CogAt Introduction


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Introduction to the third grade CogAt test.

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  • Recommendations for the AG Teacher: Remember to consult with your building level administrator as to how he/she wants to distribute and interpret the CogAT scores to parents. It is their decision!! AG teachers are expected to review and practice the power point presentation PRIOR to the meeting/s. The following school personnel should be represented at the meeting: Principal, Assistant Principal, or designee Test Coordinator, AG Teacher, Counselor, IRT, Grade Three Teachers, Exceptional Children Program Teacher/Representative, and/or any other personnel designated by the principal Instructions for the AG Teachers and Third Grade Teachers: Schedule a large meeting space, for example the media center or gym, in advance. Order student address labels from the NCWISE Technician. Prepare a brown envelope/folder for each student including the following items: Student name and address label placed on the outside of the envelope/folder Individual Student Profile CogAT Narrative Sheet for each student (the individual student’s score sheet) CogAT Form 6 General Information sheet 75% rationale for the ITBS AG Program Pamphlet/Brochure 4. Prepare the following handouts to be given to parents upon arrival at the meeting: Handouts of CogAT power point Sample CogAT Profile Narrative 5. Prepare the following sign-in sheets: Parent attendance sign-in sheet, by third grade class Sign-up sheet for parents wanting an individual conference 6. At the start of the parent meeting: Announce the following to parents and staff members in attendance : This general informational meeting is to provide an overview of the CogAT scores. It is not a time to take specific questions about a student’s individual scores. A sign-up sheet for individual consultation/interpretation of scores will be provided at the end of the meeting. Also let the parents know what items will be in the envelope that pick up at the end of the presentation. Hold up the hard copy of Power Point and the sample CogAT student profile to see if any parents still need a copy. Begin Power Point presentation. Ask if there are any general questions at the conclusion of the Power Point. Provide parents with directions on how envelopes will be distributed; by classroom teachers, A-B-C by counselor, etc. If additional tables are going to be set up for explanations following the general meeting, direct parents to that location. Thank parents for attending and adjourn meeting.
  • CogAt Introduction

    1. 1. Cognitive Abilities Test (CogAT) Understanding the Student Profile and its Use for Educational Planning
    2. 2. Educational Planning <ul><li>The Cognitive Abilities Test (CogAT) is administered to all third grade students in WCPSS. </li></ul><ul><li>The CogAT benchmark testing is used for educational planning. </li></ul><ul><li>Individual student data is accessed by the Academically Gifted Program and other WCPSS educational programs. </li></ul>
    3. 3. CogAT Scores <ul><li>Please refer to the Sample CogAT Report </li></ul><ul><li>The CogAT Batteries are: </li></ul><ul><ul><li>Verbal – measure of verbal reasoning skills </li></ul></ul><ul><ul><li>Quantitative – measure of math reasoning skills </li></ul></ul><ul><ul><li>Nonverbal – measure of visual-spatial reasoning </li></ul></ul><ul><li>The Composite score indicates the overall strength of the student’s cognitive resources for learning. </li></ul>
    4. 4. National Age Scores <ul><li>Stanine – a type of normalized standard score scale ranging from 1 to 9 with 5 being the mean (average). </li></ul><ul><li>Percentile – indicates the percent of students in the representative age group who obtained lower raw scores on the test. </li></ul>
    5. 5. Percentile and Stanine Descriptions 1 2 3 4 5 6 7 8 9 Stanine 1-4 Very Low 5-11 Below Average 12-23 Below Average 24-40 Average 41-59 Average 60-76 Average 77-88 Above Average 89-95 Above Average 96-99 Very High Percentile Description
    6. 6. Graphs and Profiles <ul><li>A bar graph of the student’s scores appears on the score report as a visual representation of the student’s percentile score. </li></ul><ul><li>The student’s individual profile code is listed after the subtitle “Ability Profile”. </li></ul><ul><li>Additional information regarding your child’s profile can be found at by keying in the profile code. </li></ul>
    7. 7. Profile Codes <ul><li>The profile code contains a number and a letter, for example, 8E (V-N+) or 7 B (V+) . </li></ul><ul><li>The number represents the median stanine and the letter indicates the type of score pattern. </li></ul><ul><li>The letter score patterns are: A, B, C or E. </li></ul>
    8. 8. Student Profiles <ul><li>A Profile – all subtest scores are roughly the s A me </li></ul><ul><li>B Profile – one subtest score is either a B ove or </li></ul><ul><li> B elow the other two subtest scores </li></ul><ul><li>C Profile – two subtest scores C ontrast indicating a </li></ul><ul><li> relative strength and a relative weakness </li></ul><ul><li>E Profile – the difference between the high and low subtest scores is E xtreme </li></ul>
    9. 9. Raw Scores <ul><li>Number of Items = the number of questions on the subtests. </li></ul><ul><li>Number Att. (attempted) = the number of questions the student answered. </li></ul><ul><li>Number Correct = the total number of items the student answered correctly. </li></ul>
    10. 10. National Grade Scores <ul><li>The grade scores compare the student to other students at the same grade level nationally. </li></ul><ul><li>Grade scores are NOT used for identification since students in a given grade may vary greatly in terms of their age. </li></ul>
    11. 11. The Next Step…….. <ul><li>Students with an age-based Composite or subtest battery score at or above the 75 th percentile (75%) are eligible to take the Iowa Test of Basic Skills (ITBS). </li></ul><ul><li>Parents will receive a permission form that must be signed and returned to the school before the student can take the ITBS. </li></ul>
    12. 12. AG Identification <ul><li>The CogAT and ITBS scores are reviewed. </li></ul><ul><li>Any student scoring at or above 90% on BOTH the CogAT and ITBS (Formal Indicators) is considered for referral to the AG Program. </li></ul><ul><li>Additional factors (Informal Indicators) are considered in determining AG eligibility. These factors include student interest, motivation, classroom performance, third grade Explorers’ work samples, parent and teacher checklists, etc. </li></ul><ul><li>The overall profile of the student is considered in the overall identification process. </li></ul>
    13. 13. Additional Steps in the AG Identification Process <ul><li>School Based Committee for Gifted Education (SBC-GE) meets to nominate and refer students. </li></ul><ul><li>Parents sign Consent For Evaluation . </li></ul><ul><li>Formal and Informal data are compiled. </li></ul><ul><li>SBC-GE makes final recommendations for reading and/or math identification and level of service. </li></ul>
    14. 14. AG Identification Process continued…. <ul><li>SBC-GE recommendations from schools are reviewed in May by the AG Program Central Services Committee. </li></ul><ul><li>Parents/Guardians are informed of the final recommendations in June. </li></ul><ul><li>AG service begins at the beginning of the 4 th grade year after parents sign Initial Consent for Service . </li></ul>
    15. 15. AG Program and Testing Information: <ul><li>AG Resource Teacher: __________________ </li></ul><ul><li>Test Coordinator: _______________________ </li></ul><ul><li>School Counselor: ______________________ </li></ul><ul><li>Third Grade Classroom Teachers </li></ul><ul><li>AG Program Pamphlet </li></ul><ul><li>AG program Website: </li></ul><ul><li> </li></ul><ul><li>AG Plan 2007-2010: </li></ul><ul><li> </li></ul><ul><li>AG Program Office: 850-1782 </li></ul>