Gifted and Talented Education
T. H. R. I. V. E.
Teaching the whole child with Rigor and Innovation towards Vigorous Engagement
The testing window for parent referral is now October 1 – 29th
Office of Gifted and Talented Education
1550 Hosea L. Williams Dr., SE
Atlanta, GA 30317
Gifted and Talented Education in Elementary School
Frequently Asked Questions
How will my child be served in elementary school?
Operating as a state-approved charter system, elementary schools within Atlanta Public Schools currently employ one or more of three state-approved delivery models: 1) The Resource Model serves gifted students through a gifted-endorsed teacher in a “pull-out” interdisciplinary-enriched environment once or more per week, 2) The Collaboration Model serves gifted students daily in their homeroom classroom through targeted instructional collaboration between the homeroom content-certified teacher and a gifted-endorsed teacher, and 3) The Cluster Grouping Model serves gifted students daily in a homeroom where the teacher is content certified and gifted-endorsed. All models require K-5 students to be served for a minimum of one-sixth of the instructional day or its annual equivalent. These delivery models meet the requirements of Georgia Board Rule 160-4-2.38.
How many students are in Gifted and Talented classes at the elementary school level?
According to Georgia Board Rule 160-4-2.38 and through an annually approved state waiver as well as the new system charter status of Atlanta Public Schools, the approved elementary school class size limits are: Resource Model-22 students, Collaboration Model= no more than 8 gifted students per heterogeneous class, Cluster Grouping Model- no more than half of the heterogeneous class is made up of gifted students.
How is the Gifted and Talented curriculum different?
Atlanta Public Schools use the Georgia Standards of Excellence (GSE) in English Language Arts, Mathematics, Science, and Social Studies to inform all instructional curriculum and practices. Meanwhile, elementary gifted students served through the resource model engage in enrichment units that integrate any combination of Language Arts, Math, Social Studies, and/or Science standards. Gifted students served through the collaboration or cluster-grouping model receive differentiation through extension or enrichment of the content curriculum. All of this extension/enrichment will differentiate/supplement the GSEs according to APS Gifted Standards.
The difference is not in what is taught but how it is taught. Students will have opportunities to critically and creatively demonstrate their proficiency of the GSE in an academically enriched environment. They will practice skills which will ultimately prepare them for advanced learning at the middle school, high school, college, and career levels.
How will my child be evaluated in the elementary school?
At the conclusion of an interdisciplinary unit in the resource model and at specified progress report dates in a homeroom/content classroom, students receive a progress report. If served through the resource model, this separate summative report will evaluate advanced critical thinking, creative problem solving, research, and communicative skills. If served through the collaboration or cluster-grouping model, the regular progress report will indicate current performance levels in the content courses. If the gifted progress report or content classroom progress report suggest a student is having difficulty in the gifted and talented class, a parent conference will take place to discuss interventions and continuation options.
For additional information:
Reach out to the Gifted Contact Teacher in your local school or call the district Office of Gifted and Talented Education at (404) 802-7585.
Identification and Assessment of Giftedness Frequently Asked Questions
Gifted and Talented Education in Atlanta Public Schools (APS) provides differentiated instruction for the intellectually advanced and creatively gifted student. Gifted services are available in all traditional APS schools for students in grades K-12.
For any child who is referred for gifted testing, APS is required to gather information in the following areas: Mental Ability, Achievement, Creativity, and Motivation. The instruments selected for each area are GaDOE- approved and meet the guidelines of Georgia Board of Education Rule 160-4-2-.38.
What testing instruments may be used to determine if my child is eligible for Gifted Services?
During the testing process, the Gifted Eligibility Team may request your consent to administer one or more of the following instruments: Cognitive Abilities Test (CogAT), Torrance Test of Creative Thinking (TTCT), Gifted Rating Scales (GRS), Children’s Academic Intrinsic Motivation Inventory (CAIMI), Naglieri Nonverbal Abilities Test (NNAT), and/or an academic product. Students will receive the Measure of Academic Progress (MAP) as a universal district diagnostic assessment and those scores will also be used for gifted eligibility determination. The CogAT, TTCT, and NNAT will only be administered once every two years.
What is the Cognitive Abilities Test (CogAT)?
The CogAT is a group-administered mental ability test completed on a computer. The CogAT assesses the level and pattern of cognitive development of students from Kindergarten through grade 12. The test measures general and specific reasoning abilities in three domains: verbal, quantitative, and nonverbal. These abilities reflect the overall cognitive processes that enable individuals to learn new tasks and solve problems.
The CogAT is typically administered to students over three days. Each testing session is approximately one hour. The resulting score for each battery is reported to parents as a national percentile rank in the mental ability section on the gifted eligibility report. The national percentile rank allows you to compare your child’s results to others of the same age across the nation. The 96th percentile is the minimum score for gifted eligibility.
What is the Torrance Test of Creative Thinking (TTCT)?
The Figural TTCT is a group-administered pencil and paper creativity test requiring pictorial responses. It requires students to use their imagination, solve problems, think of new ideas, and elaborate on their ideas.
The TTCT is administered in one test session, lasting approximately one hour. The resulting score is reported as a national percentile rank to parents in the creativity section on the gifted eligibility report. The 90th percentile is the minimum qualifying score for gifted eligibility.
What is the NWEA Measure of Academic Progress (MAP)?
The Northwestern Evaluation Association’s Measure of Academic Progress (NWEA MAP) is a group- administered achievement test given to students in grades K-12 district-wide, three times per year, and completed on a computer. Achievement tests assess how well a student has learned objectives in academic areas. Both the reading and math sections are administered in approximately one-hour sessions each. For gifted identification, total reading, total math, is reported in the achievement section on the gifted eligibility report. The 90th percentile is the minimum qualifying score for gifted eligibility.
What is the Gifted Rating Scales (GRS or GES)?
Gifted Rating Scales are norm-referenced rating scales for motivation based on current theories of giftedness; their use meets state guidelines regarding the definition of gifted and talented students for students in grades K-7. The GRS is a rating scale completed by a child’s teacher(s) and based upon that child’s motivational behaviors in an academic setting. The local school Gifted Eligibility Team will select two teachers to complete the scale who have known the child for at least thirty days. The highest score will be utilized, and is reported as a national percentile rank to parents in the motivation section on the gifted eligibility report.
The 90th percentile is the minimum qualifying score. While a qualifying score is valid for two years, the GRS may be re-administered after one calendar year by different teachers only if the child is referred for Second Look gifted testing. Motivation refers to a child’s desire to achieve a goal or complete self-selected tasks. Motivation is not a type of giftedness but rather viewed as the energy that drives a child to achieve.
What is the Children’s Academic Intrinsic Motivation Inventory (CAIMI)?
The CAIMI measures the academic intrinsic motivation as defined as enjoyment of school learning characterized by an orientation toward mastery, curiosity, persistence, and the learning of challenging, difficult, and novel tasks. The CAIMI contains five scales, four in each of the academic areas and one general orientation scale.
Students in grade 8 who have passed their 14th birthday will complete the inventory in a group setting in approximately 30 minutes. Scores are reported for motivation in reading, math, science, social studies, and general attitudes toward school and learning. The resulting scores are reported as national percentiles to parents in the motivation section on the gifted eligibility report. Students can complete the inventory once each calendar year and two of the five scores must be at or above the 90th percentile to support gifted eligibility.
What is the Naglieri Nonverbal Abilities Test (NNAT)?
The NNAT is a mental ability test, given only in Second Look, which provides a nonverbal, culturally neutral assessment of general mental ability. It is designed to assess the reasoning ability of students in Kindergarten through grade 12. The NNAT is administered to students in one test session using the computer. The resulting score is reported to parents as a national percentile rank in the mental ability section on the gifted eligibility report. The national percentile rank allows you to compare your child’s results to others of the same age across the nation. The 96th percentile is the minimum qualifying score for gifted eligibility.
What is the academic product?
Given only in grades 1-5, the academic product is a planned experience completed by students in a classroom setting. Products are designed as high-level, open-ended activities designed specifically to elicit and diagnose advanced abilities and do not have a time limit. Products are evaluated independently by at least three trained evaluators using a rubric. Products can be used in the area of creativity, motivation, or achievement. A score of 90 or higher is required to support gifted eligibility. Note that students may not “feel” like they were “tested” when completing a product.
How can I help my child prepare for these instruments?
Knowledge or skills needed are developed as a result of all school and life experiences. These are not tests you can, or should, prepare for as they are meant to measure innate ability. Do not overemphasize the importance of these tests or act in a way so as to add any test anxiety. Make sure that your child gets a good night’s sleep
prior to testing and has a nutritious breakfast each morning before testing.
Why is my child only being recommended for some instruments and not all of them?
The Gifted Eligibility Team will use only one instrument for each category: Mental Ability, Creativity, Achievement, and Motivation. Based upon previous testing experiences and/or classroom performance, some children may have prior test data in their permanent record can be used in one or more categories. Children will not be tested unnecessarily. The Gifted Eligibility Team has more than one option of instrument for most categories. The team will use all relevant data about the student to select the best instrument at the time. The team will not exhaust all of its options in each category during any referral window.
For additional information, reach out to your school’s Gifted Contact Teacher or contact the Office of Gifted and Talented Education at (404) 802-7585.
Office of Gifted and Talented Education
1550 Hosea L. Williams Dr., SE
Atlanta, GA 30317
404-802-7585 (Office) 404-802-9085 (Fax)
Educación para Superdotados y Talentosos en la Escuela Primaria
¿Cómo será atendido mi hijo en la escuela primaria?
Operando como un sistema de chárter aprobada por el estado, las escuelas primarias dentro de Atlanta Public Schools utilizan actualmente uno o más de los tres modelos de entrega aprobados por el estado: 1) El Modelo de Recursos permite a los estudiantes ser instruidos por un maestro especializado en la enseñanza de estudiantes dotados a través de un enriquecido entorno interdisciplinario una vez o más por semana, 2) El Modelo de Colaboración permite a los estudiantes ser instruidos en sus salones de clases diario a través de la colaboración entre el maestro especializado en contenido y el maestro especializado en la enseñanza de dotados, y 3) El Modelo de Agrupación por Zona Escolar permite a los estudiantes ser instruidos en un salón de clases por un maestro especializado en contenido y también la enseñanza de dotados. Todos los modelos requieren que los estudiantes k-5 sean instruidos por un mínimo de una sexta parte de la jornada de instrucción o de su equivalente anual. Dichos modelos de enseñanza cumplen con los requisitos de la Norma 160-4-2.38 del Consejo Directivo de Georgia.
¿Cuántos estudiantes hay en las clases para Superdotados y Talentosos en la escuela primaria?
Según la Norma 160-4-2.38 del Consejo Directivo de Georgia, a través de un permiso anual estatal aprobado y junto con la nueva condición de Atlanta Public Schools, los nuevos límites aprobados de alumnos por clase son: Modelo de Recursos- 22 estudiantes, Modelo de Colaboración= no más de 8 estudiantes superdotados por clase heterogéneo, Modelo de Agrupación por Zona Escolar-no más de la mitad de la clase heterogéneo puede consistir de estudiantes superdotados.
¿Qué tiene de diferente el programa de Superdotados y Talentosos?
Atlanta Public Schools utiliza los Estándares de Excelencia de Georgia (cuya sigla en inglés es GSE) en las artes de la lengua inglesa, matemáticas, ciencias, y estudios sociales para conformar todos los programas y las prácticas de enseñanza. Mientras tanto, los alumnos superdotados de primaria que reciben instrucción a través del Modelo de Recursos participan en 2-4 unidades interdisciplinarias a lo largo del año; estas unidades incorporan diferentes combinaciones de artes del lenguaje, matemáticas, ciencias sociales y/o ciencias. Los estudiantes superdotados que reciben instrucción a través de los Modelos de Colaboración o Agrupación por Zona Escolar reciben diferenciación a través de la extensión o enriquecimiento de contenido del programa de estudios. Las unidades y la extensión/ enriquecimiento diferenciarán/ suplementarán los GSE según los estándares para superdotados de APS.
La diferencia no está en lo que se enseña, sino en cómo se enseña. Los estudiantes tendrán oportunidades para demostrar su competencia en los GSE en forma crítica y creativa y en un ambiente enriquecido académicamente. Practicarán sus aptitudes, las cuales los prepararán para el aprendizaje avanzado a nivel de la escuela secundaria, la preparatoria, la universidad y la profesión.
¿Cómo será evaluado mi hijo en la escuela primaria?
Al finalizar una unidad interdisciplinaria dentro del Modelo de Recursos y durante las fechas específicas para informes de progreso en un salón de clases de contenido, los estudiantes recibirán un informe de progreso. Si reciben instrucción por medio de un modelo de recursos, esta evaluación sumativa analizará a parte sus habilidades de pensamiento crítico avanzadas, de resolución creativa de problemas, de investigación y de comunicación. Si reciben instrucción por medio de un modelo de colaboración o agrupación por zona escolar, el informe de progreso normal indicará los actuales niveles de rendimiento en los cursos de contenido. Si el informe de progreso para dotados o el informe de progreso del salón de contenido muestra dificultades en cualquier curso, se llevará a cabo una reunión de padres para discutir las opciones de intervención o de continuidad.
Para obtener más información, contáctese con the Office of Gifted and Talented Education (404) 802-7585.