Not necessarily. Students transferring from other school districts must meet the same criteria required by currently enrolled Kyrene students. Obtain a “Release of Confidential Information” form from the school office on your campus. Mail it to the former school district, and they will send the records directly to our district. Gifted records are not sent with your child’s regular file. Hand carried official copies are also acceptable. If the data completes the requirement for Kyrene’s program, the student will be eligible. Otherwise, additional testing may be necessary.

No. Students who are already qualified for services do not retest.

Valid assessment for the identification of gifted students must be determined through abilities testing as opposed to achievement testing.  Here is a chart to describe the differences:

It is interesting to note that simply having high scores on this test is not necessarily a singularly reliable predictor of future academic success. There are many variables that can affect the relationship between a child’s ability and actual performance. Scores from achievement tests (state and district assessments), tend to be accurate predictors because they identify how well the child is actually using his/her potential. In order to achieve academic success, a child should use effective learning strategies, demonstrate perseverance, and develop a positive attitude toward learning. Research studies have shown that parents are excellent identifiers of “giftedness.” It is important that you trust your own instincts and be your child’s best advocate in evaluating your child’s potential talents. Regardless of the scores or whether or not your child qualifies for gifted services, continue to support your child in identifying and exploring high interest areas. Often these are not even academic areas. Help them develop a positive attitude towards learning, learn self-discipline and good work habits, and nurture strong realistic beliefs in his/her own unique human potential. Many students who are successful in high school and college did not qualify for gifted services in the elementary years. Some students who did qualify for gifted services in elementary school are not as successful in high school or college. The results of any intelligence or ability test are always a snapshot of the child at the time of the test. Current brain research indicates that intelligence is not a fixed measurable phenomenon, but instead, multifaceted and changeable. Please keep this in mind as you support your child’s interests and talents.

The Cognitive Abilities Test is administered online.  It is untimed for Kindergarten, 1st and 2nd grade students, and  timed for students in grades 3 through 8. The format consists of multiple choice items for all grade levels.  There are three sessions--one each for Verbal, Nonverbal and Quatitative.  Each session is broken into three subtests, i.e. In the Verbal test, subtests include Verbal Analogies, Sentence Competition and Verbal Classification.

Verbal (Language) - Spoken and written material involved in the Language Arts area.

Quantitative (Math) - Working with numbers and math concepts.

Nonverbal (Spatial Reasoning) - Reasoning with shapes and puzzles.

The CogAT is designed to provide national norms based on a sample of the entire U.S. school population. This "norm group" includes representative samples from 6,000 to 9,000 students drawn from public and private schools; from all geographic regions; from rural, suburban, and urban schools; and from schools of all sizes. It measures the development of verbal, mathematical, and spatial reasoning abilities that are essential for success in school.  

Scores are reported out using National Percentile (NP) for verbal reasoning, quantitative reasoning and/or nonverbal reasoning.  Please remember that a percentile rank is not the same as the percent correct. Percentile ranks provide a comparison of the student’s performance to that of a national sample of students of the same age. Percentile ranks are used to rank students on a scale of 1 to 99. If a student has a percentile of 71, this means the student scored higher than 70 of every 100 students that took the same test.

It is important to remember that the Cognitive Abilities Test measures a student’s reasoning ability and is not indicative of student achievement. Scores in the 25th percentile to 75th percentile range are considered average scores. If the student scores below the 97th percentile, the regular curriculum is appropriate. If the student scores at or above the 97th percentile, state law requires that special services be provided.

There are two time frames to consider:

 1. In the long range, there can be a strong relationship between a stimulating enriched environment and high scores. Many children who attain high scores come from homes where math, verbal, and spatial puzzles and games are played for family recreation. Examples of these could be crossword puzzles, board puzzles, Chess, word games, logic games, mazes, etc. There is a spirit of adventure and fun surrounding these activities and the children have a positive view of cognitive challenge.

 2. In the short range, there are no particular skills to study. Students perform best on tests when they are rested and relaxed. Children test best that have had a stress-free evening the night before, get a good breakfast, have had plenty of rest, and are encouraged to show their best without worry or pressure.

Students will be tested in a group setting unless a student has an IEP or a Section 504 Plan indicating that a student requires individual testing. Working conditions will be quiet and without outside interruptions. The entire test is administered in one day with several breaks taken. 

At the K-1 level, students will be testing for approximately two hours (including instructions and sample problems) with breaks provided as needed. There are three sections, each of which takes about 30 minutes to complete. 

For students in grades 2-8, the students will be testing for approximately three hours (including  instructions and sample problems) with breaks provided as needed. Each of the nine subtests are timed at either 8, 10 or 12 minutes long. The test is administered in a school computer lab.

If your child was unable to attend the testing on the day he/she was scheduled, make-up testing will be scheduled by the school.

Scores are reported out using National Percentile (NP) for verbal reasoning, quantitative reasoning and/or nonverbal reasoning.  Please remember that a percentile rank is not the same as the percent correct. Percentile ranks provide a comparison of the student’s performance to that of a national sample of students of the same age. Percentile ranks are used to rank students on a scale of 1 to 99. If a student has a percentile of 71, this means the student scored higher than 70 of every 100 students that took the same test.

Testing is offered three times per year at school sites. During each school year, testing is done after school starts, late fall and prior to spring break. Non-identified students may only test once during each calendar year and up to three times total in grades K through 8.  The overall schedule for applications, notification of testing dates, testing windows, and results is listed on the Gifted Testing Information webpage. Contact your individual school Gifted Resource Teacher for specific information regarding school testing dates.

Teachers and parents make referrals for students through an online process for students to be tested. Classroom teachers, in grades K-2, will be allowed time to familiarize themselves with the students' academic ability and work habits. It is strongly suggested that a parent consult with a classroom teacher prior to referring their child for testing. This is especially important for younger children.   

Additional information and the link to the gifted testing application are available on the Gifted Testing Information webpage.

Families will receive test results within three weeks of the conclusion of a test cycle. Information about when to expect results for each testing cycle is maintained on the Gifted Testing Information webpage. If you do not receive the scores, please contact your school.

As far as scores, sharing the specific scores are probably not in your child’s best interest. There have been times when parents, meaning to be kind, tell their child they “just missed it by one” or “just missed it by a little.” These generalizations, while meant to reassure, can also cause frustration in the child. Always congratulate him/her on his/her effort. Remind your child of the strengths and talents he/she has and how proud we all are of your child. Focus on things that can be celebrated, and help your child with a new goal to create a plan for developing strengths and weaknesses. If your child qualifies, refrain from details about service until you have met with the Gifted Resource Teacher at your child’s school.

Of course. While it is acceptable to give an individual IQ test after initial testing is done with a screening measure or group ability test, there is rarely a need for multiple individual IQ tests. Sometimes retesting may be done around age 8 or 9 if the child was first tested at a very young age. Taking the same test (IQ, ability, or achievement) within 12 months is not recommended, and, in many cases, is unethical. Testing the gifted child, like any other psycho-educational decision, is complex. Often children reflect parental attitudes towards testing. Viewing testing as a high stakes situation could affect the child’s attitude and performance. Consider why you are testing, what tests are necessary, and what answers you are looking for from the testing so that an informed decision can be made.