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Courier: #839
Mailing Address:Walton Plaza, Suite 500
700 East Stonewall StreetCharlotte, NC 28202
Fax: (980) 343-3390
Sheena MiracleDirector
[email protected](980) 343-6174
Shacquel Evans Stephanie Connor-Johnson Senior Administrative Secretary Administrative Secretary [email protected] [email protected]
(980) 343-2795 (980) 343-6955 (main dept. line)
Lisa LaRotonda Elizabeth (Parker) Morse Elementary Specialist Advanced Studies Specialist [email protected] [email protected] (980) 343-6165 (980) 343-2701
Trinette Atri Lisa PaganoSecondary Specialist Compliance Specialist
[email protected] [email protected]
(980) 343-2644 (980) 343-27001
Contact InformationTalent Development/Advanced
Studies/AVID
CONTENT PAGE(S)Compliance Checklist p. 4-7TD Catalyst Meeting Calendar p. 8TD Testing & Identification p. 9 Identification Rubric p. 10 Evaluation and Placement Procedures p. 11-12 Tests p. 13-15 Alternative Assessment Directions p. 16 LEP Pilot Identification p. 17 NCDPI & CMS Guidelines p. 18-19 Procedures for Disagreements p. 20-22 Telephone Dialogue – TD Testing p. 23Compliance p. 24 Compliance Alert p. 25 Required Parent Communications p. 26-27 Elementary School DEP p. 28 Middle School DEP p. 29 Individual Education Plan (IDEP) p. 30 DEP Parent Meeting Sign-In Roster p. 31Letters, Forms & Other Documentation p. 32 Document Order Procedure p. 33 Assessment Materials Order Form p. 34 Assessment Notification p. 35 Assessment Notification in Spanish p. 36 Fall Screening Results Parent Letter p. 37 CogAT Assessment Results Notification p. 38 Winter/Spring Screening Results Parent Letter p. 39 Parent Portfolio Submission Letter p. 40 Fall Screening Results Parent Letter in Spanish p. 41 CogAT Assessment Results Notification in Spanish p. 42 Winter/Spring Screening Results Parent Letter in Spanish
p. 43
Parent Portfolio Submission Letter in Spanish p. 442
Compliance NotebookTable of Contents
Referral and Results Form (8001) Sample p. 45 Invitation to Conference (8005) Sample p. 46
CONTENT PAGE(S) Invitation to Conference in Spanish (8005S) Sample
p. 47
Notification of Results (8005.1) Sample p. 48 Notification of Results (8005.1S) Spanish Sample p. 49 Elementary TD Performance Review Gr. 2-5 p. 50 Elementary TD Performance Review Gr. 2-5 (Spanish)
p. 51
Middle School TD Performance Review p. 52 Middle School TD Performance Review (Spanish) p. 53Elementary Compliance p. 54 Elementary TD Teacher Detailed To-Do List p. 55 Catalyst Model Service Delivery p. 56-57 Expectations for First Graders p. 58 Expectations for Second Graders p. 59 TD Teacher Tip Sheets p. 60-64 Gifted Rating Scales Training Roster p. 65 TD Teacher/Program Evaluation p. 66Middle School Compliance p. 67 Academic Facilitator Important Dates p. 68-69 M.S. Talent Development Opening Checklist p. 70High School Compliance p. 71 HS DEP and Parent Meeting Guidelines p. 72 HS Differentiated Education Plan p. 73 Talent Development Compliance Checklist p. 74 Talent Development Compliance Alert p. 75 Compliance Notebook p. 76Early Entry to Kindergarten p. 77 Information and Application Form p. 78Horizons p. 79 Information and Application Link p. 80Twice Exceptional Students p. 81 Dual Certification Identification Procedures p. 82Inventory p. 83
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Compliance NotebookTable of Contents
Inventory Guidelines p. 84
In order for CMS to be in state compliance, the following documents are required to be submitted to the Talent Development/Advanced Studies/AVID Office by the dates indicated:
DUE DATE ACTION ITEMS COMPLETED?
August 19, 2015Talent Development Catalyst Meeting @ Elizabeth Traditional 8:30 am-3:30 for new TD Teachers; 12:30 pm-3:30 pm for all TD teachers
August 19, 2015CogAT administration training @ Elizabeth Traditional4:00-5:00 pm All testing coordinators for CogAT7 must attend.
August 28, 2015CogAT notification sent out to all 2nd grade students. Spanish version of letter is available in Compliance Notebook.
September 4, 2015CogAT teacher and proctor training roster dueUpload to school’s TD Compliance Folder in Google Drive.
August 31-September 16, 2015
CogAT7 Testing Window for Second Graders. Suggested dates: September 1, 2, 3
September 17, 2015CogAT 7turn-in at Hovis Warehouse
Please see schedule for more information.
September 21, 2015 Alternative Assessment Portfolio development begins
September 30, 2015Principal-signed TD instructional support schedule due. (ATTN: Stephanie Connor-Johnson #839)
October 12, 2015Talent Development Catalyst Meeting @ Spaugh PDC 8:30 am-3:30 pm
October19-November 20, 2015
ITBS testing by TD teachers: Students who meet criteria (87th percentile-95th
percentile on age composite of CogAT, 87th percentile or higher in verbal battery, or 87th percentile or higher in Quantitative/Nonverbal battery may be tested.
Notification of when testing will occur must be shared with parents.
October 23, 2015
Differentiated Education Plans (DEPs) One copy of DEP template from grades 2, 3, 4,
and 5 due to school’s TD compliance folder in Google Drive.
One individual copy of DEP must be placed in each student’s cumulative file (in blue TD folder).
Invitation to DEP Parent Meeting must be uploaded to school’s TD compliance folder in Google Drive.
Roster of Parents (signed and dated) who attended the DEP Parent Meeting must be
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Talent Development/Advanced Studies/AVID
Elementary Compliance Checklist
uploaded to school’s TD compliance folder in Google Drive. Use page 31 in TD Compliance Notebook.
Week of October 26, 2015
Share First Quarter Newsletter with families.
October 30, 2015
Fall Second Grade Organizer in Google Drive CogAT 96th percentile or higher CogAT 92nd-95th percentile plus 3 t-scores 65 or
higher on GRSYellow copies of 8001 forms are due via courier to Lisa Pagano #839.
October 2015 Meet with School-Based TD Committee Meeting Share CogAT results for second graders and which
students will continue with screening process. Determine 3rd-5th graders eligible for screening or
re-screening. (must have at least 4 points on TD rubric)
November 6, 2015Gifted Rating Scales forms for “new-to-CMS” second graders due to TD Catalyst Teacher.
November 10, 2015Run & verify Fall AIG Headcount from PowerSchool.
Directions will be provided.*The state AIG Headcount begins November 15, 2015.*
November 16, 2015Talent Development Catalyst Meeting8:30-11:30 am All TD Teachers1:00-3:30 pm New TD Teachers
November 20, 2015 All 2nd Grade ITBS Tests due to the TD Office!
November 30- December 19, 2015
CogAT testing window for 3rd-5th grade students Unidentified students who have a minimum of 4
points on the identification rubric and who do NOT have CogAT results completed within the last 24 months.
Students are selected by school-based TD CommitteesA parent-signed 8001 form must be submitted when requesting testing materials.
December 2-8,2015 LI/TD Magnet Portfolio Scoring
December 4, 2015Deadline for complete Horizons applications seeking admission for the current school year. ATTN: Trinette Atri #839
December 10, 2015Winter Second Grade Organizer due in Google Drive.
CogAT & ITBS CogAT & ITBS & 3 t-scores 65 or higher on GRS
Portfolio Participants Send number of second graders eligible for opportunity
via Google Form. (Link will be shared by Lisa Pagano)
December 18, 2015Talent Development Catalyst Meeting @ Spaugh PDC 8:30 am-11:30 amOptional Holiday Luncheon @ 11:30 am-1:00 pmCogAT Testing window closes for 3rd – 5th grade students.
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All testing materials are due in the TD Office!
January 4 – 31, 2016 TD Mid-year Audits
January, 2016 Talent Development Catalyst Meeting @ Spaugh PDC8:30 am- 3:30 pm
Week of January 25, 2016
Share Second Quarter Newsletter with families. Touch base with all classroom teachers of certified
TD students to determine if conferences are needed.
February 1 – 29, 2016 2nd Grade Portfolio Assessments Gifted Rating Scales training of 2nd grade teachers
and distribution of GRS forms.February 5, 2016 All parent-signed 8001 Referral and Results Forms
(yellow copies) from 3rd – 5th grade testing due to TD office. ATTN: Lisa Pagano #839
February 26, 2016
Spectrum of the Arts nomination forms completed online. If nominations have not been completed by today, students will NOT be eligible for the lottery.
March 7-24, 2016CogAT7 Testing for new-to-CMS second graders.
8001 is required.
March 7, 2016 Talent Development Catalyst Meeting @ Spaugh PDC 8:30 am-3:30 pm
March 11, 2016Gifted Rating Scales training roster due. Upload to school’s TD Compliance Folder in Google Drive.
Week of March 21, 2016
Share Third Quarter Newsletter with families.Upload a copy to school’s TD Compliance Folder to Google Drive.
March 24, 2016 All second grade CogAT Testing due to TD Office!
Spring Second Grade Organizer due in Google Drive Students who identified in math only or reading
only after exhausting all other assessment opportunities.
Students who identified through portfolio and GRS or portfolio and CogAT scores.
April 11, 2016 Run and verify Spring AIG Headcount from PowerSchool. Directions will be provided.
*The state AIG Headcount begins April 15, 2016.*April 15, 2016 Completed Second Grade Organizer for ALL students
due in Google Drive
April 22, 2016
Second DEP Meeting (if applicable) for newly placed students.
Please upload the following items to your school’s compliance folder in Google Drive:
o Invitation to DEP Parent Meetingo Roster of parents attending DEP meeting
(signed and dated)
Send notification to Lisa Pagano if a meeting is not needed.
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April 29, 2016
Talent Development Catalyst Meeting @ Spaugh PDC 8:30 am -11:30 am
Optional End of Year Luncheon 11:30 am-1:00 pm
May 4, 2016 End of Year TD Audits begin.
May 6, 2016 Deadline for completed Horizons applications for the 2015-2016 school year. ATTN: Trinette Atri #839
May 20, 2016Electronic copy of First Grade Organizer with GRS T-scores due via your school’s TD Compliance Folder in Google Drive.
May 27, 2016
TD Inventories Due! Quantities must be entered for every item listed. Be sure to check the box that says “Send me a
copy of my responses.” Print or forward a copy of your responses to your
principal and have your principal sign. Scan principal signed copy and upload to
your school’s TD compliance folder in Google Drive.
GRS forms placed in green TD screening folder in cumulative file for each first grade student.
June 1, 2016
Performance Reviews for EVERY TD Certified student in grades 2-5:
Place reviews, sorted alphabetically by grade, in a 9 x 12 manila envelope.
Any students who have 1s or 2s on the performance review form require documentation attached and should be placed in an individual envelope, then placed in the manila envelope.
Label the manila envelope: Performance Reviews, 2015-2016, School Name, Your Name.
Send ATTN: Lisa Pagano #839
June 9, 2016Send home pink copies of Performance Reviews and share Fourth Quarter Newsletters with families.
* Please note the following coding:Lisa Pagano will receive items highlighted in PINK.
Stephanie Connor-Johnson will receive items highlighted in BLUE.
Trinette Atri will receive items highlighted in PURPLE.
You will upload items highlighted in YELLOW to your school’s TD Compliance Folder in Google Drive.
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The mandatory monthly Talent Development training provides professional development in strategies supporting the Talent Development Program. The purpose is to provide professional development, dissemination of information, and a scholarly exchange of ideas to raise student achievement.
Date Time Participants Location
Wednesday,August 19, 2015
8:30 a.m. – 11:30 a.m. New TD Catalyst Teachers
Elizabeth Traditional (auditorium)
12:30 p.m- 3:30 p.m All TD Catalyst Teachers
Monday,October 12, 2015
8:30 a.m. – 3:30 p.m. All TD Catalyst Teachers PDC @ Spaugh
Monday,November 16, 2015
8:30 a.m. – 11:30 a.m. All TD Catalyst Teachers
PDC @ Spaugh1:00 p.m. – 3:30 p.m.
• Required: New TD Catalyst Teachers
• Optional: Veteran TD Catalyst Teachers for PD & Collaboration
December 18, 20158:30 a.m. – 11:30 a.m. All TD Catalyst Teachers PDC @ Spaugh
11:30 a.m. – 1:00 p.m.Optional: Holiday Luncheon for All TD Catalyst Teachers
Location TBD
January 15, 2016 8:30 a.m. – 3:30 p.m. All TD Catalyst Teachers PDC @ Spaugh
February 2016 No monthly training – portfolio assessments
Portfolio Assessment Teams (see schedule)
PDC @ Spaugh
Monday,March 7, 2016
8:30 a.m. – 3:30 p.m. All TD Catalyst Teachers PDC @ Spaugh
Friday,April 29, 2016
8:30 a.m. – 11:30 a.m. All TD Catalyst Teachers PDC @ Spaugh
Optional: End of Year Luncheon for All TD Catalyst Teachers
Location TBD
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Elementary Talent Development Training Calendar
2015-2016
TD Testing & Identification
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Charlotte-Mecklenburg Talent Development Identification 2013-2016An accumulation of 12 points is required for AIG certification in
BOTH Reading and Math.An accumulation of 6 points is required for AIG certification in Reading ONLY
or Math ONLY.Aptitude Achievement Informal Reading ONLY Math ONLY
* Nationally-Normed Aptitude Test Overall Age Composite
* Nationally-Normed Achievement Test or EOG results
*Informal assessments are only available for CMS second grade students.
*Certification in Reading ONLY can be considered using the same battery of assessment results.
*Certification in Math Only can be considered using the same battery of assessment results.
SCORE POINTSSCORE: Reading POINTS Gifted Rating Scale
Verbal Aptitude POINTS
Quantitative/Nonverbal Aptitude POINTS
96% or above
12 96% or above 4 Student received 3 t-scores of 65 or higher.
6 96% or above 4 96% or above 4
92 – 95% 6 92 – 95% 3 92 – 95% 3 92 – 95% 387 – 91% 4 87 – 91% 2 87 – 91% 2 87 – 91% 286% or below
0 86% or below 0 86% or below 0 86% or below 0
*Students who score above an 87% age overall composite, verbal composite, or quantitative/nonverbal composite will be eligible for the ITBS.
SCORE: Math POINTS
Portfolio: Eligible to CMS 2nd grade students who scored 92 – 95% composite on the CMS administered nationally-normed aptitude test OR received 3 t-scores of 65 or higher on GRS.
Reading Achievement POINTS Math Achievement POINTS
96% or above 4 Student received 12 points on the Portfolio scoring matrix.
6 96% or above 4 96% or above 492 – 95% 3 92 – 95% 3 92 – 95% 387 – 91% 2 87 – 91% 2 87 – 91% 286% or below 0 86% or below 0 86% or below 0
Total Total Total Total TotalAptitude Total ____ + Achievement Total ____ + Informal Total ___ = *Outside of CMS testing results are valid if both aptitude and achievement tests are
administered by a state licensed psychologist and submitted. Test results for identification are valid for 24 months after testing date. See Appendix C for approved tests.
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1. A Talent Development Team is created at the school site level. This team should have at least the following personnel:
a. Administratorb. Regular Education Teacherc. Talent Development Catalyst Teacherd. Additional team members can be selected by the principal, as needed
2. A Parent/Guardian or Teacher submits a request in writing to the TD Catalyst Teacher at the school site level. (Exception would be for 2nd graders, where all students are screened in September.)
\\
A. The Referral is DENIED . The student does not meet the guidelines for referral.
The evaluation process stops here.
B. The Referral is APPROPRIATE. The School-Based TD Team completes and signs the Referral and Results Form (8001) indicating permission for evaluation and completes steps 3 – 8.
A reason a referral is appropriate includes, but is not limited to, the following:a. 87% or above on nationally normed aptitude test*b. EOG* or standardized nationally-normed achievement test* in reading or
math of an 87% or higherc. Gifted label from another districtd. 2nd grade student who missed the September screening window
* Scores are valid for 24 months. Please check the list of CMS-approved nationally- normed aptitude and achievement tests.
3. Obtain parent signature on Referral and Results Form. DO NOT test until you have this signed permission.
4. Schedule testing. Order materials using the CMS Talent Development Test Materials Order Form located in the Compliance Notebook. Send goldenrod (last
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Evaluation and Placement Procedures
The School-Based TD Team determines one of the following:
Next Steps:
page) copy of Referral and Results Form (8001) to the TD Office (Compliance) courier #839.
5. Administer the test(s) and send the test(s) back to the TD Office.
6. Upon receiving test results, promptly complete the Referral and Results Form (8001).
Meet with your School-based TD Team to review results. Send the yellow copy of the Referral and Results Form (8001) to the TD
Office (Compliance) for placement or non-placement (student status must be entered into the CMS PowerSchool database).
Determine if the child warrants enough points on the Charlotte-Mecklenburg Talent Development Identification 2013-2016 rubric to place as AIG in BOTH reading and math, Math ONLY, or Reading ONLY: Send home the pink copy of Referral and Results Form (8001), inviting the parents/guardians to a conference to review the results and discuss how the student will receive TD services (DEP).
If students do NOT place: Send home the pink copy of the Referral and results Form (8001) along with form 8005a to let the parents/guardians know their child did not place and may be re-evaluated again in 24 months, if warranted.
7. Complete a blue Talent Development Confidential Student Record/Folder for each qualifying student.
File white copy of Referral and Results Form (8001) (DEP) and TD5 in this folder.
8. File blue TD Folder inside the student’s cumulative folder. Place a BLUE DOT sticker on upper right-hand corner of the cumulative
folder.
9. For students NOT qualifying, place white copies of all TD forms inside the green TD Screening Folder. File this documentation inside the cumulative folder.
IMPORTANT NOTE:Test results are valid for 24 months and students should NOT be tested
unless influential circumstances change.
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Students Qualify for Talent Development if:
ACHIEVEMENT APTITUDE
GRADE INITIAL TEST*
RETEST* INITIAL TEST* RETEST
2 ITBS Level 8 KTEA-3 CogAT Level 8Administered
by TD Personnel or
SSS
3 ITBS Level 9 KTEA-3 CogAT LV 94 ITBS Level 10 KTEA-3 CogAT LV 105 ITBS Level 11 KTEA-3 CogAT LV 116 ITBS Level 12 KTEA-3 CogAT LV 127 ITBS Level 13 KTEA-3 CogAT LV 13/148 ITBS Level 14 KTEA-3 CogAT LV 15/169 ITBS Level 15 KTEA-3 CogAT LV10 ITBS Level 16 KTEA-3 CogAT LV11 ITED Level
17/18KTEA-3 CogAT LV 17/18
12 ITED Level 17/18
KTEA-3 CogAT LV 17/18
* Order these tests from the Talent Development Office.
NC End-of-Grade Tests are administered system-wide during the last three weeks of school and results are usually available before the last day of school. EOGs are acceptable achievement scores for TD referral and placement.
TESTS PROCEDURES TIMEITBS Level 7 or Level 8
Administer Reading and Math sections ONLY
Time required: 45 min. reading45 min. math
ITBS Levels 9-14 * Administer Reading subtests: Vocabulary + Comprehension = Total Reading Score* Administer Mathematics subtests: Concepts + Estimation + Problem Solving + Data Interpretation + Comp. = Total Math Score
Time required:35-45 min.
Time required:35-45 min.
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CMS Talent Development Testing Program
Achievement Testing
ITED Levels 15-18 * Administer ITED Reading subtests: Vocabulary + Comprehension = Total Reading Score
* Administer ITED Mathematics subtests: Concepts + Problem Solving + Comp. = Total Math Score
Time required:35-40 min.
Time required:35-40 min.
USE DO NOT USE
Use only TWO scores from the ITBS:TOTAL NPR reading + TOTAL NPR math
DO NOT use the Advanced Skills (Adv) NPR scores; these scores do NOT represent total reading or total math.
TESTS PROCEDURES TIMECogAT* Administer all CogAT
subtestsActual working time:Section 1 = 30 min.Section 2 = 30 min.Section 3 = 30 min.
Total = 90 min.* * Level 8 CogAT is not timed.
Only the NATIONAL AGE PERCENTILE RANK for the total Composite is to be used for TD identification.**NPR = Percentile Rank
If individual achievement testing is required, the TD Catalyst Teacher can administer the Kaufman Test of Educational Achievement II (KTEA-3).
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For TD Qualifications:
Ability Testing
For TD Qualifications:
Copies of the KTEA-II are available from the TD Office. If clinical achievement testing is needed, the TD Compliance Specialist can administer the Wechsler Individual Achievement Test, Third Edition (WIAT-III).
Individual aptitude tests can be administered by TD Office personnel or the SSS at each school. Please refer to the list of Approved Talent Development tests in the Referral, Evaluation, and Placement Section of the Compliance Notebook for TD placement. The Stanford-Binet V is the only aptitude test accepted for Horizons placement.
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Alternative Assessment Directions
1. Form 8001 must be completed and signed by parent/guardian for all students going through Alternative Assessments.
2. The School-Based TD Team for Alternative Assessments, comprised of the TD Catalyst Teacher, EC Teacher, and a 2nd grade teacher meet to review alternative assessment (portfolios).
3. Determine if Advanced Language and/or Analytical Thinking is demonstrated in the portfolio.
If Advanced Language and/or Analytical Thinking are demonstrated, then…
Mark Evidence/Strong Evidence on Portfolio Indicators chart under the appropriate Product Name.
Complete all pertinent information on the top of the Portfolio Assessment Review.
Send above information in the green folder* and portfolio to the TD Office before you leave for winter break (the portfolios will be sent back to you with placement information).
If Advanced Language and/or Analytical Thinking are not demonstrated then…
Mark NE (No Evidence) on Portfolio Indicators chart under the appropriate Product name.
Complete Portfolio Assessment Review form. Circle NE in both Advanced Language and Analytical Thinking. Put a check mark on the space before “Continue appropriate instruction.” The team will sign and date this form. Send yellow copy to the TD Office.
Place the Portfolio Assessment Review and Portfolio Indicators sheet in the green screening folder*
Send home the pink copy of form 8001.
* If student has a GRS form, include that in the green screening folder. ALL Portfolios must be kept for 12 months in a file at each school.
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Charlotte-Mecklenburg Advanced Studies ELL Identification Pilot Description
Formal assessments have historically limited ELL students from being able to accurately demonstrate ability and aptitude. As a result of this and response to our ELL stakeholders, CMS initiated a pilot program to better assess these students for AIG identification. Similar to an accommodation, students who are identified ELL in PowerSchool on their initial start date in second grade, and score in the 87% on the verbal, quantitative, or nonverbal portion of the CogAT 7 are provided an opportunity to participate in the portfolio screening process. Traditionally to qualify for the portfolio opportunity a student must have a composite of 92-95% on the CogAT7 or have three t-scores of 65 or higher on the Gifted Rating Scales.
Portfolio activities are provided by the classroom, TD, and ELL teacher over the late fall and winter months. Collaboration between these teachers occurs in early March to determine the five work samples that are submitted to the Portfolio Scoring Committee. Scoring teams are composed of a minimum of three TD Catalyst teachers and a representative from the ELL department. An accommodation is provided in the scoring process as student work samples are evaluated in all five categories for all samples submitted. Portfolio indicators are not altered for these students, and students must demonstrate enough evidence to accumulate 12 points during the portfolio assessment review, as do all second grade students who qualify for this identification opportunity.
Collaboration with the ESL and TD department occurs to provide an overall profile of the student. The profile includes information that is valuable in correctly assessing the portfolio candidate. TD Catalyst and ESL teachers work at the school level to accumulate samples reflective of the child’s ability. ESL teachers provide a profile to help the committee create a “sketch” of the student incorporating their academics and cultural norms.
Information provided can include any of the following:
- Amount of time in the U.S.
- Country of origin
- Entry date
- WIDA scores on language proficiency scores and growth
- Language used at home
- Gender-related expectations
- Psychological effects of circumstances
- Culturally-related skills
- How school works in home culture
17These identification procedures are being piloted at several elementary schools this year. Please do NOT follow these procedures unless your school is participating in the pilot.
Screening
NCDPI CMS Should occur annually and
include provisions for an ongoing screening and selection process.
Use multiple criteria for decision-making that includes informal assessments.
Opportunity for peer, teacher, self and parent, and community members to nominate.
Includes a “check-and-balance” procedure that insures a child is not excluded based on one criteria.
Available for K-12 students by referral – Standardized testing, Gifted Rating Scales, and/or Portfolio.
Screening occurs for all first grade students with the Gifted Rating Scales and for all second graders with the CogAT7. Strong achievers are referred by classroom or TD Catalyst Teachers.
Parents may request screening for possible referral; teachers and School-Based TD Team make the referral for grades 3-12.
Identification/ Placement
School-based identification/placement committee to include persons familiar with gifted education as well as counselors, administrators, and regular education teachers.
In order to make a placement decision, the committee should receive the following:1. Permission from
parent/guardian for any aptitude or achievement test not administered as part of the regular school program.
2. Recorded testing information to use in the decision-making process:
Program options for which student qualifies.
School-Based TD Team to include, but not limited to the following: administrator, TD Catalyst Teacher, and classroom teacher; referred to a School-Based Committee in Reach Further 2016.
In order to make a placement decision, the committee should receive the following:1. Permission form
parent/guardian for any aptitude or achievement test not administered as part of the regular school program.
2. Recorded testing information used in the decision-making process, determines program option(s) the student will access.
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NCDPI Guidelines Governing Local Plans for Gifted Education
Reach Further 2016
NCDPI Guidelines Governing Local Plans for Gifted Education
Reach Further 2016
Identification/ Placement(continued)
NCDPI CMS Permission from
parent/guardian to place student in program.3. Annual Performance
Review for each qualified student in order to follow student growth/achievement and to determine appropriateness of student continuing to receive differentiated serviced in each service option.
4. A Differentiated Education Plan (DEP) should be completed annually which lists learning environment, content modifications, and special programs available to that student during the year.
5. Individual Differentiated Education Plan (IDEP) for students who do not meet criteria for the DEP or for gifted students returning to a general education program to provide support should the student choose to reenter the gifted service option at a later date.
Permission from parent/guardian is needed to place student in the program option.3. Annual Performance
Review for each qualified student in order to follow student growth/achievement and to determine appropriateness of student continuing to receive differentiated serviced in each service option.
4. A Differentiated Education Plan (DEP) is to be completed annually.
5. Individualized Differentiated Education Plan (IDEP) will be completed for students who do not meet criteria for the DEP.
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Procedure to Resolve DisagreementsEffective August 25, 2010
Pursuant to N.C.G.S. § 115C – 150.7 (7) and § 150B, Article 3, the Parent/Guardian has the right to disagree with the following procedures and services:
(1) Identification of student(2) Appropriate service for gifted student
Disagreement with identification/services must be filed within 90 calendar days of the initial decision.
Step 1
1. Parent/Guardian makes a written request for a conference with the school-based Talent Development Committee to discuss concerns regarding identification or services. The principal is notified of this concern.
A. A conference between the school and the parent/guardian must be scheduled within 15 school days of receipt of the written contact from parents.
B. At the conference, the committee will share the identification process and the documentation used to support the decision. The parent/guardian must provide outside test results completed by a licensed North Carolina psychologist for consideration.
Appeals regarding the Horizons program placement begin at Step 2.
Step 2
2. If the concern/disagreement is not resolved at the school-based conference:
A. The parent/guardian may appeal the decision by sending written notice to the Director of Advanced Studies.
B. The Director of Advanced Studies will notify the school, the Learning Community, and the Chief Academic Officer of the appeal.
C. Within 15 days of receipt of the notice of appeal from the parents/guardians, the Director of Advanced Studies will schedule a conference. The conference must occur within 30 days of the receipt of the notice of the appeal, unless the parents/guardians request an extension of time.
D. The Director of Advanced Studies will review all documentation and parent/guardian’s disagreement.
E. At the conference, the Director of Advanced Studies will facilitate a process to resolve the parents’ disagreement with the district’s decisions.
Step 3
3. If the concern/disagreement is not resolved through a conference with the Director of Advanced Studies:
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A. The parent/guardian may appeal the decision by sending written notice to the Learning Community Superintendent of their child’s school.
B. The Learning Community Superintendent will organize a team of TD Catalyst Teachers, from other schools within that Learning Community, who will review the documentation and the parent/guardian’s complaint. The Learning Community Superintendent will notify the parent/guardian of the opportunity to provide additional documentation for consideration. Once this process is completed, the Learning Community Superintendent and this team of TD Catalyst Teachers will render a decision.
C. After a decision has been reached, the Learning Community Superintendent will convene a Resolution Meeting with members of the team of TD Catalyst Teachers, the Learning Community Superintendent, and the parents/guardians, at which the staff will discuss their finding with the parent/guardian. The Learning Community Superintendent must send a follow-up letter detailing the decision to the parents/guardians within 15 days of the Resolution Meeting.
D. If the parent/guardian intends to be represented by legal counsel at this meeting, they must notify the Learning Community Superintendent so that CMS legal counsel may be notified of the meeting. If parents appear with counsel, but have not given prior notice of the intention to be so represented, the Resolution Meeting will be rescheduled to a later date.
Step 4
4. If the concern/disagreement is not resolved at the Resolution Meeting:
A. Parent/Guardian may appeal the decision by making a written request for a meeting with the Superintendent of Schools (or his/her designee).
B. At the meeting, the Superintendent (or his/her designee) will review the documentation of the disagreement and hear the parent/guardian’s concerns.
C. The Superintendent (or his/her designee) will review the documentation of the disagreement and hear the parent/guardian’s concerns.
D. The Superintendent (or his/her designee) will notify the parent of his/her decision within 15 school days after the meeting with the parents.
Step 5
5. If the parent/guardian disagrees with the Superintendent’s decision, he/she may file for a State Mediation and, if appropriate, a State Due Process petition.
A. State Mediationa. Parent/Guardian makes a written request for a State Resolution Meeting
to the Director of Advanced Studies.
b. Both the school district and the parent/guardian will agree upon an impartial mediator. A list of mediators will be sent to the parent/guardian to make his/her selection of mediator.
c. The school district will notify the parent/guardian of the scheduled conference date within the required 15 school days due process timeline.
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d. Parents/Guardians, school representatives, and impartial mediator will meet to discuss disagreements. The impartial mediator will make a determination using school and parent/guardian input. The mediator will develop a written agreement between parent/guardian if a resolution is reached. In the event that the impartial mediation procedure fails to resolve the disagreement(s), the State Due Process procedure will be implemented.
B. State Due Processa. The parent/guardian may file a petition for a contested case hearing
under Article 3 of Chapter 150B of the General Statutes. The scope of the review shall be limited to the following:
Whether the local school administrative unit improperly failed to identify the student as academically or intellectually gifted; whether the local plan developed has been implemented appropriately with regard to the student. The Administrative Law Judge will review the case. His/Her decision is final, is binding on the parties, and is not subject to further review under Article 4 of Chapter 150B of the General Statutes.
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Telephone DialogueTD Testing Questions
If you receive a call from a parent concerning evaluation or testing for the TD program, the following steps should be taken:
Ask if the parent has contacted the child’s classroom teacher or TD Catalyst Teacher at their school.
This would be the initial contact to make since once of these teachers would be responsible for making the referral and could determine if the child has been previously referred and tested. I always request the cumulative folder be reviewed by the TD Teacher before pursuing a referral.
FYI: The initial TD screening is performed at the 2nd grade level. All 2nd graders are screened with an aptitude test or alternative assessment.
NEVER GUARANTEE a parent their child CAN be tested and NEVER GUARANTEE a SPECIFIC DATE.
If their child is referred and the referral is approved by the school-based TD team, the TD teacher in the building will inform them of the test date once it has been confirmed. There are limited spaces available for each testing date. There are too many variables that can determine a child being accepted for a certain date.
Standardized testing (aptitude and achievement) is available when the child meets the referral criteria.
EOG scores can be used, and the TD Teachers review ALL EOG scores in their building for possible referrals.
If you don’t know the answer… Simply state, “I wouldn’t want to give you misinformation, so please call…I am not positive about that procedure.” You may then direct them to: Lisa Pagano in the TD Office @ 980-343-2700.
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Compliance
COMPLIANCE ALERT
Date: ___________________________ School: _______________________________________________
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Dear Principal,
In order for CMS to be in state compliance, the following documents are required to be submitted to the Talent Development/Advanced Studies/AVID Office by the dates indicated:
Elementary Schools:
Principal-signed schedule – due September 30, 2015
Differentiated Education Plan (DEP) – one copy per grade level – due October 23, 2015
Invitation to DEP Parent Meeting(s) – due October 23, 2015
Roster of parents attending DEP Parent Meeting(s) – due October 23, 2015
Roster and forms of all TD Identified students – due April 8, 2016
Gifted Rating Scale Roster Training OR Final GRS Scores – due March 11, 2016
Talent Development Inventories – due May 27, 2016
Performance Reviews – due June 1, 2016
Middle Schools:
Differentiated Education Plan (DEP) – one copy per grade level – due October 23, 2015
Invitation to DEP Parent Meeting(s) – due October 23, 2015
Roster of parents attending DEP Parent Meeting(s) – due October 23, 2015
Talent Development Inventories – due May 27, 2016
Performance Reviews – due June 1, 2016
Family involvement and communication will be an ongoing and intensive process for all students receiving services from the Talent Development program. Our efforts will focus on clearly articulating all aspects of the program and services to all stakeholders.
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At this time, the item(s) checked above have not been received from your TD Catalyst Teacher or Academic Facilitator. The due date is indicated for your information. Please submit the required compliance document(s) immediately to Stephanie Connor-Johnson, Talent Development, Walton Plaza, Suite 500, Courier #839.
Required Talent Development Family Communications
Elementary & Middle School
All Talent Development teachers are required to perform the following:
1. Develop a parent-friendly program/curriculum overview to share with parents at the Differentiated Education Plan (DEP) meeting. Please note the meeting deadline dates on the TD calendar.
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2. Develop a Differentiated Education Plan (DEP) for each grade level or course, noting: Learning environment Content modifications Special programs, as appropriate
3. Invite parents, in writing, to the DEP meeting. Document parent attendance with a dated sign-in roster. Request an administrator to be present for this meeting. Include the following at the meeting:
Overview of the Talent Development program at your school – role of the TD Catalyst Teacher at elementary schools, and Academic Facilitator at middle schools
Overview of annual curriculum plans and goals Overview of DEP and annual performance review
These are due to your school’s TD Compliance Folder in Google Drive by October 23, 2015
One copy of each grade level or course DEP (individual student DEPs are filed in their blue TD folders).
A copy of each parent sign-in roster A copy of the Parent Invitation to the DEP Meeting
Send copies of any information distributed at this meeting to TD parents not in attendance.
Invite parents to a mid-year meeting to discuss program services. Incorporate a sharing of student products and/or activities into this meeting whenever possible.
File a copy of the parent invitation and sign-in roster.
4. Send a minimum of one newsletter per quarter* (see chart below) to the parents of all TD certified students. File copies of each newsletter in the TD Notebook. The TD Department will ask for one copy during the year.
5. Complete an annual Performance Review for each Talent Development student at the end of the academic year. Include this with the regular end of the year CMS report card. The yellow copy will be filed by grade level, in alphabetical order with the TD Office.
Make sure every Level 1 on the Performance Review is documented with parent contacts and student work. Attached a copy of documentation to the yellow Performance Review sent to the TD office.
If a discontinuation of service is requested, please attach parent-signed Referral and Results Form (8001).
1st Quarter Newsletter sent home on or before:
Week of October 26, 2015
2nd Quarter Newsletter sent home on or before:
Week of January 25, 2016
*3rd Quarter Newsletter sent home on or before:
March 24, 2016
4th Quarter Newsletter sent home on or before:
June 9, 2016
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* Upload a copy of this Newsletter to your school’s TD Compliance Folder in Google Drive.
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Name: ________________________________________________________________ Student ID: ___________________________ Grade: ____________
School: ________________________________________________________________ Support Staff Signature: ___________________________________
CHARLOTTE-MECKLENBURG SCHOOLS: ELEMENTARY SCHOOL DIFFERENTIATED EDUCATION PLANEnvironment Literacy Math Notes Instructional
StrategiesLitera
cyMat
hNotes
Homogeneous Grouping Differentiated UnitsCluster Grouping Curriculum CompactingFlexible Grouping Project-Based LearningPull-Out (_______ mins/week)
Problem-Based Learning
Other: Learning ContractsResearch ProjectsAcademic Enrichment
Curriculum Literacy Math Notes AccelerationWilliam & Mary Interest/Choice ProjectsMusic of the Hemispheres
Socratic Seminar
Novel Units Tiered LessonsHands-On Equations Other:Problem-Solver/Challenge MathMath Navigation SeriesBuilding/Organizing Thinking SkillsM3 (grades 3-5)Other:Extracurricular Activities
Participating
Social and Emotional (as needed by individual students/schools)
Math Olympiad Counseling servicesSpectrum of the Arts (grades 4-5)
Extracurricular Recommendation
Duke TIP (grades 4-5) Parent UniversityOther: Mentor
Other:
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Name: _______________________________________________________________ Student ID: ________________________________ Grade: _________
School: ______________________________________________________________ Support Staff Signature: _____________________________________
CHARLOTTE-MECKLENBURG SCHOOLS: MIDDLE SCHOOL DIFFERENTIATED EDUCATION PLANEnvironment ELA Math Notes Instructional
StrategiesELA Math Notes
Honors Differentiated UnitsOnline Enrollment Curriculum CompactingOther: Project-Based Learning
Problem-Based LearningLearning ContractsResearch ProjectsAcademic Enrichment
Curriculum AccelerationEnglish Language Arts Description
Math Curriculum Description Interest/Choice Projects
Socratic SeminarTiered LessonsOther:
Extracurricular Activities
Participating Social and Emotional (as needed by individual students/schools)
American Mathematics Competition
Extracurricular Recommendation
Spectrum of the Arts Counseling ServicesDuke TIP Parent UniversityOther: Mentor
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Other:
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Individual Differentiated Education Plan (IDEP)Charlotte-Mecklenburg Schools
Talent Development Individual Differentiated Education Plan (IDEP)Student: ____________________________________________ ID: ____________________ Grade: ______
School: ____________________________________________ Academic Year: _____________________
Student’s Strengths:
Therefore, the student needs:
Rationale for Differentiation:
Instructional Objectives:
Social/Emotional Objectives:
Description of Service Option:
TD Catalyst Teacher Signature: _________________________________________________________
Parent Signature: __________________________________________ Date: ______________________
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School: ________________________________________________________ Date: ____________________
Grade Level(s): ___________ TD Catalyst Teacher/Academic Facilitator: _____________________
Student Name (print) Parent Signature1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
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CMS Talent Development & Advanced Studies
Annual DEP Parent Meeting Attendance Roster
17.
Letters, Forms & Other
Documentation
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Talent Development Document Order Procedure
Talent Development forms and records are to be ordered through the Lawson System. Please notify your school Administrative Secretary of forms needed. The order numbers for all TD forms are listed below. The class number for these forms is 76.
Form Name Order #Referral and Results Form* 8001
Referral and Results Form Spanish* 8001 (S)
Referral and Results Form Vietnamese* 8001 (V)
Talent Development Screening Folder (green folder)
8004
TD5 Invitation to Conference*TD5 Invitation to Conference Spanish
80058005 (S)
TD5.1 Notification of Results*TD5.1 Notification of Results Spanish
8005.18005.1 (S)
Elementary grades 2-5 Performance ReviewElementary grades 2-5 Performance Review Spanish
80078007 (S)
Middle School Performance Review*Middle School Performance Review Spanish
80098009 (S)
TD Blue Confidential Student Record folder 8010
Horizons application Available on the Internet
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Gifted Rating Scales (GRS) and Portfolio Assessment Review forms are ordered through the Talent Development Office.
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Talent Development/Advanced Studies/AVID: Assessment Materials Order Form
School: ______________________________________________________ Courier # _________ Date Requested: _____________________
Signature of Person Requesting Materials: _______________________________________________________________________________
8001 attached _______ 8001 on file _________ Courier to Lisa Pagano, TD #839
For TD office use ONLY
Signature of Person Filling the Order: _________________________________________________________________
Date Filled: ___________________________________________
Date Returned: _______________________________________
NUMBER REQUESTEDName of
TestGrade Level
Booklets Answer Sheets
Admin. Manuals
CogAT
ITBS
KTEA
Other:
NUMBER RETURNEDUsed
Answer Sheets
Unused Answer Sheets
Booklets Admin.Manuals
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Assessment Notification—Fall 2015Charlotte-Mecklenburg Schools (CMS) will screen all second grade students as the first step to determine eligibility for the Talent Development program, which serves our academically gifted and advanced students. The screening will include administration of the Cognitive Abilities Test (CogAT). The CogAT will be administered at your child’s school on the following dates:
_____________________________________________________________________
This test will be given in multiple sessions over several days. The CogAT includes verbal, nonverbal, and quantitative reasoning questions. There is no way to study or prepare for the CogAT. It is better to encourage your child to be relaxed. Plenty of sleep and a good breakfast are helpful, since alert students perform better.
Special needs students will be given an alternate assessment based upon the requirements of their Individual Education Plan (IEP) or 504 Plan.
Results of CogAT testing will be shared with families in October. Students whose age-composite score is 96% or greater on the CogAT will identify as AIG in both reading and math with parent written permission.
Students who score between an 87-95% on the CogAT will be referred for additional testing using the Iowa Test of Basic Skills (ITBS). This nationally-normed test identifies your child’s achievement in both reading and math. If your child qualifies to participate in this opportunity, you will be notified of when this testing will occur.
CMS students who score between 92-95% on the CogAT or have three t-scores or 65 or higher on the Gifted Rating Scales will be eligible to participate in the CMS portfolio identification process, if necessary.
If you have any questions, please contact the Talent Development (TD) Catalyst Teacher at your child’s school or visit our website: http://bit.ly/1vZNCfD
Thank you for your support!
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Aviso sobre evaluaciones —Otoño 2015El sistema escolar de Charlotte-Mecklenburg (CMS) evaluará a todos los estudiantes de segundo grado como el primer paso para determinar su elegibilidad para el programa de Desarrollo de Talento, el cual sirve a nuestros estudiantes avanzados y con dote académico. La evaluación incluirá el examen de habilidades cognoscitivas, “Cognitive Abilities Test (CogAT).” El CogAT va a ser administrado en la escuela de su hijo(a) en las siguientes fechas: ______________________________________________________
Este examen se administrará en sesiones múltiples por varios días. El CogAT incluye preguntas verbales, sin palabras y de razonamiento cuantitativo. No hay manera de estudiar o prepararse para el CogAT. Lo mejor es motivar a su hijo(a) a estar relajado(a). Suficiente sueño y un buen desayuno son ventajosos, pues los estudiantes que están alerta se desempeñan mejor.
A los estudiantes con necesidades especiales se les administrará una evaluación alternativa, de acuerdo a los requerimientos de su plan individual de educación (IEP), o Plan 504.
Los resultados del examen CogAT se compartirán con las familias en octubre. Los estudiantes con puntajes integrados según su edad de 96% o más, serán identificados como AIG (académica e intelectualmente dotados) en lectura y matemáticas, con permiso escrito de sus padres.
Los estudiantes con puntajes entre 87-95% en el CogAT serán referidos a examinación adicional, usando la prueba de habilidades básicas, Iowa Test of Basic Skills (ITBS). Este examen, normado nacionalmente, identifica el rendimiento de su hijo(a) en lectura y matemáticas. Si su hijo(a) califica para participar en esta oportunidad, a usted se le notificará cuando este examen sea programado.
Estudiantes de CMS que tengan puntajes entre 92-95% en el CogAT o tres t-resultados de 65 o más en la escala de calificación de talento, Gifted Rating Scales, serán elegibles para participar en el proceso de identificación de portafolios de CMS, si es necesario.
Si usted tiene alguna pregunta, por favor contacte el maestro de Desarrollo de Talento (TD) Catalyst de la escuela de su hijo(a) o visite nuestra pagina web: http://bit.ly/1vZNCfD
Gracias por su apoyo!
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Fall 2015
Dear Parent/Guardian of ________________________________________________,
The initial second grade testing for eligibility in the Talent Development (TD) program has been completed. There are multiple opportunities to accumulate points on the Talent Development Identification Rubric for identification as academically gifted and talented. Results for your child indicate the following:
Your child identified as AIG in both reading and math through the following assessment results:
o CogAT age percentile composite scoreo 3 t-scores of 65 or greater on the Gifted Rating Scales (completed by first
grade teacher)
We will continue to evaluate your child with one or more of the following assessments:
o Iowa Test of Basic Skills (ITBS) achievement testo CMS Portfolio Assessment Process (results will be available in March)
If you do not wish for your child to continue with the TD Screening Process, please let us know in writing by_______________________.
At this time, your child does not meet the criteria for further evaluation. However, students may be re-evaluated after a period of at least 24 months with supporting evidence of classroom performance, parent/teacher referral, and high developmental scale scores on the EOGs in math and reading.
I will be happy to answer any questions or concerns you may have.
Sincerely,
Talent Development Catalyst TeacherSchool Phone Number: ____________________________
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CogAT Assessment Results Notification
Dear Parents/Guardians and Family Members,
Recently, your child participated in our district-wide assessment using the Cognitive Abilities Test 7. The CogAT7 is an assessment different from the typical school assessment. The typical school assesses achievement, or information your child has been taught in school. In contrast, the CogAT7 is designed to measure reasoning and problem-solving skills in verbal, quantitative and nonverbal areas; ultimately providing information on how your child thinks. This measure provides administrators and educators one tool on how to best provide instruction for your child.
Results for your child are listed below. Also provided below are some key phrases and a website that will better help you understand your child’s results. Please note these results are only one assessment of your child.
Name: _______________________________________Verbal: _________________________ age-percentileQuantitative: ___________________ age-percentileNonverbal: _____________________ age-percentileComposite: _____________________ age-percentile
Profile Score:
Verbal: A subtest designed to assess language base.
Quantitative: A subtest designed to assess mathematical concepts, patterns, and relationships.
Nonverbal: A subtest designed to assess reasoning using pictures and shapes.
Age-Percentile Rank (PR): Percentile Rank, or PR, is a comparison of how your child scored compared to other students from a national sample the same age. The percentile rank is a score 1 to 99, where the average is 50. For example, a child who scored 70 PR on verbal means s/he scored higher than 70% of students in the national age sample OR are performing in the top 30% of students his/her same age.
Profile Score: The profile score provides the level, as well as specific patterns, associated with your child’s scores. Please visit the following website and enter in the information provided to find useful information on instructional strategies to better understand the results in narrative form.
http://www.riverpub.com/products/group/cogat6/input.jsp
Thank you for your support in this screening process. If you have any further questions or concerns about these assessment results, please contact your child’s Talent Development Catalyst Teacher.
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Winter 2015/Spring 2016
Dear Parent/Guardian of ________________________________________________,
Based on the initial second grade screening for the Talent Development (TD) program, your child was eligible to participate in the additional assessment opportunities. Results for your child indicate the following:
Your child identified as AIG in both reading and math through the following assessment results:
o CogAT age percentile composite scoreo 3 t-scores of 65 or greater on the Gifted Rating Scales (completed by first grade
teacher)o ITBS Achievement scores in reading and/or matho CMS Portfolio scoring
Your child is eligible for further assessment using the following:o CMS Portfolio Assessment Process (results will be available in March)
Your child identified as AIG in the following subject area(s) based on combined CogAT and ITBS results:
AIG Reading ONLY: CogAT Verbal score: __________
ITBS Reading score: ___________
AIG Math ONLY: CogAT quantitative/nonverbal score: ___________
ITBS Math score: __________
At this time, your child does not meet the criteria for further evaluation. However, students may be re-evaluated after a period of at least 24 months with supporting evidence of classroom performance, parent/teacher referral, and high developmental scale scores on the EOGs in math and reading.
I will be happy to answer any questions or concerns you may have.
Sincerely,
Talent Development Catalyst TeacherSchool: _______________________________School Contact: ____________________________
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Dear Parent/Guardian of ___________________________________________:
As a result of either the Gifted Rating Scales scores or CogAT age composite score, a portfolio of your child’s work will be submitted for Talent Development (TD) identification. The portfolio will consist of five (5) work samples. The classroom teacher and TD Catalyst Teacher will assemble the work samples for the portfolio. The TD Portfolio should demonstrate evidence of advanced language, analytical thinking, motivation/perseverance/leadership, perspective/sensitivity/humor, and creativity/artistic talents.
Parents may include one additional piece of evidence that shows gifted behaviors, such as awards or pictures of the student in leadership roles. The parent submission is the sixth (6 th) piece of the portfolio and is optional. Having or not having this parent piece will in no way hinder the student’s placement in TD.
Guidelines for portfolio work samples:
Description of activity from parent can be no more than 5 sentences/1 paragraph. If parent description exceeds 1 paragraph or 5 sentences, only the first 5 sentences or paragraph will be read. Information MUST describe the activity being submitted and not reference general characteristics of the child.
Entry should NOT exceed three pages total. Front and back of a single page counts as two pages.
Entries must be two-dimensional and fit in a 9”x12” manila folder; if not, a photograph is acceptable. A DVD, CD-ROM, or video/audio tape entry may be attached in a Ziploc bag and should work on school equipment. If the entry if an award or photograph, the student must also attach a written response. For example, if a parent submits a Character Education Award the child has received, then the student should write about why s/he received the award and how s/he felt about getting the award. If submitting a video, submissions cannot exceed 3 minutes. For submissions that exceed 3 minutes, only the first 3 minutes will be viewed.
Entries should include a student written description of the submission s/he selected.
A team of TD Catalyst Teachers will assess the portfolio and results will be made available to the parent approximately the first week of March.
If you have any questions about the portfolio or the process, please contact the TD Catalyst Teacher at your child’s school.
School: ______________________________________________ Contact: ________________________________
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Otoño, 2015
Estimado padre de familia/representante legal______________________________________,
Se realizó la prueba inicial de segundo grado para elegibilidad al programa de desarrollo de talento (TD). Hay muchas oportunidades para acumular puntos en la rúbrica para identificación como dotado y talentoso académicamente. Los resultados de su hijo(a) indican lo siguiente:
Su hijo(a) ha sido identificado como AIG (académica e intelectualmente dotado) en lectura y matemáticas a través de los siguientes resultados:
o Puntaje integrado según percentil de edad en el CogATo Tres t-resultados de 65 o más en la escala de calificación de talento, Gifted
Rating Scales (realizado por el maestro(a) de primer grado).
Continuaremos la evaluación de su hijo(a) utilizando una o más de las siguientes pruebas:
o Prueba de logros Iowa Test of Basic Skills (ITBS) o Proceso de evaluación de portafolios de CMS (los resultados estarán
disponibles en Marzo)
Si usted no desea que su hijo(a) continúe con el proceso de selección de TD, por favor déjenos saber por escrito antes de _______________________.
En este momento, su hijo(a) no cumple los criterios para evaluación adicional. Sin embargo, los estudiantes pueden ser re-evaluados luego de un periodo de por lo menos 24 meses, con evidencia de desempeño escolar, recomendación de padres/maestros, y puntajes altos en las escalas de desarrollo de los exámenes de final de grado (EOGs) en matemáticas y lectura.
Estaré complacida de responder cualquier pregunta o inquietud que usted tenga.
Atentamente,
Maestro(a) de Desarrollo de Talento Catalyst / Talent Development Catalyst TeacherTeléfono de la escuela: ___________________________
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Aviso sobre resultados de CogAT Estimados padres de familia/representantes legales y miembros de familia,
Recientemente, su hijo(a) participó en la evaluación que se realizó en todo el distrito, al utilizar la prueba de habilidades cognoscitivas, Cognitive Abilities Test 7. El CogAT7 es una evaluación que es diferente de las evaluaciones escolares típicas. La escuela normalmente evalúa logros, o información que se le ha enseñado a su hijo(a) en la escuela. Por el contrario, el CogAT7 está diseñado para medir habilidades de razonamiento y solución de problemas en la áreas verbales, cuantitativas y no-verbales, proporcionando información acerca de cómo su hijo(a) piensa. Esta medida provee a administradores y educadores una herramienta para conocer como proveer la mejor instrucción para su hijo(a).
Los resultados de su hijo(a) están listados abajo. También abajo hay unas frases clave y la página de internet que lo ayudarán a entender los resultados de su hijo(a). Por favor recuerde que estos resultados son solo una evaluación de su hijo(a).
Nombre: _______________________________________Verbal: _________________________ percentil de edadCuantitativo: ___________________ percentil de edadNo-verbal: _____________________ percentil de edadCompositivo: ___________________ percentil de edad
Puntaje de Perfil:
Verbal: Una sub-prueba diseñada para evaluar la base de lenguaje.
Cuantitativo: Una sub-prueba diseñada para evaluar conceptos matemáticos, patrones y relaciones.
No-verbal: Una sub-prueba diseñada para evaluar razonamiento usando dibujos y formas.
Percentil de edad (PR): El rango percentil, o PR, es una comparación del puntaje de su hijo(a) comparado a otros estudiantes de la misma edad de una muestra nacional. El rango percentil es un puntaje de 1 a 99, donde el puntaje promedio es 50. Por ejemplo, un estudiante con un puntaje de 70 PR en el área verbal significa que su puntaje fue más alto que el 70% de los estudiantes de su edad de la muestra nacional, o que su desempeño es superior a 30% de los estudiantes de su misma edad.
Puntaje de perfil: El puntaje de perfil proporciona el nivel, así como también patrones específicos asociados con los puntajes de su hijo(a). Por favor visite la siguiente pagina web e ingrese la información que proveemos aquí para encontrar información útil acerca de estrategias para entender mejor los resultados en forma narrativa: http://www.riverpub.com/products/group/cogat6/input.jsp
Gracias por su apoyo en este proceso de selección. Si usted tiene cualquier pregunta o inquietud acerca de estos resultados, por favor contacte al maestro(a) de desarrollo de talento de su hijo(a).
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Invierno 2015/primavera 2016
Apreciado padre de _________________________________,
Basado en la valoración inicial de segundo grado para el programa de Talent Development, Usted dio permiso para que su hijo continuara el proceso de identificación AIG. Su hijo fue elegible para participar en las oportunidades adicionales de valoración . Los resultados de su hijo indican lo siguiente:
Su hijo fue identificado como AIG tanto en lectura como en matemáticaa según los siguientes resultados de la valoración : o Calificación compuesta de percentil por edad de CogAT.o 3 calificaciones “t” de 65 o más en la valoración “Gifted Rating Scales” (escalas de
calificación de talentos), realizado por el maestro de su hijo de primer grado.o Calificaciones de logros ITBS en lectura y matemáticas.o Calificación del portafolio de CMS
Su hijo fue identificado como AIG en las siguientes materias según los resultados combinados de CogAT y ITBS:
AIG lectura SOLAMENTE: Calificación verbal CogAT ___________Calificación de lectura ITBS __________
AIG matemática SOLAMENTE: Calificación cuantitativa/no verbal CogAT __________
Calificación de matemáticasITBS_________
En estos momentos, su hijo no cumple con los requisitos para evaluaciones adicionales. Sin embargo, los estudiantes pueden ser evaluados de nuevo después de un periodo de al menos veinticuatro meses con pruebas de su desempeño en el salón de clase, recomendación del padre/maestro y calificaciones de alto nivel de desarrollo en los exámenes EOGs en matemáticas y en lectura.
Estoy más que gustosa a contestar cualquier pregunta o preocupación que usted tenga.
Atentamente,
Maestro/a de Talent Development Catalyst
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Padre/representante legal de _____________________________:
Como resultado del puntaje de la prueba “Gifted Rating Scales” ,o de los puntajes compuestos por edad CogAT, se presentará un portafolio del trabajo de su hijo para la identificación de Desarrollo de Talentos (TD). El portafolio consistirá en cinco muestras de trabajo. El maestro del salón de clase y el maestro catalyst TD reunirán las muestras de trabajo para el portafolio. En el portafolio TD se deberá demostrar evidencia de lenguaje avanzado, pensamiento analítico, motivación/perseverancia/liderazgo, perspectiva/sensibilidad/humor y creatividad/talento artístico.
Los padres podrán incluir una prueba adicional que demuestre habilidades avanzadas así como galardones o fotos del estudiante dónde realiza papeles de líder. La prueba del padre es el sexto componente del portafolio y es opcional. El tener o no tener la prueba del padre no afectará de ninguna manera la asignación del estudiante en TD.
Reglas generales para las muestras de trabajo del portafolio:
● Las muestras pueden ser de 1a 3 páginas de largo, que haga relación a alguna fortaleza específica. (frente y dorso de la página cuentan como 2 páginas)
● Las muestras deben ser bidimensionales y deben caber en un sobre manila de 9” x12” y si exceden ese tamaño, se acepta una fotografía. Un DVD, CD o casete de video/audio pueden ser adjuntados en una bolsa de plástico ziploc y debe funcionar en los equipos escolares. Si la muestra es un galardón o una fotografía, el estudiante también debe adjuntar una carta. Por ejemplo, si un padre presenta un premio de educación de carácter que el niño ha recibido, el estudiante debe escribir acerca de porqué recibió el premio y cómo se sintió al recibir el mismo.
● Las muestras deben incluir un comunicado (escrito por el estudiante) de la razón por la cual la muestra fue seleccionada.
Un equipo de maestros TD estudiarán el portafolio y los resultados estarán disponibles a los padres para la primera semana de marzo aproximadamente.
Si usted tiene alguna pregunta referente al portafolio o al proceso, por favor comuníquese con el maestro catalyst TD en la escuela de su hijo.
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Charlotte-Mecklenburg SchoolsTalent Development Referral and Results Form
Student Name: __________________________________________________________________ Student ID # __________________________School: ____________________________________________ Grade: _____ Gender: ______ Race: _____ DOB: ______/_______/_______Student Address: _________________________________________________________ City/State/Zip: _______________________________Referred by: { } Parent { } Teacher { } Other _________________________________________________________________________
Formal Assessments Informal Assessments (CMS 2nd grade Only)
Aptitude Test:________________________________Test Date: ______/ ______/______
Verbal Score: __________Quantitative Score: __________Nonverbal Score: __________
Total Percentile: __________
Achievement Test:_____________________________Test Date: _____/ _____/ _____
Reading Score: __________Math Score: _________
Total Percentile: __________
Gifted Rating Scales
Area of Intelligence T-score
Intellectual
Academic
Creativity
Artistic
Leadership
Motivation
Eligible to Participate in CMS Portfolio Process:o Yeso No
Academic PerformanceReading/ELA Grades __________________Comments on demonstrated ability_______________________________________________________________________________________________________________Math Grades _________________________Comments on demonstrated ability_______________________________________________________________________________________________________________
Talent Development Team SignaturesAdministrator: _____________________________________________________________________ Date: ______________________________TD Teacher/Academic Facilitator: __________________________________________________ Date: _____________________________Classroom Teacher: _______________________________________________________________ Date: ______________________________I give permission for my child to be evaluated to determine eligibility for services in the Talent Development (TD) Program. As a result of this evaluation, if my child is determined to be qualified for the program, I agree to have him/her receive TD services. Further, I am aware of the annual performance review if my child is placed in the TD program.Parent Signature: _________________________________________________________________ Date: _______________________________
(pink copy will be returned to parents once assessments have been completed.)Eligibility Results: (This section will be completed once all assessment results are available.)
Identified as AIG in BOTH reading and math through the following assessment(s):______ Aptitude _______ Achievement _______ GRS (CMS 2nd grade only) ________ Portfolio (CMS 2nd grade only)
Identified as AIG in Reading ONLY Identified as AIG in Math ONLY
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Did not place as an AIG child at this time.Assessment Completion: ________________________________________________________________ Date: _________________________ Talent Development Catalyst Teacher/Academic Facilitator Signature
Charlotte-Mecklenburg SchoolsInvitation to Conference/Prior Notice
Dear Parent/Guardian: Date Sent: ____/ _____/ _____
Re: _________________________________________ (Student’s Name)
The screenings and evaluations to determine eligibility for the Talent DevelopmentProgram of your child have been completed. We are requesting that you attenda conference to discuss his/her educational strengths and review the assessmentresults.
You are invited to a meeting to discuss the evaluation procedures and ways we can modify curriculum and instruction to support the educational strengths ofyour child. The meeting is scheduled for (date) __________________________, at(time) ___________________________, (place) ___________________________________.
If this time is inconvenient, I will be happy to reschedule the meeting. Please callme at (phone number) _______________________________________.
Sincerely,
_____________________________________Talent Development Catalyst Teacher
PLEASE CHECK ONE, SIGN, AND RETURN TO SCHOOL:
( ) I will be present for the conference. ( ) I cannot meet at this time. I will contact the school in order to arrange another time.( ) I cannot meet at this time. Please contact me to arrange another time. My
phone number is ______________________________.
_______________________________________Parent/Guardian Signature
_____ / _____/ ______ Date
(Date Received: _____/ _____/ _____)
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Charlotte-Mecklenburg Schools Invitation to Conference/Prior Notice
Apreciado(s) Padres/ Tutor: Fecha enviado / /
Ref.: (Nombre del estudiante)
Hemos realizado y finalizado las pruebas iniciales y evaluación para determinar si su hijo califica para el programa del Desarrollo del Talento. Le pedimos que asista a una reunión para hablar de los puntos fuertes del aprendizaje de su hijo y revisar los resultados de las pruebas.
Se le invita a una reunión para poder hablar de los procedimientos de la evaluación y de las formas que podemos modificar el plan de estudios y su enseñanza para apoyar los puntos fuertes del aprendizaje de su hijo.
La reunión está programada para el , a la(s) , en .
Si no le fuera bien esta hora, no tendría ningún inconveniente en darle otra hora para la reunión. Por favor, llámeme al .
Sinceramente,
(Maestro del programa del Desarrollo del Talento)
POR FAVOR, MARQUE UNA, FIRME Y DEVUELVA A LA ESCUELA:
( ) Estaré en la reunión.( ) No puedo reunirme a esa hora. Me pondré en contacto con la escuela para que me den otra hora.( ) No puedo reunirme a esa hora. Por favor, póngase en contacto conmigo para poder reunirnos a otra hora. Mi
número de teléfono es el .
Firma de los Padres/ Tutor
/ / Fecha
(Fecha recibida: _____/ / )
Reunión celebrada el _____ /______ / ______ Maestro del programa del Desarrollo del Talento:
Maestro de la clase: __________ Padres:
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Charlotte-Mecklenburg SchoolsNotification of Results
Date Sent ______/ ______/ ______
Dear Parent/Guardian:
Re: _________________________________________ (Student’s Name)
Your child’s screening and evaluation to determine eligibility for the Talent Development program has been completed. Attached is a summary of yourchild’s assessment results. It has been determined that your child does not meet the criteria to require the support of Talent Development program
servicesat this time.
Thank you for your interest and cooperation. Should you have further questionsor concerns, please contact the Talent Development Catalyst Teacher oradministrator at your child’s school.
Talent Development Catalyst Teacher: _______________________________________Phone Number: ________________________________
Escuelas de Charlotte-Mecklenburg 52
Notificación de los resultado
Apreciado(s) Padres / Tutor: Fecha enviado / /
Ref.: (Nombre del estudiante)
Hemos realizado y finalizado las pruebas iniciales y evaluación para determinar si su hijo califica para el programa del Desarrollo del Talento. A continuación se encuentra el resumen de los resultados de las pruebas de su hijo. Se ha determinado que su hijo no reúne los requisitos necesarios para recibir los servicios de ayuda del programa del Desarrollo del talento en estos momentos.
Gracias por su interés y cooperación. Si tiene alguna otra pregunta, por favor, póngase en contacto con el maestro del Desarrollo del talento o una persona de la administración de la escuela de su hijo.
Maestro del programa del Desarrollo del Talento: Número de teléfono:
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Elementary Compliance
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Elementary TD Teachers To-Do ListAugust - September
Inventory TD Forms: Place an order with the Warehouse (through your school’s Financial Secretary) for the Referral and Results Form (8001), green Talent Development Screening Folder (8004), and any forms missing now.
Inventory TD Materials: Create a check-out system for teachers to borrow and sign out materials and resources listed on the TD Inventory.
Prepare a daily schedule for principal’s signature.
Prepare a list of second grade students who are new to CMS for Gifted Rating Scales (GRS).
o If more GRS forms are needed, e-mail TD Office (Lisa Pagano) with the number needed. Please double check that the student was not in CMS before ordering more GRS forms !
o Give second grade classroom teachers a GRS form for each new-to-CMS student he/she has in the classroom. Complete the information on the front of the GRS. The classroom teacher will return completed GRS forms to you by November 6, 2015.
o Prepare a green TD screening folder for each new-to-CMS second grade student.
Cross check the current AIG headcount from PowerSchool with the Cumulative Folders. All TD students should have a blue Talent Development Folder inside theCumulative Folder. If not, order blue folders (form 8010) from the Warehouse and follow the procedure listed in the TD Order Forms tab section of the Handbook.
Direct Services* Indirect Services**59
Catalyst Model Service DeliveryConsultation in Gifted Education by Mary S. Landrum, Ph.D.
The gifted education specialist works directly with students without consulting or collaborating with anyone else. (p. 14)
• Direct services are only considered when collaboration is not feasible.
Examples: (pages 15 &16) Gifted teacher plans and directs
differentiated learning activities for pull-out sessions that complement the regular education curriculum.
Gifted teacher provides complementary or parallel lessons that focus on helping students develop specific strategies to apply to core curriculum when participating in general education activities.
Gifted teacher targets specific students by developing and providing instructional activities (workshop, math small group) and monitors student progress.
Instruction provided by the gifted teacher supporting student identification and placement.
Any service that the gifted education specialist and other teachers or specialists co-plan and co-teach. (p. 14)
• Indirect services include instruction delivered in the general education classroom, as well as lessons delivered in a gifted specialist’s area or resource room.
• Gifted education specialist and classroom teacher share responsibility for student learning.
• Educators jointly plan, teach and engage in follow-up activities.
Examples: (pages 16 & 17) Train classroom teachers or other staff
on how to use specific curriculum or instructional best practices in the field of gifted education.
Demonstration lessons in colleagues’ classrooms.
Supporting classroom teachers with differentiating the curriculum for all students.
Collaborative teaching in any format: curriculum compacting, independent studies, learning contracts, interest projects, problem based learning, alternative assignments, etc.
Monitoring student progress through differentiated assessment rubrics.
Liaison between general educators, parents, educational support staff, administrators and students.
Organizing student groups for instruction by assessing student readiness.
Coordinate student movement into and out of classroom for partial or full acceleration.
Collaboration for gifted identification.
The Catalyst Model allows flexible or traditional scheduling of the Talent Development Catalyst teacher. The content and timing of instruction by the Talent Development Catalyst teacher are scheduled when it is most needed within the context of the school and classroom instruction, enhancing the continuity of studies. Services that are flexibly scheduled will
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equalize over a year’s time, but will not be equal for all students every week or each month. Reach Further 2013 Plan for Gifted Education – Appendix D
* Direct Services are provided approximately 30-40% over a year’s time
** Indirect Services are provided approximately 60-70% over a year’s time
By the end of first grade you can expect your child to:
• Work independently at her desk
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Expectations for First Graders
• Listen to longer sets of directions• Read directions off the board, although some children may still have difficulty with this• Complete homework and bring it back the next day• Sit in a chair for a longer period of time
• Be able to see things from another person's point of view so you can reason with your child and teach her empathy
• Relate experiences in greater detail and in a logical way• Problem-solve disagreements• Crave affection from parents and teachers• Have some minor difficulties with friendships and working out problems with peers• Distinguish left from right• Be able to plan ahead• Write words with letter combination patterns such as words with the silent e• Read and write high-frequency words such as where and every• Write complete sentences with correct capitalization and punctuation• Read aloud first-grade books with accuracy and understanding• Count change• Tell time to the hour and half-hour• Quickly answer addition and subtraction facts for sums up to 20• Complete two-digit addition and subtraction problems without regrouping
(source: http://www.greatschools.org/students/academic-skills/531-K-5-benchmarks.gs?page=1)
The “Typical” First Grader
• Student is able to focus on an activity for 15-20 minutes• Student is comfortable reading at a level 16-18 (DRA)• Student is able to use invented spelling to write a 4-5 sentence story• Student can use simple punctuation and capitalization• Student can write for different purposes – stories, letters, lists, etc.• Student is comfortable counting up to 100
• Student should have problem solving strategies for solving math problems (pictures, using fingers, etc.)
• Student can accurately compute single digit addition and subtraction problems• Student should be able to solve one-step word problems
• Student can identify basic geometric shapes, tell time to the hour and half hour, sort and classify objects by two attributes
• Student should have prior knowledge to enrich reading and can describe what he/she learned from a book
• Student should be able to independently solve problems that arise with classmates – what to do if someone hurts their feeling, how to share, etc.
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Expectations for Second Graders
You C an E x p ec t t he T y p i c al S ec o n d G r a d er t o …
• Read silently for 15 minutes and use reading to research topics.• Read simple texts fluently with expression.• Self-correct when reading.• Read words of one, two or more syllables automatically.• Recognize simple irregularly spelled words such as said and where.• Use word identification strategies to unlock the meaning of unknown words (chunking
familiar parts, prefixes and suffixes).• Identify the problem and solution in a story.• Able to decode multi-syllable words.• Become more aware of audience when writing.• Begin to use the steps of the writing process.• May use invented spelling for challenging words but can spell sight words/word
wall words correctly.• Compare whole numbers using greater than, less than, or equal to.• Add, subtract, count, and write whole numbers up to 1,000.• Tell time to the quarter-hour.• Add, subtract, count money.• Begin to reason logically and organize thoughts coherently.• Work at greater length of time (30+mins) independently.• Begin to use short correctly formatted sentences. Use more correct grammar,
capitalization, punctuation, and spelling.• Literal thinking and description comes easy; difficulty handling abstract reasoning.• Enjoys collecting, organizing, classifying objects and information.• Speaking and listening vocabulary expand rapidly.• Can grow frustrated with timed tasks.• Draws with knowledge of foreground, middle ground, and background.• Begins to understand perspective of others.• Reads approximately 100 words per minute.• Increased basic problem-solving abilities (one step problems).• Likes to explain ideas- may use exaggeration.• Industrious; often works quickly.• Emergence of sense of humor.• Writing and artwork become more detailed.• Strong desire to perform well, do things right.• View things are right or wrong, wonderful or terrible, with little middle ground.• Begins to collect and organization information from more than one source.• Identifies and describes two and three dimensional figures.
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Gifted Rating ScalesTD Teacher Tip Sheet #1
February – MarchPresenting the Gifted Rating Scales (GRS) Record form to Classroom Teachers:
Schedule 15-20 minutes with teacher(s) to familiarize them with the form Be sure to review the following:
o Page 1 – Attached label to upper right-hand corner Be sure teacher completes all information not included on the labels.
Fill in today’s date (date Classroom Teacher actually completes the form)
Adjust student’s age on label to reflect age at the time of GRS completion (years is fine, months is not necessary)
Answer the two questions under teacher informationo Page 2 – Read and review the directions at the top of the page with the teacher
It is especially important that you highlight two portions of the directions: The second paragraph: Scores will be based on how the child
compares with other children of the same age in regular education settings. It is important that you base your ratings of this child on a comparison with “typical” children of the same age who are in regular education settings.
The three bulleted points: o Answer every itemo Rate each item individually as children’s skills can vary across
items.o Remember that a child may excel on some, but not all, items.
Review the 2-step process for using the response format (pictured): For each item:
o Step 1: First decide whether the student’s observed performance is Below Average, Average, or Above Average (compared to other children of the same age).
o Step 2: Then, decide where the child’s performance falls (compared to others the same age) within that larger category.Note: The paragraph just below the examples will help you explain this.
o Pages 2-4 – Review the 6 areas (scales) for which ratings are required Remind the teacher that there are two more scales on the back of the
record form. Ask the teacher to read the definition for each area before completing
the items. They should do this for each student, even though they have read it
before. Re-reading the definition helps the teacher maintain the same mindset for each student and improves the consistency of responses.
If the teacher is concerned that he/she has not had sufficient opportunity to observe a student’s Artistic Talent, he/she should have the art and/or music teacher complete the items in this area.
o Instructions for Totaling Raw Scores Complete ratings for all students before calculating totals Scan for missing items before totaling each scale raw score Double-check each total - use of one of the following methods is
recommended: Add the ratings by starting at the top and adding down, then double-
check by adding them from the bottom up
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First, add by rows (normal top-down addition), then double-check by summing the columns (total of all “1” ratings + total of all “2” ratings . . . + total of all “9” ratings)
Checking Gifted Ratings Scales (GRS) Record Forms Received From Classroom Teachers
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Gifted Rating ScalesTD Teacher Tip Sheet #2
o Place Into cumulative folders by mid-Mayo On each GRS Record Form you receive, check the following:
1.) Are Student Information and Teacher Information on the front cover correct?
2.) Is the student’s age (in years) correct?- This is important, as it determines the correct Conversion Table!
3.) Has the classroom teacher indicated if s/he knows student at least “Fairly Well”?
4.) Does the teacher appear to have rated each item carefully and independently?
- Look for variability among item scores5.) Are ratings missing for any items?
o If there are omissions, or you have any concerns about any of the above areas, consult with the classroom teacher before proceeding with scoring.
Reminders Regarding Missing Items:
No more than one missing item per scale is permitted A scale is considered invalid if it includes two or more missing items If there are two or more missing items on a scale, you cannot compute a T-score
and Cumulative % for that scale Always check with classroom teachers to determine the reason for missing
item(s) The only permissible reason for a missing item is that the classroom teacher has
not had an opportunity to observe the specific behavior or skill If ONE item on a scale cannot be completed, take this into account when
computing the Raw Score Total, so the score is not deflated. Do this by using the following procedure:
o Find the total for the 11 items that were completed for the scaleo Divide this total by 11 to determine the average item score for the scaleo Round the average item score to the nearest whole number (Round DOWN
for average scores ending in .0-.4 and round UP for average scores ending in .5 - .9)
o Add the rounded average item score to the 11-item total to obtain an estimated Raw Score Total
Next, check each GRS Record Form for the following:o Have all 6 scales been totaled correctly?o Whenever your total and the classroom teacher’s total differ, sum the item scores again using a different method:
- Assuming you added in a typical top -down fashion the first time you checked, use one of the following methods when you sum the item scores again:
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Add from the bottom up Sum the columns (total of all “1” ratings + total of all “2” ratings…
+ total of all “9” ratings) After completing all of the above steps, use black ink to copy the six Raw Score
Totals from p. 2-4 of the Record Form to the Raw Score boxes on the front cover (Section 2).
Converting Raw Standard Scores on Gifted Rating Scales (GRS) Record Forms Received from Classroom Teachers
** Make sure all Raw Scores are in black ink on the front cover of the GRS
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Gifted Rating ScalesTD Teacher Tip Sheet #3
Remember to use tables in Appendix B ONLY when converting scores (Appendix A is for the GRS Preschool-Kindergarten Form)
Within Appendix B, be sure to use the correct tavle – and columns within that table – for each student’s age
o For ages 6:0 – 6:11 and 7:0 – 7:11, use Table B.1 (p. 60-61)o For ages 8:0 – 8:11, use Table B.2 (p. 62-63)
Steps to covert Raw Score Totals to T-scores and Cumulative %so Turn to Appendix B, beginning on p. 59 of the GRS Manualo Within Appendix B, select the correct table for the student’s age (see above)o For each scale, read down the appropriate column to find the student’s Raw
Score (Total)o Read across to the T-score and Cumulative % columns and record those
numbers in the appropriate boxes in Section 2 on the front cover of the Record Form
o Record the Cumulative %s and T-scores in red ink (Record the Cumulative %s as “16%,” “50%,” “80%” etc. in red ink
o Follow this procedure for each scale Be especially careful with Table B.1!!!!!
o For ages 6:0 – 6:11, T-scores are on the left & Cumulative %s are on the righto For ages 7:0 – 7:11, T-scores are on the right & Cumulative %s are on the lefto Note: To avoid confusion, you may want to score all 6-year-old’s profiles first,
and then score all 7-year-old’s profiles Plotting Profiles of T-Scores
o Record the T-score for each scale on the Profile of Scale Scores (T-score) chart on the front cover of the Record Form
o Connect the T-score points to form a profile of each student’s ratings relative to one another in red ink
o Note: Be sure you are plotting only T-scores!!! NOT Raw Scores or Cumulative Percentiles
Date: ___________________________ School: ________________________________________________
Trainer: ________________________________________________
Name (Please Print) Signature68
Gifted Rating Scales (GRS) Training Attendance Roster
Administrator:
Art Teacher(s):
Music Teacher(s):
Classroom Teachers:
Talent Development Catalyst Program/Teacher Evaluation
School: ________________________________ TD Catalyst Teacher: _____________________________Administrator Completing Checklist: _______________________ Date: _________________________TD Program: Inclusion ____ 2 day ___ 3 day ___ 5 day ____ LI/TD Magnet ____ Other ___
Please rate your TD Catalyst teacher in the following areas:Consultation & Collaboration
Effectively plans and collaborates with classroom teachers to differentiate instruction for high achieving students
consistent occasional no
Provides support to differentiate, accelerate, and extend the CCSS/Essential Standards for TD and high achieving students
consistent occasional no
Works in classrooms to support instructional consistent occasional no69
differentiation for TD and high achieving studentsIdentifies and develops instructional resources for teachers to use in the classroom for TD and high achieving students
consistent occasional no
Utilizes a variety of engaging strategies requiring higher-level thinking
consistent occasional no
Provides professional development and coaching for staff as requested by the school administration
n/a yes no
Models lessons and co-teaches as requested by classroom teachers or school administration
n/a yes no
Includes non-identified high achieving students in instructional groups
yes no
Program OversightCommunicates/Collaborates with the school administrative team as needed or requested by school administration
yes no
Holds TD parent meetings and facilitates regular communication with parents
yes no
Maintains TD records in compliance with state and local guidelines
yes no
Monitors the academic and social progress of TD students and serves as an advocate
yes no
Provides leadership in the identification process and requests appropriate assessment tools for potential students
yes no
Overall ImpressionsBehaves in a professional manner consistent occasional noDemonstrates a positive attitude consistent occasional noDisplays leadership qualities consistent occasional no
Overall Job PerformanceComments:
Exceeds Expectations
Meets Expectations
Below Expectatio
ns
Other Comments (in regards to the teacher or program):
Teacher Signature & Date: _________________________________________________________________________Principal Signature & Date: _________________________________________________________________________I would like a conference with the Elementary TD Specialist and/or Director: Yes/No2 day ___ 3 day ___ 5 day ___ LI/TD Magnet ___ Other ___
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Middle School Compliance
Date Location TimeSeptember 1, 2015 Spaugh PDC auditorium 8:30-11:30 amOctober 9, 2015 Spaugh PDC auditorium 8:30-11:30 amJanuary 14, 2016 Spaugh PDC auditorium 8:30-11:30 amMarch 3, 2016 Spaugh PDC auditorium 8:30-11:30 am
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Academic Facilitator Important Dates
Compliance Due Dates
Due Date Action Items & Details Completed?
October 23, 2015
Differentiated Education Plans (DEPs) One copy of DEP template from grades 2, 3, 4, and 5 due to
school’s compliance folder in Google Drive. One individual copy of DEP must be placed in each student’s
cumulative file (in blue TD folder). Invitation to DEP Parent Meeting must be uploaded to school’s
compliance folder in Google Drive. Roster of Parents (signed and dated) who attended the DEP
Parent Meeting must be uploaded to school’s compliance folder in Google Drive. Use page 31 in TD Compliance Notebook.
Week ofOctober 26,
2015
Share First Quarter Newsletter with families.
November 10, 2015
Run & verify Fall AIG Headcount from PowerSchool. Directions will be provided.
*The state AIG Headcount begins November 15, 2015.*
January 1-31, 2016
TD Mid-year Audits
week ofJanuary 25,
2016
Share Second Quarter Newsletter with families.
Touch base with all classroom teachers of certified TD students to determine if conferences are needed.
week ofMarch 21,
2016
Share Third Quarter Newsletter with families. Upload a copy to school’s TD Compliance Folder in Google
Drive.
April 11, 2016
Run and verify Spring AIG Headcount from PowerSchool. Directions will be provided.
*The state AIG Headcount begins April 15, 2016.*
May 4, 2016 End of Year TD Audits Begin
May 27, 2015
TD Inventories Due via Google Form Quantities must be entered for every item listed. Be sure to check the box that says “Send me a copy of my
responses.” Print or forward a copy of your responses to your principal. Scan principal signed copy and upload to your school’s TD
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compliance folder in Google Drive.
June 1, 2016 Performance Reviews for EVERY TD Certified student: Place reviews, sorted alphabetically by grade level, in a 9” x
1”2 manila envelope. Any students who have 1s or 2s on the performance review
form require documentation attached and should be placed in an individual envelope, then placed in the manila envelope.
Label the manila envelope: Performance Reviews, 2015-2016, School Name, Your Name.
Send ATTN: Lisa Pagano #839
June 9, 2016 Send home pink copies of Performance Reviews and share Fourth Quarter Newsletters with families.
* Please note the following coding:Lisa Pagano will receive items highlighted in PINK.
Stephanie Connor-Johnson will receive items highlighted in BLUE.
Trinette Atri will receive items highlighted in PURPLE.
You will upload items highlighted in YELLOW to your school’s TD Compliance Folder in Google Drive.
Inventory books (William & Mary units, Jacob’s Ladder, etc.) Compare August Headcount with the blue TD folders in cumulative files. All TD
students are coded AG (Academically Gifted.) File headcount in the Compliance Notebook under the Headcount section.
Review the Talent Development Compliance Handbook. The following items should be filed in the Compliance Notebook**
o Current AIG Headcounts o Newsletterso DEPs
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Middle School Talent Development Opening Checklist
o Parent Meeting Rosters, etc.
** This is a component of how we monitor individual school compliance. Information should be readily available at all times.
Prepare a DEP (Differentiated Education Plan) for each TD certified child. The DEP form is located in the Compliance section of the Compliance Notebook. Make copies as needed. File completed copy in student’s blue TD folder.
Schedule your annual Group DEP Parent Meeting. Please note the meeting deadline dates on the TD calendar. (Many schools infuse this meeting in their curriculum night presentation.) For this group meeting, an Invitation is required. This invitation may be on the school website or in a Curriculum Night flyer. File a copy of this notification under the Newsletter section in your Compliance Notebook.
Have a parent “Sign-In Roster” available at the Parent DEP Meeting(s). File roster is available in the Middle School section of your Compliance Notebook.
Review Spring EOG scores (Reading and Math) for POSSIBLE referrals. See Referral, Evaluation & Placement section of the Compliance Notebook for referral guidelines and procedures.
The Compliance Notebook is also online on the Academic Facilitator Weebly site (http://cmsafs.weebly.com ).
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High SchoolCompliance
The following procedure will be followed when preparing high school Differentiated Education Plan Parent Meeting.
The meeting may be at Open House, or at any other time before mid-October.
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CMS Talent Development ProgramHigh School Differentiated Education
Plan/Parent Meeting Guidelines
Send a flyer or newsletter notification to parents of gifted students regarding a DEP meeting. The meeting is to receive information about course content regarding all International Baccalaureate (IB), Advanced Placement (AP), and Honors/Advanced courses.
o The invitation does not need to be individualized or filed in each student’s folder.
For each core content class, the Course Syllabus plus Goals and Methods for reaching those goals (syllabus plus two components of the old GEP) should be given to each family.
Teachers for each IB, AP and Honors/Advanced core course should discuss their expectations for the year.
For parent not in attendance, send home course syllabus for each class as noted above and any other information that may be helpful.
Print a roster of each class; parents attending the meeting may initial beside their child’s name.
The API/Talent Development contact will collect a copy of the syllabus for each course and file these in the TD Compliance Handbook.
Bold face documents are components of the Differentiated Education Plan (DEP). Copies should be placed in the Talent Development Notebook under the tab labeled Compliance Documents.
WHAT? PURPOSE? WHO IS RESPONSIBLE?
WHERE IS IT KEPT?
- High School Course Offerings Handbook
- Current School Year Course Selection
The handbook offers a synopsis of the District course offerings, while the course selection card gives a detailed overview
CMS High School Administration
Given to each student/one copy filed in TD Compliance Handbook
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Charlotte-Mecklenburg SchoolsHigh School Talent Development
Differentiated Education Plan (DEP)
Card of course for a particular school.
Students Schedule – Gifted Students
Shows each student’s current schedule of courses
Counselor/API/Designated School Personnel
Available in PowerSchool. Designated school personnel needs to be knowledgeable about how to access this information when needed.
Hard copy is not needed.Course Syllabus for core content in AP, IB or Honors/Advanced
Includes course timeline, curricular goals, methods by which students will demonstrate significant academic growth. Speaks specifically to differentiated instruction for the advanced learner.
Course Instructors Given to each student and family at the DEP meeting or sent home to absentees.
TD Compliance Handbook.
DEP Meeting Notification: a flyer or newsletter inviting parents to attend. Includes AP, IB, Honors/Advanced courses.
Invite parents to meet with teachers to receive information about course content by mid-October.
API Distributed to each student or family; parents of all students attending the course should be invited, not just gifted students.
TD Compliance Handbook.Roster of parents attending DEP meeting
Record of contact. Parents may initial besides their child’s name if a roster is pre-printed.
API TD Compliance Handbook
Headcount of Gifted Students
Record of gifted students enrolled. Headcount can be used as a tool in planning school-based services/support for gifted students.
Counselor/API/ Designated School Personnel
Available in PowerSchool. Hard copy needs to be filed in the TD Compliance Handbook.
Date: ____________________________ School: ________________________________________________________
TD Member: ______________________________________________________________________________________
In order for CMS Schools to be in compliance with their Talent Development & Advanced Studies department, the following documents are required to be placed in
the TD Compliance Notebook that should be accessible at all times.
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Talent Development Advanced StudiesHigh School Compliance Checklist
School Contact: Assistant Principal of Instruction
Invitation to DEP Parent Meeting(s) to be held before mid-October (placed behind the tab)
Roster of parents attending DEP Parent Meeting(s) (placed behind the appropriate tab)
Copy of Course Offerings Handbook/Course Selection Card (placed behind the appropriate tab)
Copies of Course Syllabi for Honors/Advanced, AP, and IB courses (each placed behind the appropriate tab)
Cumulative Files are being reviewed for possible testing referrals
Referral and Evaluation form (yellow copy) for EVERY student referred and evaluated for the Talent Development Program to be submitted immediately following the evaluation and parent notification
Files Quarterly Headcounts from PowerSchool; Once reviewed, all copies should be filed behind the tab labeled, “Compliance Documents”
Date: __________________________ School: _________________________________________________________
Dear Principal,
In order for CMS to be in compliance with state, the following documents are required to be maintained in the TD Compliance Notebook and available to the Talent Development & Advanced Studies Office by the dates indicated:
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Talent Development Advanced StudiesCompliance Alert
Differentiated Education Plan (DEP) – one copy per course – due October 23,2015
Invitation to DEP Parent Meeting(s) to be held before October 24, 2014 – due October 23, 2015
Roster of parents attending DEP Parent Meeting(s) – due October 23, 2015
Referral Form and Evaluation Form (yellow copy) for EVERY student referred and evaluated for the Talent Development Program to be submitted immediately following the evaluation and parent notification.
Your audit has been scheduled for _______________________________________. A calendar invite will be sent. If this time is not convenient for you, please contact Stephanie Connor-Johnson at [email protected] to reschedule.
Thank you in advance for your attention to this important Talent Development compliance issue and your continued support.
The High School Talent Development Compliance Notebook should be kept in a central location at the school and be readily available at all times. Included in the notebook should be the following items:
1. Current High School Course Offering Handbook2. Current Course Selection Card
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Talent Development Advanced StudiesCompliance Notebook
3. Course Syllabus for Core Content in AP, IB, or Honors/Advanced classes
Curricular Goals Methods of demonstration students will
show attainment of goals Timeline
4. DEP Notification to parents5. Roster of parents attending DEP meeting6. Semester headcount of Gifted students7. Communications with the TD Office
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Early Entry toKindergarten
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For information about the Early Entry to Kindergarten Process and Application, please visit
http://bit.ly/EarlyEntryK
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Horizons
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Charlotte Mecklenburg SchoolsHorizons Information & Application Form 2015-
2016
See most recent application and information about the process on our website:
http://www.cms.k12.nc.us/cmsdepartments/ci/astd/horizons/Pages/default.aspx
or on the CMS Talent Development Weebly
http://talentdevelopment.weebly.com
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Twice Exceptional Students
Dual Certification
Learning Disability / Talent Development
Identification Procedures:
Learning Disability identification must be made prior to evaluation for Talent Development / Learning Disability dual certification.
Review the student’s standardized aptitude test score acquired for the Learning Disability placement. If there is a discrepancy between the verbal aptitude score and the performance aptitude score, use the higher of the two for the Talent Development evaluation. Normally we ALWAYS use the full scale aptitude score for the Talent Development evaluation and placement, but in the case of an identified
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Learning Disabled child, we override this requirement for the higher of the two subtest scores.
Follow the required procedures for evaluating and placing Talent Development students with standardized testing. The 93 points average of aptitude and achievement must be achieved in order to qualify for Talent Development. The only difference is you can use the higher subtest of the aptitude instead of the full scale score. (see previous bullet.)
Learning Disability / Talent Development Services
Once the Learning Disabled student is identified as Talent Development, an Individual Differentiated Education Plan (IDEP) should be written by the school-based Talent Development teacher. This plan should be filed in the student’s TD folder following the same procedure as with the Differentiated Education Plan (DEP) required of all Talent Development students.
The LD Services are the PRIMARY SERVICES offered to the student. The Talent Development Individual Differentiated Education Plan (IDEP) should be written addressing the areas of strength and the support services provided.
Meet with the parent/guardian to present the referral and Results Form (8001) and the Talent Development Individual Differentiated Education Plan (IDEP). Acquire the parent/guardian signature on the form 8001 giving permission for services, and on the Individual Differentiated Education Plan (IDEP).
File Form 8001 and the IDEP in the blue Talent Development folder in the student’s cumulative file.
Send copy of IDEP and form 8001 to TD office.
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Inventory
Please use the Materials Inventory Order Form located on our TD Weebly to order materials from the Talent Development Inventory.
Your 2015-2016 TD Inventory will be sent to you by Stephanie Connor-Johnson and will contain a link to a Google Form. All information will be submitted via the Google Form.
Add new materials received throughout the year to the school’s inventory.
End of Year :o Count all of the school’s Talent Development materials.
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Talent Development/Advanced Studies/AVIDInventory Guidelines
o Record the total number for each item under the current school year column of the school’s Talent Development Inventory. Quantities must be entered for every item listed.
o Be sure to check the box at the bottom of the form that says “Send me a copy of my responses.”
o Print or forward a copy of your responses to your principal and have your principal sign.
o Scan principal signed copy and upload to your school’s TD Compliance Folder in Google Drive.
Inventory Questions?? Call or email Stephanie Connor-Johnson at 980-343-6955 or sa.connor-
Reasons the TD Department will return the school’s inventory:
1. Not completed on the hard copy of the school’s Talent Development Inventory.
2. Areas left blank on the inventory.3. Not signed by the school principal.
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