• Overview of Gifted Identification

    Multiple criteria are used in order to identify CMS students as gifted. Students have the opportunity to identify as:

    • ‚ÄčAcademically Intellectually Gifted (AI)
    • Intellectually Gifted (IG)
    • Academically Gifted (AG)
    • Academically Gifted-Math (AM)
    • Academically Gifted-Reading (AR)

    All identification decisions are guided by the 2022-2025 CMS Gifted Identification Rubric.

    Second Grade Gifted Screening Process

    CMS conducts a universal screening for all second grade students primarily educated within a general education setting. The screening utilizes multiple criteria to create a comprehensive student profile. Each second grade student is provided with the Cognitive Abilities Test (CogAT), a nationally normed abilities test, Measures of Academic Progress (MAP), an achievement test, and the Gifted Rating Scales (GRS), an observational checklist. A portfolio opportunity is available if students meet certain criteria.

    Kindergarten and First Grade

    If a kindergarten or first grade student is identified as gifted in any capacity in another school or district, gifted identification will remain the same in CMS. No further testing is required. An Individualized Differentiated Education Plan (IDEP) will be developed for gifted kindergartners and first graders and TD Teachers will work collaboratively with classroom teachers and parents to determine how to best meet social, emotional, and academic needs.

    Parents, guardians, students, counselors, teachers, and other stakeholders may refer students to be screened for Horizons or grade acceleration. For students in grades K-1, if the TD Site-Based Committee has enough qualitative and quantitative data to determine the child is consistently performing one to two grade levels above his/her current grade level the following two screenings can occur-- grade acceleration or Horizons.

    Third-12th Grades

    Parents, guardians, students, counselors, teachers, and other stakeholders may refer students for testing for gifted identification in grades 3-12. Each school is required to have a TD Site-Based Committee, which is comprised of, at minimum, an administrator, TD teacher or Academic Facilitator (AF), a classroom teacher, and other relevant staff members. All decisions for testing for gifted identification outside of the district-wide second grade screening process are made by TD Site-Based Committees. Students may be considered for rescreening by the district after a period of at least 24 months has passed. The CMS Gifted Identification Rubric is used to determine gifted eligibility.

    Reciprocity for Gifted Identification Outside of CMS

    Gifted Identification from another North Carolina (NC) Local Education Agency (LEA)

    If testing results lead to a student being identified as gifted in any capacity (AI, AG, IG, AR, AM), gifted identification will remain the same in CMS with no further testing required. If an identification label does not transfer through PowerSchool, a parent or guardian's signature will be required on a Talent Development Referral and Results Form to ensure proper coding.

    Gifted Identification provided by a school district or LEA outside of NC

    If a student was identified as gifted in any capacity (AI, AG, IG, AR, AM) in a school district or LEA outside of North Carolina, gifted identification will remain the same in CMS with no further testing required. Documentation must be provided and may consist of an official score report, educational record, and/or official letter from school or district to show student was identified as gifted. The TD Teacher or Academic Facilitator will complete the top portion of a Talent Development Referral and Results Form and obtain a parent or guardian signature to ensure informed consent and proper coding in PowerSchool.

    CMS does not accept private testing results conducted by outside licensed psychologists for gifted identification. 

    Alternate Assessments

    Students who, according to their Individualized Education Program (IEP) or Section 504 Plan, cannot take this type of standardized testing with or without accommodations or modifications or whose necessary accommodations or modifications are not available with, or appropriate for this testing, will be screened for gifted identification through alternative assessments.



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