AIG Resources & Information

No, it measures reasoning abilities.

No, it is a measure of reasoning ability in specific aptitude areas.

Grades K-2

VERBAL Battery 

• Oral Vocabulary
• Verbal Reasoning

 QUANTITATIVE Battery

• Relational Concepts
• Quantitative Concepts

NONVERBAL Battery

• Figure Classification
• Matrices

 Grade 3

VERBAL Battery 

• Verbal Analogies
• Sentence Completion
• Verbal Classification                                           

QUANTITATIVE Battery

• Number Analogies
• Number Puzzles
• Number Series

 NONVERBAL Battery

• Figure Matrices
• Paper Folding
• Figure Classification

In Duplin County, the CogAT is given as a whole group setting to 3rd-grade students in early spring of each school year. 

The CogAT is used to determine eligibility for the gifted identification and placement and identifying students whose predicted levels of achievement differ markedly from their observed levels of achievement (grades, benchmark tests, etc.).

Reasoning abilities have substantial correlations with learning and problem-solving. CogAT's measurement of three different content domains ensures educators receive a balanced view of the child, especially when coupled with measures of school achievement.

The CogAT is a measure of each student's level of cognitive development.  

In the Duplin County Schools' AIG Plan, CogAt scores are included as criteria for gifted identification and placement. The Gifted Identification Team utilizes the student's CogAT score when considering placement for the gifted program as follows:

Grades K-3

Intellectually Gifted (IG)

• >98th percentile composite score on aptitude test and achievement

 Grades 4-12

Academically and Intellectually Gifted (AI)

• >90th percentile composite score on aptitude test and achievement test

 Intellectually Gifted (IG)

• >96th percentile composite score on aptitude test

                                      OR

• >90th percentile composite score on aptitude test AND

          >90th percentile score on non-verbal aptitude subtest

 Academically Gifted in both Reading and Math, Reading, or Math (AG, AR, AM)

• >90th percentile in a subtest area on aptitude test or achievement test AND

           >93 yearly/course average in matching subtest 

Truth: Would you send a star athlete to train for the Olympics without a coach? Gifted students need guidance from well-trained teachers who challenge and support them in order to fully develop their abilities. Many gifted students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins. Their resulting boredom and frustration can lead to low achievement, despondency, or unhealthy work habits. The role of the teacher is crucial for spotting and nurturing talents in school.

Truth: Although teachers try to challenge all students, they are frequently unfamiliar with the needs of gifted children and do not know how to best serve them in the classroom. A national study conducted by the Fordham Institute found that 58% of teachers have received no professional development focused on teaching academically advanced students in the past few years, and 73% of teachers agreed that “Too often, the brightest students are bored and under-challenged in school – we’re not giving them a sufficient chance to thrive. This report confirms what many families have known: not all teachers are able to recognize and support gifted learners.¹

Average or below-average students do not look to the gifted students in the class as role models. Watching or relying on someone who is expected to succeed does little to increase a struggling student’s sense of self-confidence.² Similarly, gifted students benefit from classroom interactions with peers at similar performance levels and become bored, frustrated, and unmotivated when placed in classrooms with low or average-ability students.

Truth: All children have strengths and positive attributes, but not all children are gifted in the educational sense of the word.  The label “gifted” in a school setting means that when compared to others his or her age or grade, a child has an advanced capacity to learn and apply what is learned in one or more subject areas, or in the performing or fine arts.  This advanced capacity requires modifications to the regular curriculum to ensure these children are challenged and learn new material. Gifted does not connote good or better; it is a term that allows students to be identified for services that meet their unique learning needs.

Truth: Academically gifted students often feel bored or out of place with their age peers and naturally gravitate towards older students who are more similar as “intellectual peers.” Studies have shown that many students are happier with older students who share their interest than they are with children the same age.³ Therefore, acceleration placement options such as early entrance to Kindergarten, grade skipping, or early exit should be considered for these students.

Truth: Gifted education programs are meant to help all high-ability students. Gifted learners are found in all cultures, ethnic backgrounds, and socioeconomic groups.  However, many of these students are denied the opportunity to maximize their potential because of the way in which programs and services are funded, and/or flawed identification practices.  For example, reliance on a single test score for gifted education services may exclude selection of students with different cultural experiences and opportunities. Additionally, with no federal money and few states providing an adequate funding stream, most gifted education programs and services are dependent solely on local funds and parent demand.  This means that in spite of the need, often only higher-income school districts are able to provide services, giving the appearance of elitism.

Truth: Underachievement describes a discrepancy between a student’s performance and his actual ability.  The roots of this problem differ, based on each child’s experiences.  Gifted students may become bored or frustrated in an unchallenging classroom situation causing them to lose interest, learn bad study habits, or distrust the school environment.  Other students may mask their abilities to try to fit in socially with their same-age peers and still others may have a learning disability that masks their giftedness.  No matter the cause, it is imperative that a caring and perceptive adult help gifted learners break the cycle of underachievement in order to achieve their full potential.

Truth: Many gifted students flourish in their community and school environment.  However, some gifted children differ in terms of their emotional and moral intensity, sensitivity to expectations and feelings, perfectionism, and deep concerns about societal problems. Others do not share interests with their classmates, resulting in isolation or being labeled unfavorably as a “nerd.” Because of these difficulties, the school experience is one to be endured rather than celebrated.

Truth: Some gifted students also have learning or other disabilities. These “twice-exceptional” students often go undetected in regular classrooms because their disability and gifts mask each other, making them appear “average.” Other twice-exceptional students are identified as having a learning disability and as a result, are not considered for gifted services. In both cases, it is important to focus on the students’ abilities and allow them to have challenging curricula in addition to receiving help for their learning disability.⁴

Truth: While AP classes offer rigorous, advanced coursework, they are not a gifted education program. The AP program is designed as college-level classes taught by high school teachers for students willing to work hard. The program is limited in its service to gifted and talented students in two major areas: First AP is limited by the subjects offered, which in most districts is only a small handful. Second it is limited in that, typically, it is offered only in high school and is generally available only for 11th and 12th grade students. The College Board acknowledges that AP courses are for any student who is academically prepared and motivated to take a college-level course.

Truth: Offering gifted education services does not need to break the bank. A fully developed gifted education program can look overwhelming in its scope and complexity.  However, beginning a program requires little more than an acknowledgement by district and community personnel that gifted students need something different, a commitment to provide appropriate curriculum and instruction, and teacher training in identification and gifted education strategies.