Overview

  •  2021-2022. Shoreline will screen all Kindergarten and 1st grade students. Students who qualify for additional testing are invited to participate in full assessment. Students in grades 2+ may refer their student for screening and assesment.

    New students may also test in the summer or at the beginning of the school year (New Student Testing Only). 

Screening and Assessment

  • What is Screening? During screening, the Highly Capable Department reviews recently-collected student-level data. Screener data may include the CogAT Screener, classroom observation data, WaKIDS data, DIBELS, i-Ready scores, etc. Students who meet or exceed the screening criteria for their grade and have parent/guardian permission to participate in testing will move on to assessment. For 2020-2021 Shoreline will screen all Kindergarten and 1st grade students.

    What is Assessment? Students who meet or exceed the screening threshold are invited to continue to assessment. Parental/Guardian consent must be provided in order for students to participate. During assessment, additional tests may be administered. These assessments may include the CogAT (screener, post screener, or complete) and/or Iowa assessments. 

Testing Schedule and Registration

  •  New Students Only

    • Eligibility opportunity in Summer and Early Fall for NEW SHORELINE STUDENTS ONLY who have not already been tested for hi-cap services for this year.
    • Students determined eligible for hi-cap services will begin receiving services during teh current school year.
    • Students entering grade 1 may participate in a Portfolio Review to determine eligibility
    • Students enter grade 2 and above Fall 2021 may register for Assessment 

     

    Kindergarten 

    • Screening of all kindergarten students in the Fall
    • Students determined eligible for hi-cap services will participate in the Primary Enrichment Program Spring 2022.
    • Services will continue through the end of first grade 

    Grade 1

    • Screening of all first grade students Fall 2021
    • Students who meet the screening threshold will be invited to participate in further assessment
    • Students must have parental consent to participate in assessment
    • Students determined eligible for services may begin receiving services Fall 2022

    Grade 2+ 

    • Students need to register to request to have data reviewed for screening
    • Students who have parental consent and meet the screening threshold will be invited to participate in further assessment
    • Students determined eligible for hi-cap services will begin receiving services Fall 2022.

Assessments and Data Used in Eligibility Determination

  • Eligibility for highly capable services is determined based on multiple criteria, including scores obtained from the highly capable testing process (CogAT), as well as other information available on students within Shoreline. Examples of such data include district achievement scores (i-Ready, Reading Inventory, DIBELS), state testing scores (Smarter Balanced), teacher feedback, and report card data. If district achievement data is not available for students, they may be administered the Iowa Test of Basic Skills.

    Cognitive Abilities Test (CogAT)-Screener

    The CogAT Screener is an abbreviated version of the CogAT Complete, with the first subtest of each of the three batteries. The Screening is completed on-line. Click here for more information on the CogAT Screener.

    Cognitive Abilities Test (CogAT)-CogAT Complete

    The CogAT is an aptitude assessment with three sections or batteries - Verbal, Quantitative, and Nonverbal. The questions on the CogAT do not look like other reading or math questions students may have encountered and instead measures verbal and quantitative/mathematical reasoning in a more abstract way. The Nonverbal battery of the CogAT is the section of the test that research has found to be most highly correlated to giftedness and success in the highly capable program. This section measures logic and abstract reasoning and contains problems different from what students may have previously encountered. The Nonverbal battery measures reasoning using pictures and geometric shapes. The Nonverbal battery also appraises the student’s ability to use her/his cognitive resources in new situations.

    CogAT appraises the cognitive development of students from kindergarten through grade 12. The test measures student’s learned reasoning abilities. The questions on CogAT require students to demonstrate their verbal, quantitative, and nonverbal reasoning abilities.

    • The Verbal Battery assesses students’ abilities to use search, retrieval and comparison processes that are essential for verbal reasoning.
    • The Quantitative Battery assesses students’ abilities to reason about patterns and relations using concepts that are essential in quantitative thinking.
    • The Nonverbal Battery assesses students’ abilities to reason with somewhat more novel questions that use spatial and figural content.

    i-Ready

    i-Ready is Shoreline's district achievement assessment for Math (grades 1+) and Reading (grades 1-5). The assessments are administred three times per school year (fall, winter and spring). The i-Ready Diagnostic is a computer adaptive assessment that meaures both student performance and growth. More information about i-Ready can be found here.

    Iowa Test of Basic Skills (ITBS)

    The Iowa Test of Basic Skills (ITBS or Iowa) is an achievement test and measures the reading/vocabulary and math that a student knows can can do. The ITBS is used to assess a student's educational progress in such areas as vocabulary, reading, math and science (note: Shoreline administers the Reading and Math protions of the ITBS only for highly capable assessment). The test is tailored specifically for different grade levels and was developed by the College of Education at the University of Iowa.

    The test is available at different levels for students at different grade levels. The batteries aim to help determine how prepared students are for academic instruction, what individual accommodations may be necessary, which students may require early intervention, and to determine each student’s individual baseline of achievement.