Gifted and Talented Information

Identification & Referral

Carroll ISD uses a holistic, multi-criteria identification process to determine whether gifted services are instructionally necessary. No single score guarantees or prevents placement. All decisions are made by a trained District GT Screening Committee using a preponderance of evidence.

Who May Be Referred?

Any CISD student may be referred by a parent, guardian, or teacher.
Referral windows and timelines are posted annually by the district.

Kindergarten Identification

All kindergarten students are observed for advanced learning needs through regular classroom instruction and collaboration between the classroom teacher and the campus GT Resource Teacher.

However, observation does not mean that formal GT testing has begun.

To begin the official GT screening process, a parent or guardian must submit the GT Referral Form.

Additional notes:

If teachers observe characteristics aligned with gifted behaviors, the family will be contacted and invited to complete a referral.
Parents may independently refer their child during the referral window.
Students are not tested unless a referral is submitted.

Ongoing Identification

Students may be referred again in future years if new information suggests that gifted services may be needed.

To begin another review:

Parents must submit a new GT referral form.
Students are not automatically re-evaluated each year.
Existing cognitive scores may be valid for up to two years under state guidelines.

Elementary Referral Process

Assessment Process

A student’s GT profile includes multiple quantitative and qualitative measures.

Quantitative Measures

Cognitive ability tests (such as CogAT or NNAT)
Achievement assessments (such as ITBS)
Other district or state testing data when appropriate

Qualitative Measures

Teacher rating scale (GATES-2)
Parent referral information
Planned Experiences, when needed
Writing samples, when needed
Additional observations, student work, or evidence relevant to the student

All measures are recorded on the district’s Student Profile for committee review.

Phase I

Phase I includes:

Cognitive ability data
GATES-2 teacher rating scale
Parent referral information
Planned Experiences or writing samples (if needed)

Possible Phase I outcomes:

Student moves to Phase II for additional evaluation
Student does not move to Phase II
Student shows potential; current data may support a future referral if a parent chooses to re-refer

A Phase I decision letter is sent to families.

Phase II

Phase II includes:

Achievement measures
Additional qualitative or observational data
Writing samples or Planned Experiences, if needed

The GT Committee conducts a holistic review of all evidence to determine whether gifted services are instructionally necessary.

Possible Phase II outcomes:

Meets criteria for GT placement
Does not meet criteria at this time
Provisional or further review if warranted

Families receive a written Phase II decision letter.

Intermediate School Referral Process

Referral & Identification Process

A GT Referral Form must be submitted to the campus before a student can be considered for GT evaluation.

Identification includes multiple measures—both quantitative and qualitative—reviewed by the District GT Screening Committee following the 2024 Texas State Plan. No single score guarantees or prevents qualification.

All referral windows, deadlines, and testing dates will be shared with families each year.
Specific testing dates may vary by campus and will be communicated directly to parents.

Please note:
GT testing for current CISD students is used only to determine possible placement in gifted services. It does not determine math course placement.

Testing for Students New to CISD

Students who are new to the district will be considered for GT services once enrollment is complete.

Two-day GT testing dates for new-to-CISD students typically occur in late July.
Families will be notified of exact dates and times each year.
GT records from previous schools will be requested to determine whether additional assessment is needed.

Transfer Students

Students who previously received gifted and talented services in another district will be reviewed for services in CISD within one month of registration (or within one month of the first day of school for summer enrollments).

The district will:

Request GT records from the previous school
Review available data
Determine whether additional assessment is required
Place the student in appropriate services when documentation supports identification

Secondary Referral Process

GT Identification – Carroll Middle School & Dawson Middle School (Grades 7–8)

Program Overview

Students in grades 7–8 may be identified for gifted and talented services in specific subject areas (such as English language arts, social studies, science, and/or mathematics). Services are delivered through advanced, subject-specific GT courses that extend beyond grade-level TEKS and emphasize depth, complexity, pace, and rigor appropriate for gifted learners.

Instruction in these courses focuses on:

Critical and creative thinking
Advanced reading, writing, and analysis
Real-world problem solving and application
Research and inquiry
Collaboration and communication
Creation of meaningful products and performances that demonstrate deep and complex learning

Identification Process

Identification for GT services at the middle school level follows the expectations of the 2024 Texas State Plan for the Education of Gifted/Talented Students and uses multiple quantitative and qualitative measures. No single test score guarantees or prevents identification.

To begin the identification process, a CISD Middle School Gifted and Talented Nomination and Referral Form must be submitted. Students entering grades 7 and 8 who have not yet been identified as gifted and talented may be nominated by:

A parent or guardian
A teacher
A counselor
A community member
Themselves

Students will be assessed using district-approved ability and achievement measures (such as CogAT and ITBS), along with additional data as needed. Students are expected to attend all scheduled testing sessions. There are no required preparation materials for these assessments.

It is not necessary for a student who is already identified as gifted and talented in Carroll ISD to participate in testing again.

Referral and Testing Window

Each year, the district will publish:

The dates when the GT referral window opens and closes
The testing dates and times for middle school students
Any specific instructions for registration and testing

Families should refer to the current year’s GT communication or campus website for the most up-to-date schedule. The online nomination and referral form must be completed by the published deadline.

Notification

Families will be notified of identification decisions prior to the start of the new school year.

Campus Contacts

If you have questions about middle school GT services or the identification process, please contact:

Carroll Middle School (CMS) GT Specialist
Danielle Pfaff – Danielle.Pfaff@southlakecarroll.edu
Dawson Middle School (DMS) GT Specialist
Craig Mims – Craig.Mims@southlakecarroll.edu

GT Identification – Carroll High School & Carroll Senior High School (Grades 9–12)

Program Overview

Students in grades 9–12 may receive gifted services through advanced, subject-specific courses and programs that provide increased depth, complexity, pace, and rigor in their areas of strength. These may include GT-designated courses, Pre-AP/Advanced, AP, and other advanced academic options, depending on the student’s profile and campus offerings.

Identification Process

High school identification for GT services uses multiple quantitative and qualitative measures in accordance with the 2024 Texas State Plan. To begin the process, students must complete the CISD High School/Senior High School Gifted and Talented Nomination and Referral Form during the posted registration window.

This form serves as:

The nomination, and
The registration for GT testing

Students are typically assessed using district-approved ability and achievement measures (such as CogAT and ITBS), along with other data as needed. There are no required preparation materials for these assessments.

Students who are already identified as gifted and talented in Carroll ISD do not need to be retested to continue receiving services.

Referral and Testing Window

Each year, the district will publish:

The dates when the registration/referral window opens and closes
The testing dates and times for CHS and CSHS students

The nomination and referral form must be completed by the published deadline in order for students to participate in testing.

Notification

Families will be notified of GT identification decisions prior to or near the beginning of the school year so that schedules and course selections can be adjusted if needed.

High School Contact

If you have questions about high school GT services or testing, please contact:

High School GT Contact
Wendy Athey

Placement Committee

Appeals

Families may appeal a Phase I or Phase II decision within 10 business days of receiving the decision letter. Appeals must be based on one of the following:

New substantial evidence that was not previously reviewed by the committee.
Conditions or circumstances that may have negatively affected the student’s performance.
Inequitable or inappropriate application of district identification procedures.

The District GT Screening Committee will reconvene to review all existing data along with any new information submitted. Families will receive a written appeal decision once the committee’s review is complete.

What To Do To Appeal

Parents wishing to appeal a decision must:

Submit a written appeal request to the campus GT Specialist within 10 business days of the date on the decision letter.
Include any new information or documentation they want the committee to review.
Clearly indicate which of the three allowable grounds for appeal the request is based on.

Once the appeal request is received, the GT Committee will review the information and make a final determination.

Transfer Gifted and Talented Students

Transfer Students

Students who previously received gifted and talented services in another district will be reviewed for services in CISD within one month of registration (or within one month of the first day of school for summer enrollments).

The district will:

Request GT records from the previous school
Review available data
Determine whether additional assessment is required
Place the student in appropriate services when documentation supports identification

Services Provided

Quest (Grades K–4)

Students engage in advanced-level learning focused on:

Problem solving and critical thinking
Creativity and innovation
Research and inquiry
Long-term projects and presentations
Independent, partner, and group learning experiences

Subject-Specific GT Classes (Grades 5–12)

Identified students receive advanced instruction in areas such as:

English/Language Arts
Mathematics
Science
Social Studies

These courses include accelerated content, deeper complexity, and opportunities for extended research and performance tasks.

Quest Student Expectations

Gifted and Talented Student Expectations

Gifted and Talented students agree to:

Attend Quest responsibly and consistently
Participate actively and complete class work
Maintain responsibilities in their general education classroom
Demonstrate curiosity, effort, and respect for peers

Students who do not meet expectations may have their placement reviewed by the GT Committee.

Elementary Gifted and Talented Curriculum (Quest)

Quest Curriculum (Grades K–4)

Quest provides advanced learning experiences that extend beyond the grade-level curriculum. Instruction challenges students through increased depth, complexity, and originality. The Quest curriculum emphasizes:

Critical and creative thinking
Problem solving and real-world application
Research and inquiry
Independent and small-group projects
Advanced communication and vocabulary development
Long-term products and presentations
Exploration of multiple perspectives
Hands-on investigations and design challenges

Quest students engage in multidisciplinary units of study modeled after the Texas Performance Standards Project (TPSP). These units support advanced research, design, innovation, and the creation of sophisticated products and performances.

Quest aligns with the Texas State Goal for Gifted/Talented Services and the expectations outlined in the 2024 Texas State Plan.

Kindergarten Services

During the first semester, GT Specialists collaborate with kindergarten teachers to provide whole-class and small-group learning experiences that promote divergent, convergent, evaluative, and creative thinking. These enrichment opportunities develop curiosity, flexible thinking, and foundational problem-solving.

Formal kindergarten GT evaluation occurs later in the school year. Students who qualify begin weekly Quest pull-out services after March 1. Identified students explore conceptual thinking, creativity, and strengths-based learning connected to their interests and understanding of the world.

Grades 1–4 Services

Gifted students in grades 1–4 participate in Quest, a weekly pull-out program that provides advanced learning experiences beyond the regular curriculum.

Quest instruction includes:

Interdisciplinary enrichment
Advanced content exploration
Project-based learning
Creative and critical thinking
Depth, complexity, and real-world application
Independent and collaborative inquiry

These units encourage students to make meaningful connections across English language arts, mathematics, science, and social studies while developing advanced products and performances that demonstrate deep understanding.

K–4 GT Campus Contacts

CES – Karisa Glenn
JES – Allyson Dickinson
OUES – Krysta Kick
RES – Cindy Kennemer
WGES – Lisa Timmerman

Elementary GT Year at a Glance (YAG)

Kindergarten

Kindergarten Gifted & Talented – Year at a Glance (YAG)

Focus: Primary Education Thinking Skills & Push-In Classes

Big Idea:
Higher-level thinking skills promote application and evaluation.

Conceptual Learning:

Divergent thinking
Convergent thinking
Evaluative thinking
Visual-spatial perception

Planned Experiences (KOI-Based):
During the fall semester, GT Specialists provide Kingore Observation Inventory (KOI) planned experiences for all kindergarten students. These lessons are designed to observe gifted behaviors such as fluency, originality, elaboration, and abstract thinking. The evidence collected contributes to each student’s portfolio of work, which supports the holistic identification process.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR K.9–K.12, Math K.5–K.7, Science K.1–K.4, Social Studies K.12–K.14
NAGC Standards: 1 (Learning and Development), 2 (Assessment), 3 (Curriculum Planning & Instruction), 4 (Learning Environments), 5 (Programming)

Family Support Ideas:
Play board games, read together, and encourage your child to ask questions, make predictions, and explore new ideas.

Spring Focus: What It Means to Be Gifted, Pursuit of Passion, Genius Hour

Big Idea:
People use self-knowledge, interests, and strengths to relate to the world around them.

Conceptual Learning:

Responsibility
Reflection
Discovery
Acceptance

Instructional Focus:
Once identified, kindergarten GT students participate in pull-out GT services that encourage conceptual understanding and creative problem-solving. Lessons emphasize applying self-awareness, curiosity, and persistence to independent and collaborative projects.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR K.9–K.12, Math K.5–K.7, Science K.1–K.4, Social Studies K.12–K.14
NAGC Standards: 1, 3, 4, 5

Family Support Ideas:
Encourage creativity through storytelling, design challenges, or logic puzzles. Help your child connect personal interests to real-world applications.

Resources

(Content Type: Link Block)

First Grade

Beginning of the Year: What It Means to Be Gifted

Big Idea:
People use self-knowledge, interests, and strengths to relate to the world around them.

Conceptual Learning:

Responsibility
Reflection
Discovery
Acceptance

Instructional Focus:
Students begin the year by learning about giftedness, personal strengths, and how individual interests shape their learning. Through creative activities and group discussions, they explore curiosity, problem-solving, and reflection while building self-awareness as gifted learners.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 1.1–1.9, Math 1.1–1.7, Science 1.1–1.3, Social Studies 1.10–1.14, Technology 1.1–1.6
NAGC Standards: 1 (Learning & Development), 2 (Assessment), 3 (Curriculum Planning & Instruction), 4 (Learning Environments)

Family Support Ideas:
Encourage reflection and discussion about what makes learning exciting or challenging. Read books that feature creative problem-solvers or curious characters.

Main Unit (Fall–Spring): Enhanced Texas Performance Standards Project – Animal Nation, Amazing Adaptations, Do Your Part for Art, Getting the Dirt on Soil

Big Idea:
Over time, living things adapt in order to survive. Art and innovation influence how humans respond to the natural world.

Conceptual Learning:

Change
Connection
Perspective
Reflection
Adaptation
Evolution

Instructional Focus:
Students explore animal adaptations, environmental systems, and creative expression through an enhanced Texas Performance Standards Project (TPSP).
They research the relationships between living and nonliving things, analyze habitats, and use creative thinking to model adaptation and innovation.
Lessons integrate science, art, and social studies, emphasizing curiosity, communication, and design.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 1.1–1.9, Math 1.1–1.7, Science 1.1–1.3, Social Studies 1.10–1.14, Technology 1.1–1.6
NAGC Standards: 1 (Learning & Development), 3 (Curriculum Planning & Instruction), 4 (Learning Environments), 5 (Programming)

Family Support Ideas:
Visit the zoo, aquarium, or local nature center. Discuss how living things adapt to their environment or how humans innovate to meet needs.

End of Year: Pursuit of Passion / Genius Hour Projects

Big Idea:
Curiosity and creativity lead to discovery and innovation.

Conceptual Learning:

Reflection
Responsibility
Creativity
Connection

Instructional Focus:
In this short culminating unit, students engage in Genius Hour or Pursuit of Passion projects. They research a self-selected topic, design a creative product or presentation, and share their discoveries with peers to demonstrate independent inquiry and problem-solving.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 1.1–1.9, Research Skills 1.25–1.28, Technology 1.1–1.6
NAGC Standards: 1, 3, 4, 5

Family Support Ideas:
Encourage your child to explore questions about their world. Provide books, videos, or experiences that support their chosen area of interest.

Resources

Second Grade

Beginning of the Year: What It Means to Be Gifted

Big Idea:
People use self-knowledge, interest, and strengths to relate to the world around them.

Conceptual Learning:

Responsibility
Reflection
Discovery
Acceptance

Instructional Focus:
During the first 1–2 weeks, students learn about characteristics of giftedness, explore creative and critical thinking, and reflect on their personal learning styles and strengths.
This unit lays the foundation for self-awareness, goal setting, and collaboration throughout the year.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 2.1–2.10, Math 2.1–2.9, Science 2.1–2.4, Social Studies 2.11–2.15, Technology 2.1–2.6
NAGC Standards: 1 (Learning & Development), 2 (Assessment), 3 (Curriculum Planning & Instruction), 4 (Learning Environments)

Family Support Ideas:
Encourage creativity and self-expression through puzzles, art, or logic games. Discuss what makes learning exciting or challenging for your child.

Unit (Fall–Spring): Enhanced Texas Performance Standards Project – Mathematics in Nature / How Does Your Garden Grow / Ripple Effect / Hey, Little Ant

Big Idea:
The world is a system of mathematical patterns found in nature. Understanding relationships in our environment helps promote care, conservation, and problem-solving.

Conceptual Learning:

Form
Function
Connection
Perspective
Patterns

Instructional Focus:
Students engage in an enhanced Texas Performance Standards Project (TPSP) that integrates math, science, and social studies through real-world applications.
They investigate natural and human-made patterns, examine environmental systems, and create solutions that demonstrate understanding of structure, balance, and relationships.
Projects are designed to extend beyond grade-level TEKS through research, inquiry, and design-based learning.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 2.1–2.10, Math 2.1–2.9, Science 2.1–2.4, Social Studies 2.11–2.15, Technology 2.1–2.6
NAGC Standards: 1 (Learning & Development), 3 (Curriculum Planning & Instruction), 4 (Learning Environments), 5 (Programming)

Family Support Ideas:
Explore nature together and look for patterns in plants, art, and architecture. Visit a botanical garden or museum and discuss how systems are connected.

End of Year: Pursuit of Passion / Genius Hour Projects

Big Idea:
Curiosity and creativity inspire innovation and understanding of the world.

Conceptual Learning:

Reflection
Responsibility
Invention
Connection

Instructional Focus:
In this culminating mini-unit, students pursue independent inquiry projects through Genius Hour or Pursuit of Passion.
They research self-selected topics, design creative presentations, and apply skills from their TPSP experience to demonstrate depth of understanding and personal growth.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 2.1–2.10, Research Skills 2.25–2.28, Technology 2.1–2.6
NAGC Standards: 1, 3, 4, 5

Family Support Ideas:
Encourage exploration of personal interests through books, online resources, and hands-on experiences. Support your child’s curiosity by helping them ask and investigate meaningful questions.

Resources

Third Grade

Beginning of the Year: What It Means to Be Gifted

Big Idea:
People use self-knowledge, interest, and strengths to relate to the world around them.

Conceptual Learning:

Responsibility
Reflection
Discovery
Acceptance

Instructional Focus:
During the first 1–2 weeks, students reflect on what it means to be gifted and how their strengths, creativity, and curiosity impact learning. Activities emphasize metacognition, collaboration, and goal setting to prepare students for their yearlong Texas Performance Standards Project (TPSP).

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 3.1–3.11, Math 3.1–3.10, Science 3.1–3.5, Social Studies 3.10–3.15, Technology 3.1–3.6
NAGC Standards: 1 (Learning & Development), 2 (Assessment), 3 (Curriculum Planning & Instruction), 4 (Learning Environments)

Family Support Ideas:
Encourage reflection by asking your child about their learning goals. Engage in logic puzzles or creative thinking games that promote flexible thinking.

Main Unit (Fall–Spring): Enhanced Texas Performance Standards Project (TPSP)

Project Options:

Building a Business – Games and Toys
How to Feed a Community
Math Around Town

Big Idea:
Entrepreneurship and problem-solving help communities function efficiently. Systems and cycles exist within every environment.

Conceptual Learning:

Function
Connection
Inventing
Interdependence

Instructional Focus:
Students engage in an enhanced TPSP designed to extend beyond the standard state project expectations.
Through inquiry, collaboration, and creative design, students apply concepts of economics, mathematics, and science to solve community-based problems.
The project integrates research, presentation, and technology skills while encouraging innovative thinking.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 3.1–3.11, Math 3.1–3.10, Science 3.1–3.5, Social Studies 3.10–3.15, Technology 3.1–3.6
NAGC Standards: 1 (Learning & Development), 3 (Curriculum Planning & Instruction), 4 (Learning Environments), 5 (Programming)

Family Support Ideas:
Discuss real-world examples of businesses, community services, and economic systems. Encourage your child to observe patterns in how communities solve problems.

End of Year: Pursuit of Passion / Genius Hour Projects

Big Idea:
Personal interests and curiosity drive innovation and lifelong learning.

Conceptual Learning:

Responsibility
Reflection
Creativity
Connection

Instructional Focus:
In this short culminating unit, students conduct independent Genius Hour projects that build on their TPSP experience. They research and present a topic of personal interest, applying critical thinking, communication, and design skills developed throughout the year.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 3.1–3.11, Research Skills 3.25–3.28, Technology 3.1–3.6
NAGC Standards: 1, 3, 4, 5

Family Support Ideas:
Encourage your child to explore an interest in depth. Provide resources, connections, or mentorship opportunities related to their chosen topic.

Resources

Fourth Grade

Beginning of the Year: What It Means to Be Gifted

Big Idea:
People use self-knowledge, interests, and strengths to relate to the world around them.

Conceptual Learning:

Responsibility
Reflection
Discovery
Acceptance

Instructional Focus:
During the first 1–2 weeks of the year, students explore the characteristics of gifted learners and develop awareness of their personal learning styles, interests, and strengths. Activities focus on metacognition, creativity, and collaboration to set the foundation for yearlong project-based learning.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 4.1–4.10, Math 4.1–4.9, Science 4.1–4.4, Social Studies 4.9–4.23, Technology 4.1–4.6
NAGC Standards: 1 (Learning & Development), 2 (Assessment), 3 (Curriculum Planning & Instruction), 4 (Learning Environments)

Family Support Ideas:
Engage in discussions about strengths and interests. Encourage creative problem-solving through strategy games or design challenges.

Main Units (Fall–Spring): Mission to Mars Challenge – A Space Exploration and Robotics Unit / Bridges / Texas Performance Standards Projects

Big Idea:
Technology can solve space exploration challenges. Our society relies heavily on efficient transportation and innovation.

Conceptual Learning:

Function
Causation
Invention
Systems

Instructional Focus:
Throughout the year, students engage in an enhanced Texas Performance Standards Project (TPSP) titled Mission to Mars Challenge.
This interdisciplinary project combines science, technology, engineering, and mathematics (STEM) with design thinking and problem-solving. Students explore robotics, engineering principles, transportation systems, and technological innovation to design and communicate solutions for real-world challenges.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 4.1–4.10, Math 4.1–4.9, Science 4.1–4.4, Social Studies 4.9–4.23, Technology 4.1–4.6
NAGC Standards: 1 (Learning & Development), 3 (Curriculum Planning & Instruction), 4 (Learning Environments), 5 (Programming)

Family Support Ideas:
Discuss how technology is used both at home and in careers. Visit science museums or robotics exhibits, and encourage your child to identify examples of technology solving problems.

End of Year: Pursuit of Passion / Genius Hour Projects

Big Idea:
Curiosity and self-directed learning lead to meaningful innovation and personal growth.

Conceptual Learning:

Reflection
Connection
Creativity
Application

Instructional Focus:
In this short culminating unit, students select a topic of personal interest to research and present. Using the inquiry and problem-solving skills developed throughout the year, they design a Genius Hour project or product that demonstrates independence, creativity, and deep learning.

Standards Alignment (TEKS/NAGC):

TEKS: ELAR 4.1–4.10, Research Skills 4.27–4.29, Technology 4.1–4.6
NAGC Standards: 1, 3, 4, 5

Family Support Ideas:
Support your child’s research by helping locate materials, conduct interviews, or attend community events related to their project.

Resources

Secondary Curriculum

Secondary Curriculum (Grades 5–12)

Students who qualify for gifted services in grades 5–12 are served through subject-specific GT courses in their identified areas of academic strength. These courses provide advanced instruction that extends beyond grade-level TEKS and emphasizes depth, complexity, pace, and rigor appropriate for gifted learners.

Secondary GT curriculum includes:

Accelerated and enriched content in core academic subjects
Deeper exploration of concepts, patterns, connections, and real-world applications
Advanced reading, writing, analysis, and problem-solving
Opportunities for extended inquiry, research, and independent study
Development of sophisticated products, presentations, and performances
Emphasis on originality, critical thinking, and multiple perspectives
Instruction that promotes flexible, abstract, and innovative thinking

Secondary GT courses are taught by teachers who have completed required gifted/talented professional learning. Instruction is designed to challenge students, enhance their strengths, and support both their academic and social-emotional needs.

These courses may include advanced learning experiences and long-term projects that reflect the expectations of the Texas State Plan for the Education of Gifted/Talented Students, including the creation of high-quality products and performances that demonstrate depth of understanding and advanced thinking.

Reference Links for Families

Testing Assessments for Gifted and Talented and Math Placement

Carroll ISD uses multiple quantitative and qualitative measures to determine whether a student demonstrates an instructional need for gifted services or advanced math placement.

A norm-referenced assessment allows comparison of a student's performance to same-age peers across the nation. CISD uses the following assessments and tools as part of its identification process:

Assessment & Data Tools

CogAT – Cognitive Abilities Test

Description:
A norm-referenced measure of reasoning and problem-solving abilities in three areas: Verbal, Quantitative, and Nonverbal.

Use in CISD:

Gifted/Talented identification (quantitative measure)
Intermediate math placement (as part of multiple measures)

Notes:

Administered to all 4th graders each fall.
Results are used for 5th-grade math placement and as part of the GT Phase I review.

Iowa Assessment (ITBS)

Description:
A national, norm-referenced assessment that measures academic achievement in reading, mathematics, science, and social studies.

Use in CISD:

Gifted/Talented identification (achievement measure, Phase II)
Intermediate math placement (as part of multiple measures)

Notes:

Administered to all 4th graders each fall.
Results are used for 5th-grade math placement and as part of the GT Phase II review.

NNAT – Naglieri Nonverbal Ability Test

GATES-2 – Gifted and Talented Evaluation Scales

Planned Experiences

Description:
Teacher-designed or district-designed qualitative experiences that allow students to demonstrate critical thinking, creativity, reasoning, problem-solving, and independence. These tasks are part of the Kingore Observation Inventory (KOI) framework and may be used when additional qualitative data are needed.

Use in CISD:

Optional qualitative measure used when the committee needs additional observational evidence
Helps document gifted behaviors aligned with the KOI framework (e.g., advanced language, analytical thinking, meaning motivation, perspective, humor, sensitivity, accelerated learning)
Holistically scored by the District GT Screening Committee

Parent/Guardian Observation Form

Description:
A questionnaire completed by the parent or guardian at the time they refer their child for gifted and talented screening. The form is adapted from the Kingore Observation Inventory (KOI) and provides insight into gifted characteristics observed outside of school, such as creativity, language, motivation, problem-solving, and curiosity.

Use in CISD:

Completed during the referral process
Provides qualitative information that helps the committee better understand the student’s learning behaviors

Qualitative Classroom Evidence

Description:

Qualitative classroom evidence includes teacher observations and, when needed, samples of student work. This evidence helps the committee understand how a student demonstrates gifted characteristics during daily learning experiences. These may include behaviors such as advanced thinking, motivation, creativity, problem-solving, independence, leadership, and depth of understanding.

Use in CISD:

Teacher observation is a required component of the identification process and is included on the Student Profile reviewed by the District GT Screening Committee.
Student work samples or portfolios may be requested when additional qualitative information is needed to support a holistic review.
All qualitative classroom evidence is reviewed as part of the overall student profile and helps the committee better understand how the student applies advanced skills in the classroom.

Additional Notes for Parents

All measures are reviewed holistically—no single score or measure determines identification.
The committee may request additional evidence if more information is needed.
GT identification data may remain valid for up to two years according to state guidance.

Carroll ISD Gifted and Talented Program