Gifted Identification Process

Springfield Public Schools recognizes that no one identifier should be used to identify students for gifted education opportunities. As a result, Springfield Public Schools has chosen a multi-faceted approach for gifted programing identification that includes objective as well subjective assessments and multiple entry points into the available gifted program offerings as supported by best practices in educational research on Gifted education (Click Resources for Gifted Identification Process to see more information). District-wide gifted identification occurs at the kindergarten and Grade 5 levels using a combination of standardized tests, student achievement data, and parent and teacher recommendations. This data may include but is not limited to the Cognitive Abilities Test (CogAT), Diagnostic Reading Assessment (DRA), Measure of Academic Progress (MAP) assessment, Parent & Teacher recommendations, and District Assessments. The CogAT is used district wide at the kindergarten and Grade 5 levels as an initial screener. This data is then put into a matrix for tested students along with Parent and Teacher Recommendations, performance assessments, and academic data. Points are given for evidence of student performance a year or more beyond grade level expectations. All tested students are then rank ordered by matrix scores and an invitation list is derived from these scores.  The district gifted committee then meets to review these scores and involves parents/guardians in the process if necessary. Parents of students who qualify are then notified via email, and mail regarding their students placement. 

• Resources for Gifted Identification Process

• FAQ About Gifted Identification

• Board Policy – Accelerated Placement and Gifted Instruction

Click here for the Parent Recommendation Survey
See below for more information about the Parent Recommendation Survey

Parent Recommendation Survey
If you are interested in gifted services for Springfield Public Schools, please complete the Parent Recommendation Survey by clicking on the blue heading above. This is a required step in the gifted identification process. Once you have completed this, you will receive an email confirmation that we have received your information and you will be notified of the next steps in the process. For more information on the process, please read the above section labeled "Gifted Identification Process" and the FAQ About Gifted Education. If your child is already enrolled in a gifted instruction program and is in Grade 5, please complete the survey as a part of the identification process.

Teacher Recommendation Survey
Please complete the Teacher Recommendation Survey for students who you feel may be in need of gifted programming or students on which you have been asked to complete a survey by clicking on Teacher Recommendation Survey. You will be asked to use your district username and login to access the Teacher Recommendation Survey.

• Increase the percentage of gifted students who exceed expectations on IAR

• Increase the percentage of all students who exceed expectations on IAR

• Communicate the importance of ensuring that all students are offered opportunities for higher level thinking and access to rigorous coursework

• Provide training and tools to assist schools in offering increased opportunities to engage students in higher level thinking

• Assist schools in examining and increasing their level of academic rigor

National Association for Gifted Children
Studies supporting the benefits of gifted education programs.

Programs for gifted & talented youth ages 4–18
SIG: Summer Institute for the Gifted offers links and activities for parents to enroll their gifted child

Cognitive Abilities Test: CogAT
The Cognitive Abilities Test™ (CogAT®) reflects the most current industry research in the measurement of cognitive abilities and learning styles. CogAT measures three separate cognitive domains for a complete perspective on a student's reasoning abilities. The domains consist of a verbal battery, a nonverbal battery, and a quantitative battery. The Verbal Battery consists of three subtests: Picture (Verbal) Analogies, Picture (Verbal) Classification, and Sentence Completion. For the Primary Edition, the Picture Analogies and Picture Classification subtests are comprised of all picture-based items which tap into verbal reasoning processes without tying items to a specific administration language. Only the Sentence Completion test requires teacher-read prompts. On this subtest, children listen to the teacher read a question and then choose the picture that best answers the question. In the Nonprimary Levels, the student reads individual words on two subtests of the Verbal Battery (Verbal Analogies and Verbal Classification) and a sentence on the third (Sentence Completion). The Nonverbal Battery is comprised of three subtests: Figure Matrices, Paper Folding, and Figure Classification. The three subtests are formatted the same for all testing levels. The Figure Matrices subtest contains three figures in an analogy that the student must complete. Paper Folding requires the student to determine how a folded, hole-punched paper will appear when unfolded. Figure Classification shows three figures, then asks the student to determine a fourth figure that belongs to the set. The Quantitative Battery is comprised of three subtests: Number Analogies, Number Puzzles, and Number Series. In the Primary levels, the Number Analogies relies on picture-based quantitative concepts rather than numeral representation. The Number Puzzles task presents equations as trains that must carry the same number of objects. And, finally, the Number Series task is presented as an abacus toy in which students search for patterns. Student assessed with CogAT receives an Ability Profile score that highlights both the level and pattern of a student's ability which helps provide educational guidance for all students.

(Adapted from the CogAT website)

CogAT Sample Test Items