hours of GT Foundations training. This ensures that GT students’ instructional needs are addressed daily across all subjects.

Additionally, students in grades 1-4 participate in GT pull-out services, where they spend two hours per week with the district GT teacher. During these sessions, students explore concepts related to critical and creative thinking, problem-solving, and self-directed learning.

Intermediate (Grades 5-6)

Intermediate students also benefit from the cluster grouping model. Teachers trained in GT education use advanced instructional strategies to provide appropriate pacing and differentiation for gifted learners.

Some students may require further acceleration in specific subjects. For example, students in grade 6 with advanced needs in math or reading language arts can be placed in Honors courses, which provide the foundation for accelerated learning, such as enrolling in Algebra I by 8th grade.

Secondary (Grades 7-12)

At the secondary level, gifted students are placed into designated GT sections of Honors, AP, or Dual Credit courses in the core subjects of English language arts, math, science, and social studies. These courses follow the same scope and sequence as non-GT sections, but instruction is differentiated to meet the advanced learning needs of gifted students.

To remain active in the GT program at the secondary level, students must enroll in at least one Honors, AP, or Dual Credit course per semester. Students not meeting this requirement may be furloughed or exited from the program after consultation with parents or guardians.

Social and Emotional Support

In addition to academic challenges, Springtown ISD provides support for the social and emotional needs of gifted learners. Through intentional lessons, grouping strategies, and a "safe" learning environment, gifted students are given opportunities to grow not only academically, but also emotionally and socially.

By offering a flexible and comprehensive set of services, Springtown ISD ensures that gifted students receive the support and challenges they need to thrive.

Identifying gifted learners involves a thorough and balanced approach, incorporating both quantitative and qualitative assessments. These assessments help us understand a student’s unique capabilities and potential for advanced learning.

Quantitative Assessments Quantitative assessments are used to measure specific areas of academic performance, reasoning, and cognitive abilities. The tests we use include:

• NWEA MAP (Measures of Academic Progress): Assesses student growth in reading, math, and science, providing a measure of academic achievement relative to national norms.
• IOWA Assessments: Measures core academic skills such as reading, language arts, and mathematics to compare a student’s performance with peers across the country.
• CoGAT (Cognitive Abilities Test): Evaluates reasoning skills in verbal, quantitative, and non-verbal areas, offering insight into a student’s cognitive strengths and learning potential.
• STAAR (State of Texas Assessments of Academic Readiness): Provides data on academic achievement and progress in subjects like math, reading, and science.

Qualitative Assessments While quantitative data provides valuable information, we also focus on qualitative assessments to understand a student's creative abilities, learning style, and social-emotional characteristics. These include:

• Student Portfolios: A collection of a student's work that demonstrates their creative thinking, problem-solving skills, and depth of understanding in various subjects.
• Teacher and Parent Surveys: Educators and parents offer valuable insights into the student’s behavior, interests, and learning patterns through structured surveys that capture observations over time.
• Creativity Tests: Assessments designed to measure a student’s ability to think divergently, generate novel ideas, and solve problems in innovative ways.
• Kinder Screening: Kinder students who have been referred to the program will also be pulled for 2-3 "creativity" sessions for observation. Activities will range from building with different materials, drawing, etc.

By combining these multiple data points, we can better understand each student’s unique strengths and educational needs, ensuring that we offer the appropriate support and services for gifted learners.

In the process of identifying gifted learners, percentiles play a critical role in understanding how a student’s performance compares to others. At Springtown ISD, we assess students using both national and district-level norms to ensure a thorough and equitable evaluation.

What is a Percentile?
A percentile rank tells us how a student’s performance compares to that of their peers. For example, if a student scores in the 90th percentile on an assessment, they have performed better than 90% of students in the same age group. Percentile ranks provide insight into where students stand academically and cognitively relative to their peers.

National Norms
National norms are used to compare a student's performance against students across the country. Tests like the NWEA, IOWA, and CoGAT provide data that shows how students perform compared to a broad national sample. These norms help us assess whether a student is performing at a significantly higher level than their peers nationwide.

District-Level Norms
While national norms are essential, Springtown ISD also looks at district-level norms. This ensures that we consider the unique characteristics and demographics of our student population when identifying gifted learners. Comparing students against local norms allows us to identify those who excel within the context of our specific community. This helps ensure that our gifted program reflects the diversity and needs of the students in our district.

By considering both national and district norms, we aim to create a more inclusive and accurate identification process, ensuring that students who demonstrate potential for advanced learning are recognized and supported.

The process of testing for giftedness at Springtown ISD is designed to be as smooth and efficient as possible for students. We use a variety of assessments to gather data about a student’s cognitive abilities, academic performance, and creativity. Here’s a breakdown of what students and parents can expect during the testing process.

Cognitive Abilities Test (CoGAT)
Students in 1st through 8th grade will take the Cognitive Abilities Test (CoGAT), which assesses verbal, quantitative, and non-verbal reasoning abilities. The CoGAT is a key assessment for determining giftedness and can indicate a student's potential for learning at an advanced level. It is a test taken on the computer and requires no reading. Students will be pulled from their regular class to take the test with Mrs. Horton.

• 3rd - 8th Grade: These students will typically complete the CoGAT in one session.
• 1st and 2nd Grade: Younger students may require 1-2 sessions to finish the test, depending on their pace and stamina.
• Kinder: In addition to a practice session in which we look at the different kinds of questions and how to answer them, the actual test will be broken up into 3 sessions.

Next Steps After the CoGAT
After the CoGAT, the results will help determine if further testing is necessary:

• High Scorers: If a student scores well on the CoGAT and has an NWEA score in the 90th percentile or higher, they will not need any further testing. The NWEA score is particularly valuable as students already complete this assessment during regular class time.
• Additional Testing: If a student’s CoGAT score falls into a “gray” area, or if they score below the 80th percentile, we may need to gather more data points. These students will be given the IOWA Assessments for math and reading, as well as a creativity test to provide a fuller picture of their abilities.

Want to practice? Check out this link here. https://www.tests.com/practice/COGAT-Practice-Test

When referring a student for gifted services, it’s important to provide specific and helpful information that accurately reflects the child’s abilities and instructional needs. Here’s a guide on what to include—and what to avoid—when submitting a referral.

What to Include in a Referral

When making a referral, sharing detailed examples of a child’s behavior, learning style, and unique abilities is extremely helpful. Here are some useful types of information to include:

• Specific Examples of Advanced Thinking: Describe instances where your child has demonstrated advanced problem-solving skills, deep thinking, or the ability to make connections beyond the standard curriculum.
• Creative Thinking: Provide examples of when your child has shown creativity, such as generating unique ideas or coming up with innovative solutions to problems.
• Curiosity and Passion for Learning: Mention any subjects or topics your child is particularly passionate about and how they pursue these interests beyond regular classroom assignments.
• Complexity in Thought: Highlight situations where your child engages with challenging material or asks probing questions that demonstrate higher-level thinking.

Sharing concrete examples of these behaviors helps the selection committee understand your child's need for gifted services.

What NOT to Include in a Referral

Certain types of information, while important to your child’s overall development, may not help in determining whether they need gifted services. Avoid including the following:

• "Thinking Outside the Box": This phrase has become overused and can be too vague. Instead, offer specific examples of how your child approaches problem-solving creatively.
• "Creative" without Context: Simply stating that your child is creative is not as helpful as providing specific examples of creative behaviors or work.
• "Artistic Abilities": While being artistic is valuable, Springtown ISD does not offer gifted services specifically for the arts. If your child excels in this area, explore other enrichment opportunities through the district’s Fine Arts programs.
• "Makes Good Grades" or "Has High Test Scores": Although strong academic performance is important, gifted services focus on meeting the instructional needs of students who require more than the standard curriculum. Many high-achieving students do not need gifted services.
• "Has Won Awards": While awards for leadership, character, or even sports are commendable, they do not provide insight into the need for gifted services.
• "Would Benefit" or "Would Thrive": Though many students might thrive in gifted services, referrals should focus on the demonstrated instructional need rather than potential benefits.
• "Is Bored in Class": While boredom can indicate a lack of engagement, it is not necessarily a sign that a student needs gifted services. If your child frequently expresses boredom, it’s best to first have a discussion with the classroom teacher.

By focusing on specific behaviors and learning patterns, you can provide the most helpful information to the selection committee and ensure your child is evaluated accurately for gifted services.

Referring your child for gifted services at Springtown ISD involves completing a comprehensive referral form and, optionally, submitting a student portfolio. Here’s what parents need to know to successfully refer their child and provide additional evidence of their child’s abilities.

Step 1: Complete the Google Form

Parents will begin the referral process by filling out an online Google Form. This form gathers important information about your child’s academic performance, behavior, and learning style, along with specific examples that support their need for gifted services.

• Time Commitment: The form can take up to 30 minutes to complete, so it’s best to set aside time when you won’t be interrupted.
• Information You’ll Need: Be prepared to provide detailed examples of your child’s advanced thinking, creativity, and problem-solving abilities. Refer back to Section 5 of this newsletter for guidance on what to include in the referral.
• Student ID Number & Teacher Name

Step 2: Optional Student Portfolio Submission

In addition to the referral form, parents have the option to submit a student portfolio in a plain, 3 brad folder to provide further evidence of their child’s abilities. A portfolio can highlight creative work, problem-solving abilities, and academic achievements that may not be fully captured by standardized tests. You can turn this in to your child's teacher and they will make sure I receive it.

What to Include in the Portfolio
Consider including the following types of work in your child’s portfolio:

• Projects or Assignments that showcase advanced thinking, research, or creativity.
• Pictures of models or things they have built.
• Creative Work such as artwork, stories, or designs that highlight your child’s originality.
• Problem-Solving Activities that demonstrate critical thinking and the ability to approach challenges in unique ways.
• Independent Work your child has pursued outside of school, such as research, hobbies, or competitions.

How the Portfolio is Reviewed
The GT placement committee will review the portfolio alongside test scores, teacher input, and other data points. Although submitting a portfolio is optional, it can provide additional insight into your child’s strengths and may support their case for gifted services.

How to Submit the Portfolio
Portfolios can be submitted in a plain 3 brad folder with the child's name written clearly on the front. Please make sure that all work turned in is completed by the child without assistance from an adult. The adult can help put the portfolio together! Please email Mrs. Horton with any questions about this.

Step 3: Submit the Referral

Once you’ve completed the Google Form and, optionally, the student portfolio, everything will be automatically submitted to the GT committee for review. After submission, you’ll be contacted regarding next steps, such as further testing or placement decisions.

After all the data—both qualitative and quantitative—has been gathered from the referral, testing, and optional portfolio submission, the information will be carefully reviewed by the GT Placement Committees on each campus. These committees play a critical role in ensuring that the process of identifying students for gifted services is thorough, fair, and unbiased.

Committee Composition

The members of the GT Placement Committee are experienced educators who have received specialized GT training and have a deep understanding of the needs of gifted and talented students. Their training equips them to recognize the advanced cognitive and creative abilities of students and evaluate whether they would benefit from gifted services.

Unbiased Review Process

To ensure fairness and remove any potential bias, the referral and testing information will be reviewed without identifying details. Student names will be removed from the documents before they are evaluated. This helps ensure that the committee's decision is based solely on the data collected, including test scores, teacher and parent input, and portfolio evidence.

Decision-Making Process

The GT Placement Committee will analyze all available data points, considering both the student’s academic achievements and creative abilities. The goal is to ensure that students who demonstrate a need for advanced learning opportunities are identified and placed in the appropriate gifted services.

Once the review process is complete, families will be notified of the committee's decision, and any next steps—such as further testing or placement into the GT program—will be communicated.

Q: What happens if my child is absent on the day of testing?

A: If your child is absent on the scheduled testing day, makeup testing will be arranged as time allows.

Q: Does my child need to be retested if they are already receiving GT services?

A: Once a student has qualified for GT services, they do not need to be retested. However, in Springtown ISD, we do reassess students periodically, to gather updated scores. Regardless of the outcome, students will not be removed from services based on reassessment scores alone.

Q: My child did not qualify last time they were tested. Can they be tested again?

A: Yes, students have the opportunity to be referred for gifted services once each school year. If your child did not qualify in the previous round of testing, you can decide whether or not to refer them again. Consider your child’s instructional needs and their response to previous testing outcomes before making a decision.

Q: What if my child qualifies for GT services in a different district?

A: If your child has qualified for GT services in another school district, their records will be reviewed. Further testing or assessments may be conducted to ensure that placement in our program is appropriate.

Q: How will I know the results of my child's referral?

A: After all testing and portfolio reviews have been completed, you will receive notification of the results. If your child qualifies for GT services, the next steps will be outlined, including how services will be provided and what to expect moving forward.

Q: Can I appeal the committee’s decision if my child is not placed in the GT program?

A: Yes, if your child is not placed in the GT program and you disagree with the decision, you can submit an appeal. The appeal process involves presenting new evidence or data that was not previously considered. Details on how to file an appeal will be provided with the placement decision.

Email GT Coordinator, Sierra Horton.

sihorton@springtownisd.net

Please check out our district gifted and talented webpage for more information.

https://www.springtownisd.net/page/gifted-and-talented