Cognitive Abilities Test McKinney ISD

1. Cognitive Abilities TestMcKinney ISD Scott Dittner Scott.dittner@hmhco.com

2. What is CogAT? Test of Cognitive Ability Norm-based test of aptitude in problem solving specific to three areas: • Verbal • Quantitative • Nonverbal

3. What is CogAT?

4. Reasoning Success in school depends on: • Academic knowledge and skills in the domains of study • The ability to reason well in the symbol systems used to communicate new knowledge Reasoning abilities are important because: • They are at the core of human cognitive abilities • They are the best predictors of success in school • They routinely interact with instructional methods CogAT Interpretive Guide for Teachers and Counselors

5. What is CogAT? Measures learned reasoning abilities in areas most linked to academic success in school program What CogAT is Not! • CogAT is not an IQ test • CogAT is not an achievement test

6. Reasoning is the most central cognitive ability. You can develop reasoning abilities through challenging instruction. CogAT Interpretive Guide for Teachers and Counselors

7. Four friends decided to meet each other at the park. Kate walked ¼ mile. Terry walked 1 ¾ miles. Denny walked ¼ mile. Sondra walked 1 ¾ miles. What is the best estimate of the total miles they walked? A 2 B 4 C 8 D 10

9. How to Read a CogAT Profile Patterns A: All scores are roughly at the sAme level B: One score is aBove or Below the others C: Two scores show a relative strength and weakness or Contrast E: One score is Extremely different from the others (24 or more) Stanine Numbers 1: Low 2-3: Below Average 4-6: Average 7-8: Above Average 9: High V (- or +) Strength or Weakness in Verbal Score N (- or +) Strength or Weakness in NonVerbal Score Q (- or +) Strength or Weakness in Quantitative Score

10. Relationship of Stanines, Percentile Ranks, and Standard Age Scores on the CogAT Bell Curve Average Below Average Above Average Very Low Very High

12. CogAT in the Classroom • CogAT measures learned, not innate abilities • CogAT data is meant to be used to give teachers information on how to teach a student • Compare CogAT to Norm-References and STAAR to identify discrepancies between ability and achievement • Look at historical data available for a student to guide decision making • Look for consistent performance over time and across assessments

13. Goal for Prior Year Level III Students ALL Prior Year Level III students to Meet or Exceed Progress in the Current Year • Identify all Prior Year Level III students who did not meet or exceed progress in the Current Year • Evaluate the programs and instructional strategies used for these students • Analyze whether the performance of students not meeting progress is consistent with classroom performance and other assessments (CogAT, Norm Referenced) • Determine the successful strategies used with these students who met or exceeded progress

14. STAAR Math Charts – Grade 5 • Advanced • Satisfactory • Unsatisfactory Grant James

15. Blueprint for Building a Strong GT Student What What How

16. Three Primary Uses of CogAT Scores • Help teachers adapt instructional goals, methods and materials to the individual needs of students • Measure of each student’s level of cognitive development • Identify student whose level ofacademic achievement differsfrom what would be expectedon their CogAT scores