NAME: ___Shalisa Gee___________________________________________

EMAIL:__Gees@fultonschools.org_____________________________________________
IDENTIFICATION AND ASSESSMENT OF THE GIFTED
MID-TERM EXAM
1. Compare and contrast mental ability and achievement tests. List a minimum of three
similarities and three differences and give two examples of each. (10 points)
Mental abilities test measures the students intellectual ability and predicts relatively
uncontrolled and unlearned conditions. Mental helps understand relationships like verbal,
quantitative and nonverbal. WISC4, CogAT, OLSAT are a few examples.
Achievement test measures facts specific subjects and basic skills for what a student has learned
for the mastery of that grade level. Achievement test measures learning in a controlled and
known conditions. Examples of these STAT 10, PSAT, SAT, and ITBS.
Similarities
Both are norm referenced
Both given under strict environmental conditions
Correlate with each other.
Differences
In a mental abilities test can measure how well a student can solve problems they havent
seen before.
An achievement test is based on what they have learned and what they have been taught.
A mental abilities test is broader and an achievement test is more specific.
.
2. Select two of the following testing patterns. Develop a statement explain the scores to
the parents and make recommendations to the students teachers. (You are not
determining eligibility for the gifted program.) (20 points)
Student A
Grade 3

Grade 5

CogAT

V 98%ile
Q 76%ile
NV 93%ile

ITBS
ITBS

ITBS
ITBS
On-level in math with a B. Parents concerned about low quantitative score.

TR 99%ile
TM 75%ile
TR 95%ile
TM 70%ile

When reviewing the scores it is important to understand what percentile range means. If your child were
given the quantitative portion of the test in a room of 100 students your child will do as well or if better
than 75 of the students. Your childs NA and their achievement scores correlate mean your child is
working and his ability in math. I would recommend real life experiences such as recipes with

measurement, taking a class at home depot in which your child is using those measuring skills in which
they are using real life experiences.
Student B
Grade 6
CogAT
V 70%ile
ITBS
TR 95%ile
Q 60%ile
ITBS
TM 92%ile
NV 65%ile
In advanced language arts and Math 6 Adv with B averages. Parents concerned about failing CogAT.
Student C
Grade 3

Grade 5

CogAT

V 96%ile
Q 94%ile
NV 92%ile

ITBS
ITBS

TR 90%ile
TM 95%ile

ITBS
ITBS

TR 98%ile
TM 95ile

Grade 8 Moved from Fulton County.

Grade 9 returned to Fulton County; placed in all regular education classes; reports being very bored;
teacher find disruptive.
I can tell by your childs disruptive behavior that your child should be in advanced level courses because
they arent not being challenged; however that isnt my determination, so where do we go from here.
FCS we have honors courses that should be more appropriate but please contact the counselor. Looking
back at your childs testing history in NA achievement that may help with placement. Do you have any
recent achievement testing data? That would be helpful for possible screening and referral to the gifted
program.
_______________________________________________________________________________

3. What role does the classroom teacher play in screening and identification and why/how
is training for them important? (20 points)
All students are screened in FC twice per year. The first screening is based on testing data and is
handled by the TAG contact. The second screening is where the classroom teacher plays a vital
role in process. This process is called CISS which stands for Characteristic Instrument for
Screening Students. The classroom teacher has a 10 day window during the spring semester to
observe students on the 10 characteristics. All special teachers also CISS, after the 10 day
window the classroom teacher gives the class list to grade level chair who then makes a list of all
students with 5 checks or more with supporting documents who then turns in the grade level list
to the TAG contact. Parents at any time can view how their child was CISSED. Then eligibility
team will determine who will be eligible for testing. Screening is done twice a year.
4. Describe the difference between screening and referral for gifted services. (20 points)

Screening is done by the TAG contact in the beginning of the school year for automatic referral
process. TAG contact will look for testing data and supporting documents. For CISS screening is
done during the 10 day window with supporting documents. Screening can be automatic for any
new student who comes from another gifted program out of state or for any student who has an
MA test with a 96 percentile.
Referral is when the eligibility team meets to determine if a student should be referred for gifted
testing and a letter is sent home to be completed and signed and returned back to the TAG
contact by the parent. Once testing is completed the eligibility team meets to determine
eligibility. (Eligibility team meets after all testing data is in)
5. Calculate the three component and full composite Standard Age Scores and National
Percentile Rankings for the following students. Calculate a partial composite if necessary.
Tell if the student has a qualifying score. (30 points)
Student 1 Verbal 89 Quantitative 86 Nonverbal 94 Composite 92 Partial C. 94
This student has no qualifying score.
Student 2 Verbal 84 Quantitative 89 Nonverbal 99 Composite 96
This student has a qualifying score in nonverbal