Identifying Gifted Students

Atlanta Public Schools

Gifted Eligibility Process Overview

Please watch the video for a thorough overview of how students are referred, assessed, and how determination is made for APS Gifted Program eligibility. Additionally, the nine helpful links below will provide you with further written resources for understanding. Eligibility for gifted services is determined by state-mandated criteria and score thresholds found in Georgia Board Rule 160-4-2-.38, shown in resource #1 below.

1. Atlanta Public Schools' Implementation of the Georgia Board Rule 160-4-2-.38

Atlanta Public School's Implementation of Georgia's Eligibility Rule State Board of Education Rule 160-4-2-.38 shows criteria and thresholds a student must meet in order to be determined eligible for gifted services in any Georgia public school and in Atlanta Public Schools. This is a helpful document to print and reference as you read any FAQs or watch either overview video provided on this page.

Information must be gathered in each of four categories: Mental Ability, Achievement, Creativity, and Motivation
At least one of the criteria must be met by a score on a GaDOE-approved, nationally normed reference test.
Any data used to establish eligibility in one category cannot be used to establish eligibility in another category.
If a rating scale is used to evaluate Creativity, a rating scale cannot be used to evaluate Motivation; if a rating scale is used to evaluate Motivation, a rating scale cannot be used to evaluate Creativity.
Any piece of information used to establish eligibility must be current within two calendar years.
If multiple sources of data are current, the system will utilize data that is most beneficial for determining eligibility.
Gifted eligibility will be determined based upon the findings of Atlanta Public Schools-approved assessments. Information from private testing or evaluations is not accepted to establish eligibility for APS gifted services.

Gifted Categories and Options

Mental Ability

Option A: The student must have a qualifying score in the mental ability AND achievement categories

K-2 99th percentile composite score on a nationally normed mental ability test
3-12 ≥ 96th percentile composite score on a nationally normed mental ability test

Option B: Student must have a qualifying score in three of the four categories

K-12 ≥ 96th percentile composite OR partial composite OR appropriate component score on a nationally normed mental ability test

Achievement

Option A: The student must have a qualifying score in the mental ability AND achievement categories

K-12 ≥ 90th percentile Total Reading, Total Math, or Complete Battery on a nationally normed achievement test

Option B: Student must have a qualifying score in three of the four categories

K-12 ≥ 90th percentile Total Reading, Total Math, or Complete Battery on a nationally normed achievement test, OR
K-12 Superior product/performance with a score of 90 or higher on a scale of 100, as evaluated by a panel of three or more qualified evaluators, indicated in products from teacher directed lessons, or winners of district level or higher academic competition

Creativity

Option B: Student must have a qualifying score in three of the four categories

K-12 ≥ 90th percentile composite on a nationally normed test of creative thinking, OR
K-12 ≥ 90th percentile on a Creativity Rating Scale if not used in the Motivation category, OR
K-12 Superior product/performance with a score of 90 or higher on a scale of 100, as evaluated by a panel of three or more qualified evaluators, indicated in products from teacher-directed lessons, or winners of district-level or higher academic competition

Motivation

Option B: Student must have a qualifying score in three of the four categories

K-12 ≥ 90th percentile on a Motivation Rating Scale if not used in the Creativity category, OR
6-12 Cumulative average of 90 or higher over the last two years in core academic courses, OR
K-12 Superior product/performance with a score of 90 or higher on a scale of 100, as evaluated by a panel of three or more qualified evaluators, indicated in products from teacher-directed lessons, or winners of district-level or higher academic competition

2. Gifted Eligibility Testing Calendars for 2025-26:  Grades K through 5 and  Grades 6 through 10

ES Gifted Testing Calendar: Grades K through 5

January

Jan 13	Contacts Approve Spring 2025 Referred Roster in APS Portal -All students are automatic referrals and the portal will create the roster
Jan 15 -23	Portal sends automatic parent consent invitation email only to parents who do not currently possess a two-year consent on file
Jan 28	Testing Window 1 Opens for CogAT and GES (2 weeks)

February

Feb 11	Testing Window 1 Closes for CogAT and GES
Feb 23	Testing Window 2 Opens for NNAT, TTCT, ES Product (3 weeks)

March

Mar 13	Testing Window 2 Closes for NNAT, TTCT, and ES Product
Mar 13	Remember to Turn in any desired Performance Scores with documentation

April

Apr 03	ES Product Scoring Window Closes
Apr 15	Eligibility Status for All Students in Portal (Goal. Must wait for TTCT scores)
Apr 16	Eligibility Team Meeting Window Opens (3 weeks)

May

May 08	Eligibility Team Meeting Window Closes
May 15	Contacts/Schedulers have all parents informed and students scheduled for next school year (Fall start for all students)

MS/HS Gifted Testing Calendar: Grades 6 through 10

August

Aug 28	Contacts Approve Fall 2025 Testing Roster in APS Portal (All students are automatic referrals and the portal will create your roster)
Aug 29 to Sep 12	Portal sends automatic parent consent invitation email only to parents who do not currently possess a two-year consent on file – 2 weeks

Aug 28

Contacts Approve Fall 2025 Testing Roster in APS Portal

(All students are automatic referrals and the portal will create your roster)

Aug 29 to Sep 12

Portal sends automatic parent consent invitation email only to parents who do not currently possess a two-year consent on file – 2 weeks

September

Sep 16	Testing Window 1 Opens for CogAT and GES - 2 weeks
Sep 26	Eligibility Team Chair Training, Virtual (Register Please)

October

Oct 01	Testing Window 1 Closes for CogAT and GES
Oct 06	Testing Window 2 Opens for NNAT and TTCT (3 weeks excluding holiday)
Oct 21	Eligibility Team Chair Training, Virtual (Register Please)
Oct 31	Testing Window 2 Closes for NNAT and TTCT
Oct 31	Remember to turn in any desired Performance Scores with documentation

November

Nov 04	Eligibility Status for All Students in Portal (Goal, must await TTCT scores)
Nov 17	Eligibility Team Meeting Window Opens (3 weeks)

December

Dec 12	Eligibility Team Meeting Window Closes
Dec 12	Contacts/Schedulers have all parents informed and students scheduled for Spring Semester (JAN start)

3. APS Two-Year Gifted Eligibility Testing & Monitoring Cycle

Phase 1: “Testing Window 1”

Step 1: Initial Testing
- All students who are referred will take Phase 1 assessments: CogAT, MAP Growth, and creativity/motivation surveys.
Step 2: First Review
- If the student is gifted-eligible, you receive a report at the end of the semester. If not, we move to Phase 2 assessments.

Phase 2: “Testing Window 2”

Step 3: Additional Testing
- Phase 2 includes NNAT, elementary student product, creativity test, and cumulative academic average.
Step 4: Second Review
- If eligible, you receive a report.

Phase 3: Next Steps

Step 5: Ongoing Monitoring
- If a student does not qualify after all initial tests, they will not be required to take additional gifted assessments. Instead, we will monitor their progress for three semesters using:
  1. MAP Growth scores
  2. Student performance submissions
  3. Overall academic average
Step 6: If Eligibility Changes
- If your child qualifies during monitoring, we notify you immediately.
- If the student is ineligible, they can be referred again after a two-year period. At that time, the process starts over with all initial tests.

Graphic Flow Chart shows the Two-Year Cycle of Gifted Eligibility Testing and Monitoring Simplified Two-Year Gifted Eligibility and Monitoring Cycle ADA Compliant - Two-Year Cycle of Gifted Eligibility Testing, and Monitoring

4. APS Gifted Eligibility: Full Battery of Assessments Given By State-Mandated Area

We offer a complete set of state-mandated assessments, organized by grade level and completed within one semester.
Looking for details? Visit our FAQs for clear explanations of each assessment.

This chart displays the complete set of APS Gifted Eligibility Assessments.

Assessments Given By State Mandated Area

Mental Ability

Initial Assessment: Offered to All Students

Cognitive Abilities Test (CogAT) - Completed by the student

Additional Assessment: Offered to students who need additional assessment

Naglieri Nonverbal Abilities Test (NNAT) - Completed by the student

Additional Option: Offered Only When Additional Option is Needed

Referral for Individual Psychological - Completed by the student and APS Psychologist

Achievement

Creativity

Initial Assessment: Offered to All Students

Gifted Evaluation Scales (GES) - Completed by Two Teachers

Additional Assessment: Offered to students who need additional assessment

Torrance Test of Creative Thinking (TTCT) - Completed by the student

Additional Option: Offered Only When Additional Option is Needed

Torrance Test of Creative Thinking (TTCT) - Completed by the student and submitted by the parent
Elementary Student Product (Grades K-5) - Completed by the student

Motivation

Initial Assessment: Offered to All Students

Gifted Evaluation Scales (GES) - Completed by Two Teachers

Additional Option: Offered Only When Additional Option is Needed

Student Performance - Completed by the student and submitted by the parent.
Elementary Student Product (Grades K-5) - Completed by the student
Two-Year Core Cumulative Average (Grades 6-10) - Automatically applied

5. Screening and Referrals FAQs

Gifted and Talented Education Screening, Referral, and Testing Cycle Process Frequently Asked Questions (2025-26)

Gifted and Talented Education in Atlanta Public Schools (APS) provides differentiated instruction for intellectually advanced and creatively gifted students. Gifted services are available for actively enrolled students in first grade through twelfth grade in an APS school. Note that students residing in the city of Atlanta enrolled in private schools or home study programs are not eligible for APS gifted testing and services.

What does it mean to have my child “screened” for Gifted Program eligibility assessment?

APS annually screens all (universally) students actively enrolled in APS traditional schools for the appropriateness of referral for gifted eligibility testing. The APS Universal Screener is our district-administered MAP Growth assessment given to all students three times each school year. A threshold score attained on that assessment, either the Reading or Mathematics score, results in a “referral” for gifted eligibility assessment.

What is the screening “threshold” protocol for referral?

APS has Board-approved protocols, applied consistently to all students, used to identify students who are referred for gifted eligibility assessment. We have established a threshold score on the MAP Growth Reading or Math assessment that identifies students with the most likely potential for success by the end of the assessment cycle. MAP Growth scores over the previous 24 months are considered valid for this referral and are reviewed when decisions are made. Students are referred who either:

Grades 1-10: Scored 85%ile or higher on any Reading or Math MAP Growth in the previous 24 months, Grade K: Scored 90%ile or higher on any Reading or Math MAP Growth during that school year, OR
Enrolled recently and were identified as eligible for gifted services in another state.

What happens next if my child is screened and referred for gifted testing?

When a student is screened and then referred for testing, the parent/guardian receives, signs, and returns a Parent Consent for Testing and Placement through an email communication. Once consent is received, the student is evaluated for gifted services (see the “Assessments Used” FAQs). Eligibility is determined by the end of a semester-long testing cycle. Parents are notified of eligibility status at the end of that cycle.

Can my child be tested before the school year starts?

When does the gifted eligibility testing take place?

For students in grades 6-10, the testing window is September through November. Screening and referral take place at the beginning of fall semester and referred students begin the initial battery of gifted eligibility assessments in September. Assessments, where needed, continue through October (see the “Assessments Used” FAQs). The eligibility team will notify parents of the eligibility decision by December.
For students in grades K-5, the testing window is late January through mid-March. Screening and referral take place at the beginning of spring semester and referred students begin the initial battery of gifted eligibility assessments in January. Assessments, where needed, continue through mid-March (see the “Assessments Used” FAQs). The eligibility team will notify parents of the eligibility decision by May.

What if my child was identified as gifted in another state?

May I provide results from private assessments?

What are the benefits of the gifted program?

Intellectually gifted and exceptionally creative students have unique learning characteristics, interests, personal needs, and capabilities. Gifted and Talented Education addresses these unique characteristics and needs. In addition, the program allows gifted students to interact with their intellectual peers as they participate in classes that extend and enrich the Georgia Standards of Excellence.

If my child is determined to be eligible, how and when would his or her schedule change?

If my child is determined to be ineligible at the end of a testing cycle, what happens next?

All assessment data, for students who are not found eligible during the current cycle, will remain valid for three additional semesters. During those semesters, the school eligibility team will continue to monitor data in three areas: 1) district-based MAP Growth assessment scores for all students, 2) two-year core cumulative average for students in grades 6-10, and 3) reported individual Student Performances awarded First Place for students in all grades. If a student becomes eligible due to that continued monitoring, the parent/guardian will be informed. During those three semesters of monitoring, no new GATE-administered eligibility assessments are given. An ineligible student may be referred for another initial battery of gifted eligibility assessments after those three monitoring semesters have passed.

How will gifted services look for my child?

Elementary: Gifted students receive a minimum of five gifted segments per week from a gifted-endorsed teacher through either a resource model, cluster grouping, collaboration, or advanced content.
Middle/High: Gifted students receive a minimum of five segments each week through core content, AP, or IB courses. School personnel determine the specific courses scheduled for a student using past classroom performance, nationally normed achievement test scores, and teacher recommendations.

For more detailed information on how the gifted program looks at each level, see the separate FAQs for each level found at this link:

Who do I contact about gifted program questions at my school?

6. Explanation of Assessments Used for Gifted Eligibility 

Assessments Used in Gifted Eligibility Testing Frequently Asked Questions (2025-26)

Gifted and Talented Education in Atlanta Public Schools (APS) provides differentiated instruction for intellectually advanced and gifted students. Gifted services are available in all traditional APS schools for students in grades 1-12. For any child referred for gifted testing, APS is required by the Georgia Department of Education (GaDOE) to gather information in the following areas: Mental Ability, Achievement, Creativity, and Motivation. The instruments used for each area are detailed below; all are GaDOE-approved, as per Georgia Board of Education Rule 160-4-2.38.

How does the process work, from a high-level overview perspective?
Students referred for gifted eligibility testing (see previous FAQs on “Screening and Referral”), where the parent/guardian has provided consent for testing, will be given the opportunity to receive multiple assessments to gather data used to determine eligibility for gifted services in the state of Georgia. All referred students receive a full battery of GATE-administered initial assessments addressing the four state-mandated areas of mental ability, achievement, creativity, and motivation. As needed, a student will continue to receive additional assessments in our protocol: 1) until he or she becomes eligible for services, or 2) until he or she has exhausted all helpful GATE-administered assessments in our battery.

Gifted Categories and Options

Mental Ability Assessments

What is the Cognitive Abilities Test (CogAT)?

The CogAT is the initial mental ability assessment, given to all referred students. Assessing students’ cognitive development in K-10, the assessment measures reasoning abilities in three batteries: verbal, quantitative, and nonverbal. These abilities reflect the cognitive processes that enable individuals to learn new tasks and solve problems. Nationally normed and research-proven to be reliable and valid, it is computer-administered through three testing sessions, each approximately thirty minutes in length; younger students typically spread these sessions over three days. The score for each battery is reported to parents as a national percentile rank in the mental ability section on the gifted eligibility report. The 96th percentile is the minimum score for gifted eligibility.

What is the Naglieri Nonverbal Abilities Test (NNAT)?
The NNAT is the secondary mental ability assessment, only given to students after completion of the initial CogAT who still need a qualifying mental ability score and where an eligible NNAT score will make the child eligible for services. It provides a non-verbal, culturally neutral assessment of general mental ability. It is designed to assess mental reasoning ability of students in kindergarten through grade 10. Nationally normed and research-proven to be reliable and valid, the NNAT is administered to students in one session using the computer. The resulting score is reported 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.

Achievement Assessments

What is the NWEA Measure of Academic Progress (MAP Growth)?
The NWEA's Measures of Academic Progress (MAP Growth) is a district-administered achievement test given to students on computer in grades K-12 three times per year. Achievement tests assess how well a student has learned objectives in academic areas. MAP is a nationally normed assessment research-proven to be reliable and valid. Both the reading and math sections are administered in approximately a one-hour session each. The highest Reading and Math national percentiles from the previous 24 months are reported in the achievement section of the gifted eligibility report. The 90th percentile is the minimum score for gifted eligibility. NOTE: Scores from the ”Spanish MAP Growth Reading” assessment (given in DLI classes) are not valid for gifted eligibility. Scores from the “MAP Growth Reading” assessment administered with initial instructions in Spanish are acceptable. The 90th percentile is the minimum score for gifted eligibility.

Creativity and Motivation Assessments

What are Gifted Evaluation Scales (GES)?
The GES is the initial assessment given to all referred students to assess both Creativity and Motivation. Gifted evaluation scales are reliable and valid, nationally-normed rating scales used in grades K-10. Two certified teachers are invited to rate students on motivation and creativity behaviors exhibited in class. The highest score in each area will be reported as a national percentile rank in the motivation AND/OR* creativity section of the state gifted eligibility report. The 90th percentile is the minimum qualifying score. *NOTE: The GaDOE rule only permits one score from any teacher rating scale to be utilized for gifted eligibility. Therefore, if needed to become eligible for gifted services, only one eligible score from the GES, motivation OR creativity, will be reported on the gifted eligibility report. The 90th percentile is the minimum score for gifted eligibility.

What is the Torrance Test of Creative Thinking (TTCT)?
The TTCT is a secondary creativity assessment, only given to students after completion of the initial GES who still need a qualifying Creativity score and where an eligible TTCT score will make the child eligible for services. The Figural TTCT is a nationally normed, research-proven reliable and valid assessment requiring pictorial responses. It requires students to use imagination, solve problems, think of new ideas, and elaborate on ideas. This assessment does not score drawing skills but rather the ideas and thinking that go into the figural responses. The TTCT is administered in one test session, lasting approximately one hour. If administered, the resulting score is reported as a national percentile rank in the creativity section of the gifted eligibility report (instead of the GES creativity score). The 90th percentile is the minimum qualifying score for gifted eligibility.

More FAQs

What is a Two-Year Core Cumulative Average?For grades 6-10, this cumulative average is a secondary motivation measure, used after completion of the initial GES where a qualifying cumulative average for the Motivation score will make the child eligible for services. This is a unique average combining only core course grades over the past four completed semesters to derive a “two-year core cumulative average.” This numeric cumulative average of 90 or higher, based on a 100-point grading scale, is a qualifying score for eligibility.

What is an Academic Product?
For grades K-5, the Academic Product is a secondary assessment, given only where an eligible Academic Product score will make the child eligible for services. This product is a planned experience completed by students in a classroom setting within one class period. Products are designed as high-level, open-ended activities explicitly designed to elicit and identify advanced abilities and do not have a time limit. Products are evaluated, independently, by at least three trained evaluators using a common rubric. Products may be used for the creativity, motivation, or achievement section of the eligibility report. Students may not "feel" like they were "tested" after completing a product. The 90th percentile is the minimum score for gifted eligibility.

How can I help my child prepare for these instruments?
Knowledge or skills needed are developed through all school and life experiences. These are not “tests” you can, or should, prepare for as they are assessments of innate abilities or school instruction absorbed to date. Do not overemphasize the importance of these tests or act in a way to add any test anxiety. Ensure your child gets a good night's sleep before 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 one or more instrument(s) for each category: Mental Ability, Creativity,
Achievement, and Motivation; see the assessment descriptions above where there are “initial” and
“secondary” assessments. Some students may also have prior test data in their permanent record that can be used in one or more categories. Children will not be tested unnecessarily. The team will use all valid and relevant data about the student to select the most effective and only needed instruments at the time.
For additional information, contact your local school's Gifted Contact Teacher.

7. Overview of the APS Gifted Eligibility Report

Gifted Eligibility Report FAQs

When will I receive my child’s Gifted Eligibility Report?

When will I receive my child’s Gifted Eligibility Report?
Reports are delivered as soon as the local school’s Gifted Eligibility Team completes eligibility determinations on all students assessed in the current semester-long gifted testing window. For students in grades 6-10, the delivery timeframe falls during December before the end of fall semester. For students in grades K-5, the delivery timeframe falls in May before the end of spring semester. At completion of the Initial, Full Battery Gifted Eligibility Testing Windows (within one semester), each student’s parent/guardian will receive a “Gifted Eligibility Report” electronically, through secure login (instructions sent by email to primary parent listed in Infinite Campus) or through U.S. Mail. This state-mandated report has a cover letter explaining its purpose.
After the Initial, Full Battery semester, monitored students will receive this Eligibility Report only IF found eligible with a new district-administered score within those three monitored semesters. The answers below will help to clarify how to read and interpret this report.

What type of information is provided in the Report?

There are two pages to the report. Page one provides a cover letter with an explanation of purpose, the Georgia Department of Education mandated eligibility criteria used to determine gifted eligibility, the details of next steps based on eligibility determination, and individualized information about your child’s eligibility determination. Page two displays a chart containing specific information about the assessments, assessment dates, and resulting scores for your child. To the far left of that chart and at the bottom of the page, the final eligibility determination for each state-mandated area of assessment is provided and explained.

How long are the scores in this Report valid and where is the eligibility determination valid?

Per the Georgia Department of Education, assessment scores and all data used to determine eligibility are valid for 24 months. So, each score or grade in the Report remains valid for two years from the date of the assessment/event. The data displayed on the Report remain valid for two years for use on any future Gifted Eligibility Report across the state of Georgia. A final eligibility determination of “Eligible” is valid across the state of Georgia until a student graduates or leaves the state of Georgia.
Who do I contact if I have questions about the Gifted Eligibility Report?
After reading these FAQs, contact the Gifted Contact Teacher at your child’s local school for further support.

Now, how do I understand and interpret what is contained in the chart of data on page two of the Report?

The following information will guide you through how to read and interpret the chart:
There are four GaDOE-mandated areas of eligibility data collection
In the first column of the chart, you will see four major headers: Mental Ability, Achievement, Creativity, and
Motivation. The Georgia DOE mandates that data be collected in each of these four areas to meet Georgia’s
“Multiple Criteria Identification” protocol. Those four rows each contain results from the one assessment that resulted in the highest score for the student, within the designated area, and over the past 24 months if previous data exist. The data displayed on each row were used for the current gifted eligibility determination. See “Assessments Used” FAQs for further details.

Each row will show you data collected for that area
Reading from left to right on each row, you will see: 1) the name of the assessment given, 2) the date of the assessment, 3) the score(s) attained for that assessment – all scores are a National Percentile Rank (NPR) allowing you to compare your child's results to others of the same age across the nation, and 4) whether the highest score for that area met the criteria threshold for eligibility or not – an “x” in the box indicates the score met the state threshold for eligibility. Each row contains the one assessment that resulted in the highest score for the student, within the designated area, and over the past 24 months if previous data exist.
The initial set of assessments will collect data in all four of the state-mandated areas
All referred students are offered a CogAT for mental ability assessment (student completed) and a GES for creativity and motivation assessment (teacher completed) at the beginning of the semester-long testing cycle. Additionally, our testing portal will look back at all existing APS district-wide administrations of the NWEA MAP Growth achievement assessment over the past 24 months and record the highest score for the Math and Reading sections. This concludes the collection of all eligibility data mandated by the Georgia DOE in the four mandated areas of assessment. Every referred student receives these assessments at a minimum. Depending on the outcome of this initial set of assessments, the student will stop testing or will be referred for additional assessments as needed.

Determination for additional assessments - only administered if needed
After the initial set of assessments is completed:
1. If a student possesses scores in three or four areas that meet the state threshold for eligibility, he or she will have an eligibility determination of “Eligible” for gifted services and receive no further testing.
2. If a student possesses scores in two areas that meet the state threshold for eligibility, he or she will be referred for additional secondary assessments, as needed, where a score that meets the state
threshold on one of those assessments will result in an eligibility determination of “Eligible.”

What are the possible secondary assessments?

Only students who possess two scores that meet the state threshold after the initial set of assessments receive secondary assessments. These students may become eligible with one additional score that meets the threshold. We look at the two areas where each student has not yet met the threshold and administer the secondary assessment in those areas only. Following are the secondary assessments we administer: NNAT for Mental Ability; TTCT for Creativity; and 1) in grades 6-10 only, a two-year, core cumulative average for use in Motivation OR 2) in grades K-5 only, an Elementary Product for use in either the Achievement, Creativity, or Motivation area. See the “Assessments Used” FAQs for further information.

How to understand an eligible score indicated in the “Meets Criteria” column

The criteria used to determine gifted eligibility (the state score threshold for each area) are provided for you on page one of the Report in the second paragraph. Briefly, the minimum score for mental ability is the 96th percentile while the minimum score for achievement, creativity, and motivation is 90.
The scores you see on the Report are the highest score in each of the four state-mandated areas, from all assessments administered in the recent semester-long testing window and including a check of all former valid scores over the previous 24 months if they exist.

8. Sample APS Gifted Eligibility Report

Gifted Eligibility Report

Dear Parent/Guardian of Sample, Student Name,

The gifted eligibility team at your child's school recently reviewed assessment data gathered through the gifted eligibility assessment process. Your child's eligibility results are shown here. Assessment data are valid for two years. The following criteria are used to determine gifted eligibility status:

Option A: Mental Ability composite score threshold AND Achievement score threshold are met

Mental Ability: Grades K-2 minimum Composite NPR = 99 OR Grades 3-12 minimum Composite NPR = 96
Achievement: Minimum NPR = 90

Option B: Scores in three of the four categories must meet the threshold for eligibility

Mental Ability: Minimum Composite or Component NPR = 96
Achievement: Minimum NPR = 90
Creativity: Minim.um NPR/Score = 90
Motivation: Minimum 8-12 Average/NPR/Score = 90

If your child is now eligible for gifted services, please print, sign, and return this report to your local school gifted contact teacher. Your child will be scheduled for gifted services at the beginning of the next semester.

If your child is not eligible at this time, district assessments will continue to be monitored for the next three semesters. If any of those district assessment scores result in future eligibility, you will be contacted by your local school gifted contact teacher. An ineligible student may receive another full battery of gifted eligibility assessments every other fall semester.

An absence of data in any one assessed area means the score from that area was not necessary/usable or additional assessment would not have resulted in eligibility, so assessing was stopped for this testing window.

This report is compiled, reviewed, and approved by a multi-member Gifted Eligibility Team at your child's current local school.

Student Name	Student Number	Date of Birth
Sample, Student Name	9999999	03/05/20XX (Age 11)

Based upon a review of the student's gifted assessment data within the past two years, the student is:

Eligible through mental ability (appropriate composite NPR) and achievement
1:8] Eligible through multiple criteria (3 of 4 categories must contain eligible scores)
Eligible through County. Date:
Not eligible.

Parent Notification Date: 12/18/20XX

How to Read an APS Gifted Eligibility Report

9. Examples of Competitions that may be used for "Student Performance"

Potential Competitions to use for “Student Performance” eligibility data:

Submit your documentation to OGATE for approval in the area of achievement, creativity, or motivation.

Documentation submitted to OGATE for a “Student Performance” to be used for gifted eligibility must meet all of these criteria (it can be from outside Georgia):

Awarded to the student as an individual (no partners, no group awards)
Awarded above the school competition level (district, region, state, nation, etc.)
Judged by a team of qualified adjudicators
Awarded “First Place” or a score of 90 or higher or similar

Examples of Acceptable Performance Events

3M Young Scientist Lab Challenge https://youngscientistlab.com/annual-challenge/about-the-challenge Academic Bowl https://www.pageinc.org/academicbowl/ -See Mr. Nichols
Academic Decathlon https://www.usad.org/Get-Involved/Start-a-Team.aspx -See Dr. Spearman Academic Fair (science, social studies, technology, etc.) -These start at your school level
All-State Band https://www.gmea.org/asb-audition-information/ All-State Chorus https://www.gmea.org/asc-audition-information All-State Orchestra https://www.gmea.org/orchestra/
American Mathematics Association https://maa.org/math-competitions/amc-1012 Chemistry Olympiad https://www.acs.org/education/students/highschool/olympiad.html Computing Olympiad http://www.usaco.org/
Congressional Art Competition https://www.house.gov/educators-and-students/congressional-art-competition DECA (Distributive Education) https://www.deca.org/compete#competitive-events
Debate https://www.speechanddebate.org/competition-events/ -Many start at the local school Destination ImagiNation https://www.destinationimagination.org/challenge-experience/
EngineerGirl Writing Contest https://www.engineergirl.org/128750/EngineerGirl-Writing-Contest Geography Bee https://www.facebook.com/GAgeobee/
Governor’s Honors https://gosa.georgia.gov/governors-honors-program -Every U.S. state has this program History Bowl https://www.iacompetitions.com/
Math Olympiad https://moems.org/ MathCounts https://www.mathcounts.org/
Mock Trial Competition https://www.nationalmocktrial.org/ Model United Nations https://www.un.org/en/mun
Model Arab League https://ncusar.org/modelarableague/
NASA CineSpace Short Film Competition https://www.cinespace.org/
National Academic League https://www.nationalacademicleague.org/Default.asp National Economics Challenge https://econchallenge.unl.edu/
National French Contest https://www.frenchteachers.org/concours/ Newberry 90-Second Film Festival Contest https://90secondnewbery.com/ Odyssey of the Mind https://www.odysseyofthemind.com/
PTA Reflections Contest https://georgiapta.org/events-programs/reflections/reflections-submissions/ Reading Bowl https://www.gahrrb.org/
Scholastic Art and Writing Awards https://www.artandwriting.org/ Science Olympiad https://www.soinc.org/
Spelling Bee https://gae.org/spellingbee
Young Georgia Authors Writing Competition https://www.mresa.org/resourcescontent-areas/english-language-arts/young-georgia-authors-writing-competition

Gifted and Talented FAQ

Elementary School

How will my child be evaluated in elementary school?

Students receive a progress report after an interdisciplinary unit in the resource model and at specified progress report dates in a homeroom/content classroom. If served through the resource model, this separate summative report will evaluate advanced critical thinking, creative problem solving, research, and communicative skills. The regular progress report will indicate current performance levels in the content courses if the student is served through the collaboration or cluster-grouping model. If either progress report suggests a student is having difficulty in the gifted and talented class, a parent conference will take place to discuss interventions and continuation options.

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. In all models, schools must serve K-5 students for at least 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, an annually approved state waiver, and the charter system status of Atlanta Public Schools, elementary school class size limits are as follows. Resource Model - 22 students, Collaboration Model - no more than eight gifted students per heterogeneous class, Cluster Grouping Model – gifted students are no more than half of the heterogeneous class.

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 curricula 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, or Science standards. Additionally, gifted students served through the collaboration or cluster-grouping model receive differentiation through extension or enrichment of the content curriculum. This extension/enrichment will differentiate/supplement the GSEs according to APS Gifted Standards.

The difference is not in what is taught but in how it is taught. Students will have opportunities to critically and creatively demonstrate proficiency in the GSE in an academically enriched environment. They will practice skills that ultimately prepare them for advanced learning at the middle, high, college, and career levels.

How can I support my elementary school gifted child?

Middle School

How will my child be evaluated in middle school?

Advanced Content and Collaborative Models are based upon daily performance and use the same grade reporting system as all other core courses. The evaluation, as in other classes, is based upon classroom assessments, assignments, performance tasks, and classroom participation. If a student shows difficulty in a gifted class, a parent conference will take place to discuss interventions and continuation options.

How will my child be served in middle school?

Atlanta Public Schools uses the Advanced Content or Collaborative Model in middle schools. In the Advanced Content Model, a gifted-endorsed teacher provides the daily instruction. So teachers can provide instruction according to the student's area of strength in the core academic areas of Language Arts, Math, Social Studies, or Science. Likewise, the Collaborative Model provides instruction in the student's area of strength. However, the teacher does not hold the gifted endorsement. Instead, the core academic teacher collaborates with a gifted-endorsed teacher to provide differentiated curricula for the student. Both models meet the requirements of the Georgia Board Rule 160-4-2-.38.

What determines which middle school gifted delivery model a school employs?

How many students are in gifted classes at the middle school?

How is a gifted 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 curricula and practices. Instruction in advanced content gifted classes and collaborative settings will differentiate the curriculum through enrichment of the GSE for students according to the Gifted Standards.

The difference is not in what is taught but in how it is taught. As a result, students will have opportunities to critically and creatively demonstrate their proficiency in the GSE in an academically enriched environment. They will practice advanced research skills, ultimately preparing them for advanced learning at the high school, college, and career levels.Furthermore, students failing to maintain a B average in the gifted class may be placed on probation for at least three months. Not improving the areas of concern during the probation period could result in discontinuing gifted services.

How will my child be supported?

Academically, all students receive progress reports on the district schedule, and communication from the school is ongoing.

How can I support my gifted child in middle school?

The same ways you were able to support your gifted learner in elementary school are also applicable in middle school.

Get to know all of your child's teachers, not just one.
Communicate with the guidance counselor and gifted contact teacher(s).
Read all information on school policies, curriculum, and discipline carefully.
Stay informed about your child's grades through the Parent Portal on APS's website. This is extremely important as you know your child's strengths and weaknesses.
Assist your child with organization and time management as much as possible; disorganization is often a gifted characteristic. Determine what works best for your child.
Request periodic meetings with teachers. If needed, ask for an interpreter.
Talk with your child about what happened at school each day.
Finally, value your child's education by encouraging homework and reading.

High School

How will my child be evaluated in High school?

Advanced Content, gifted courses, and collaboration models are based on daily performance and use the same grade reporting schedule as other classes. As in other classes, evaluation in AP/ IB and gifted courses is based upon classroom assessments, assignments, performance tasks, and classroom participation. If a student shows difficulty in any courses, a parent conference will take place to discuss interventions and continuation options.

How will my child be served in high school?

Atlanta Public Schools utilizes various models to serve high school gifted students. The primary delivery model is service through Advanced Content, which includes Advanced Placement (AP) or International Baccalaureate (IB) courses. The College Board or International Baccalaureate trains teachers of AP/IB courses. Teachers must have professional development in the characteristics of and curriculum design for gifted learners. Additionally, gifted courses may serve students, including Directed Study-Academic Decathlon, Gifted Resource Seminar, Mentorship, and Internship.

Additionally, some students receive their gifted service through the Collaborative Model. In this model, a general education teacher collaborates with a gifted-endorsed teacher to serve students through their area of strength: Language Arts, Social Studies, Science, or Math. Through this collaboration, the teacher differentiates content to challenge the gifted student. Advanced Content, gifted courses, and collaboration meet the requirements of the Georgia Board Rule 160-4-2-.38.

What determines the gifted delivery model a high school employs?

How many students are in Gifted and Talented classes at the high school?

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 curricula and practices.

The College Board and IBO govern Advanced Placement and International Baccalaureate courses. Gifted high school courses are written specifically for gifted students. The specialized training gifted-endorsed teachers receive provides them with strategies for differentiating the curriculum through enrichment according to APS Gifted Standards.

The difference is not in what is taught but in how it is taught. Students will have opportunities to think more in-depth, critically, and creatively about the content. They will practice independent advanced research skills, ultimately preparing them for college and careers.

Who can take gifted courses?

How can my child be scheduled for gifted courses?

Several adults in the high school may assist with student schedules. In addition, you or your child may contact the gifted lead teacher, the guidance counselor, or the registrar for information on requesting the following gifted courses: Directed Study, Gifted Resource Seminar, Mentorship, and Internship.

Current core content teachers will assist students with recommendations for AP or IB courses.

How will my child be supported?

Gifted and Talented Education teachers not only address the learner's academic needs but also assist them in understanding the impact of their giftedness on their social and emotional wellbeing. The vehicle for this interaction may come through advisory, before/lunch/after school tutorial, or mentorship. Enrichment is vital to high school students. Participation in programs such as Governor's Honors, US Youth Senate, Street Law, Georgia Academic Decathlon, Odyssey of the Mind, and Science Olympiad, provide them with translatable experiences to be college and career ready. Academically, all students receive progress reports on the district schedule, and communication from the school is ongoing.

How can I support my gifted child in high school?

The same ways you were able to support your gifted learner in elementary and middle school are also applicable in high school.

Read all information on school policies, curriculum, and discipline carefully.
Keep informed about your child's grades through the Parent Portal on the APS website. This is extremely important as you know your child's strengths and weaknesses.
Talk to your child about their interests, goals, strengths, and weaknesses.
Ask the guidance counselor and gifted teacher(s) about what you can do to help your child discover more about themself.
Encourage your child to try new experiences, meet new people, and explore new careers. Then, as your child fills their "plate" with new activities, help them manage time effectively.
Encourage self-awareness inventories through school.
Encourage college or career planning opportunities provided at school.
Attend school events in which your child participates. Talk frequently with them about the importance of high school classes and maintaining a positive attitude toward school.
Make a special effort to be direct, supportive, and a good listener. For example, listen when your child discusses school.
Request periodic meetings with teachers. If English is not your primary language, ask for an interpreter.
Finally, value your child's education by encouraging homework and reading.