1. Cognitive Abilities Test (CogAT)
Understanding the Student Profile and its Use for Educational Planning
Fall Semester 2015

2. Educational Planning
The Cognitive Abilities Test (CogAT) is administered to all third grade students in WCPSS.
The CogAT benchmark testing is used for educational planning.
Individual student data is accessed by the Academically or Intellectually Gifted (AIG) Program and other WCPSS educational programs.
The CogAT appraises general thinking skills that the student gradually develops from both in-school and out-of-school experiences. The classroom teacher is able to use the data from the CogAT Test for instructional planning.

3. CogAT Scores
Please refer to the sample CogAT Report included with the meeting hand-outs.
The CogAT Batteries are:
Verbal – measure of verbal reasoning skills
Quantitative– measure of math reasoning skills
Nonverbal – measure of visual-spatial reasoning
Each of the CogAT batteries (Verbal, Quantitative and Nonverbal) was administered on a separate day. The total testing time each day was approximately 30 minutes. There are three subtests that comprise each Battery.

4. CogAT Composite Scores
The Quantitative-Nonverbal Partial Composite score (QN Partial Composite) indicates cognitive reasoning resources for nonverbal learning.
The Composite score indicates the overall strength of the student’s cognitive resources for learning.
The Composite Score is the best representation of cognitive ability for most students. It is not an average of the subtest scores but a compilation of all three test batteries.
The Quantitative-Nonverbal Partial Composite is combines the three Quantitative subtests and the three Nonverbal subtests. This composite score better predicts achievement in mathematics and some technical domains than either the Quantitative Battery or Nonverbal Battery alone. Additionally this score allows for meaningful score interpretation for students with verbal weaknesses or language differences.
In some situations the individual battery scores (Verbal and Quantitative) may reflect specific strengths and/or weaknesses for a student. Use of battery scores instead of composite or partial composite scores is considered based on the individual student profile.

6. National Age Scores
Stanine – a type of normalized standard score scale ranging from 1 to 9 with 5 being the mean (average).
Percentile – indicates the percent of students in the representative age group who obtained lower raw scores on the test.
The Stanine score is relatively easy to use because it is a one digit number. An advantage of the stanine score is that it discourages over-interpretation of small, insignificant differences among test scores. There must be a difference between stanine scores of at least 2 points for the difference to be considered significant.
The Percentile Rank is NOT the percentage of correct answers.

7. Graphs and Profiles
A bar graph of the student’s scores appears on the score report as a visual representation of the student’s percentile score.
Your student’s individual profile code is listed after the subtitle “Ability Profile”.
Additional information regarding your child’s profile can be found at: by keying in the profile code of your student.
The bar graph represents the student’s actual percentile score as compared with their age group.
Percentiles falling between the 24th and 76th percentile ranking indicate a student with average abilities as compared with their age group.
On the sample profile, the Ability Profile is: 8E (V-). The V- reflects the verbal weakness.
You can go to the CogAT website to access further information about your child’s strengths and weaknesses.

8. Profile Codes
The profile code contains a number and a letter, for example, 8E (V-N+) or 7B (V+).
The number represents the median stanine and the letter indicates the type of score pattern.
The letter score patterns are: A, B, C or E.
The median stanine is the middle stanine when the individual battery stanine scores are listed in numerical order.
The letter indicates the general form of the student’s score pattern. The symbols in parenthesis indicate a student’s relative strength (+ scores) or relative weakness (- scores).

9. Percentile and Stanine Descriptions
Very High
96-99 9
Above Average
89-95 8
77-88 7
Average
60-76 6
41-59 5
24-40 4
Below Average
12-23 3
5-11 2
Very Low
1-4 1
This table provides a description of all percentile and stanine score ranges and the accompanying verbal descriptor. Please note the scores highlighted in red are the general ranges considered for AIG identification.
The Percentile Rank scale ranges from a low of 1 to a high of 99. For example, if a student scores at the 52nd percentile, this indicates that his raw score on the test was higher than that of 52 percent but lower than that of 48 percent of the students in his age group. This compares the student to a national standardization group of his age, not the students in his classroom. Half the students in an age norm group fall between the 24th and 76th percentiles, and this is considered average for the age group.

10. Student Profiles A Profile – all subtest scores are roughly the sAme
B Profile – one subtest score is either aBove or
Below the other two subtest scores
C Profile – two subtest scores Contrast indicating a
relative strength and a relative weakness
E Profile – the difference between the high and low subtest scores is Extreme

11. Raw Scores Number of Items = the number of questions on the subtests.
Number Att. (attempted) = the number of questions the student answered.
Number Correct = the total number of items the student answered correctly.

12. National Grade Scores
The grade scores compare the student to other students at the same grade level nationally.
Grade scores are NOT used for identification since students in a given grade may vary greatly in terms of their age.

13. The Next Step……..
Students with an age-based Composite or subtest battery score at or above the 85th percentile (85%) are eligible to take the Iowa Assessments (Iowa).
Parents will receive a permission form that must be signed and returned to the school before the student can take the Iowa.
Any age-based battery score or composite score of 85% or higher on the CogAT qualifies students to take the Iowa in the 3rd grade.
Parents must give permission for their student to take the Iowa. Students taking the Iowa will be assessed in reading and mathematics.
The Iowa is a standardized achievement test that appraises skills that are directly taught and practiced in school.

14. AIG Identification The CogAT and Iowa scores are reviewed.
Additional factors (Informal Indicators) are considered in determining AIG eligibility. These factors include student interest, motivation, classroom performance, third grade Explorers’ work samples, parent and teacher checklists, etc.
The overall profile of the student is considered in the overall identification process.
Data from the entire third grade first semester is used as part of the AIG identification process. Identification is a year-long process and includes data and work samples collected from the Third Grade Explorers’ lessons as well as the third grade classroom.
Parent input is important, and so parents will be asked to complete a checklist during this AIG identification process describing gifted learning behaviors demonstrated by their child.
Parents should provide specific examples of gifted behaviors observed at home and/or samples of work products when submitting the AIG Parent checklist.

15. Additional Steps in the AG Identification Process
School Based Committee for Gifted Education (SBCGE) meets to nominate and refer students.
Parents sign and return the Consent For Evaluation.
Formal and Informal data are compiled.
SBCGE makes final recommendations for reading and/or math identification and level of service.
Parents must sign the Consent For Evaluation before the SBCGE can access the CogAT and IOWA data on a student. The Consent for Evaluation gives parent permission for the SBCGE to use the available CogAT and IOWA scores to determine the need for differentiated services within the Academically or Intellectually Gifted Program.

16. AIG Identification Process continued….
SBCGE recommendations from schools are reviewed by the AIG Program Central Services Committee.
Parents are informed of the final AIG recommendations during 2nd semester.
AIG service begins in the second half of the 3rd grade year after the ISP has been approved and parents sign and return the Initial Consent for Service.

17. AIG Program and Testing Information
Test Coordinator: Sobia Estrela
School Counselor: Meliene Bawden
3rd Grade Classroom Teachers: C. Cadman, R. Craft, M. Fonalledas, G. Pascarella, L. Proven
AIG Resource Teacher: Sobia Estrela
AIG Parent Guide
AIG Program Website:
AIG Program Office: Crossroads 1
5625 Dillard Drive, Cary,