Gifted and Talented Screening

The Coppell ISD Gifted and Talented Assessment Plan meets or exceeds the requirements of the Texas State Plan for the Education of Gifted/Talented Students (Spanish Version here) and holds true to the guiding principles of our Coppell ISD Gifted and Talented Intervention Services.

Kindergarten

All kindergarten learners are automatically considered for Gifted and Talented Intervention Services as required by the Texas State Plan for the Education of Gifted/Talented Students . A minimum of three data points are gathered between August and February to be presented to the campus GT Committee (GTC) to identify which learners are performing at or show the potential for remarkably high accomplishment relative to same-age peers. Quantitative data points are gathered from standardized assessments administered to all kindergarten learners during the fall semester. Qualitative data include, but are not limited to, educator input utilizing standardized teacher rating scales and student work samples. The screening process for kindergarten will consist of a two-stage process. Learners who demonstrate potential in the initial screening may be given an ability test, if the GTC determines it is warranted. Kindergarten learners will be identified for GTI Services and all families notified of the GTC’s decision no later than March 1st of their kindergarten year.

First, Third, and Fifth Grades

Learners in first, third, and fifth grades are universally screened for Gifted and Talented Services. Quantitative and qualitative data are gathered in the fall to be presented to the campus GT Committee (GTC) in determining which learners are performing at or show the potential for remarkably high accomplishment relative to age peers. Quantitative data points are gathered from standardized assessments administered to all learners in these grade levels and includes a norm-referenced test of aptitude during the fall semester. Qualitative data include, but are not limited to, educator input utilizing standardized teacher rating scales. All families of first, third, and fifth grade learners will be notified of the GTC’s decisions.

While subject area identification(s) can be made at any grade level, by fifth grade each identified learner’s specific subject areas must be identified in order to determine the courses they may enroll in at the GT level in middle school. These determinations will be made by the GTC upon collection of corroborating data.

Second and Fourth Grade

Learners in second and fourth grades are part of an ongoing screening process. While a variety of quantitative and qualitative data are gathered throughout the year, a norm-referenced aptitude test may or may not be administered. Qualitative data include, but are not limited to, educator input utilizing standardized teacher rating scales. Data on learners in these grades are only presented to the GTC when a full screening has been triggered by a referral or evidence of other qualifying data points.

Sixth - Twelfth Grades

Learners in sixth through twelfth grades may be referred by their parents/guardians or may self-refer to be assessed for GT services. Please refer to the district assessment calendar and the tab below titled Referrals for more information.

Screening Tools and Instruments for Identifying Learners for GTI Services

The Texas State Plan for the Education of Gifted and Talented Students requires quantitative and qualitative data be collected through three (3) or more measures to determine whether a learner needs gifted/talented services. In Coppell ISD, a variety of tools and instruments may be utilized as part of the Gifted and Talented Services Assessment Process.

Cognitive Ability Screening
- A district-administered standardized aptitude test available in English and Spanish, or a similar non-verbal assessment (2.19) is utilized.
Demonstration of Academic Achievement
- Measure of Academic Progress (MAP) Data
  - As part of the district’s assessment plan, learners in kindergarten - ninth grade are administered MAP tests. Those test scores may be used as part of the GTI Services identification process.
- Additional Tests
  - Additional tests may be used as part of a learner’s data portfolio. These include any additional tests the learner has taken previously. In some circumstances, the district committee for GT placement may request an additional test when the evidence for making the GT placement decision is inconclusive.
  - While state tests such as STAAR are not sufficient evidence to demonstrate gifted levels of performance, they may be considered as evidence of high achievement in the current grade level.
- Educator Input
  - A variety of teacher rating scales are available depending on the specific needs of each individual learner.
- Portfolio
  - Designed activities can be used as examples of learner work in the portfolio category. These activities are chosen by the school and completed at school.
  - A collection of learner work completed at school that demonstrates advanced products.
- Interview
  - A scripted interview with scoring protocols may be utilized to gather additional information about a learner’s vocabulary, sense of humor, problem-solving ability, and creative thinking which are common traits of gifted learners.

Coppell ISD

Gifted & Talented Intervention Services

GT Intervention Services Guide

Contact Information

Purpose and Goals of GT Intervention Services

Gifted & Talented Intervention Service Models

GT Screening & Identification Procedures

GT Performance Standards

Referrals for Services

Transfer Learners

Equity in Identification

Furloughs and Exits

Appealing a Placement Decision

Texas State Plan for the Education of Gifted/ Talented Students

Parent Resources