MPS updates gifted-and-talented identification; district adds local norms and multi-tiered services

The committee received a report on identification and services for gifted and talented students. The district described updates intended to broaden identification and provide tiered services for advanced learners in grades Kthrough 8.

Assessment manager Bob Laderman explained that MPS administers a CogAT (Cognitive Abilities Test) screener in second grade each November. Analysis of local score distributions showed differences from national norms, and in 2022 the district began using local norms and cut scores in a two-phase identification process. Under the revised approach, students meeting local screener thresholds ("high ability/high potential") are invited to additional post-screener testing; national criteria are applied to post-screener results to determine gifted-and-talented eligibility. The change has increased the number of students receiving targeted supports and has produced a distribution more representative of the district.

The district also highlighted use of TOPS (Teacher Observation of Potential in Students) in 24 schools (a federally funded JOBS grant), culturally sensitive identification tools and a Multi-Tiered System of Support (MTSS) for acceleration. Tier 1 supports include differentiated instruction in all classrooms; Tier 2 includes small-group strategies such as curriculum compacting and open-ended assignments; Tier 3 includes individualized acceleration such as single-subject acceleration and online Edgenuity courses or ALEKS for middle and high school students.

Administrators said the goal is to identify a broader and more representative pool of students with advanced potential and to provide differentiated instructional strategies at multiple tiers. No committee action was requested.