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The case study describes challenges with earlier achievement and nonverbal figural assessments, including time burden and demographic imbalance in gifted identification. By using CogAT data for all students, the district improved proportions in the gifted pool, reduced over- and under-identification concerns, strengthened Gen Ed teacher training, and better supported under-resourced learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cogat-case-study-a-playbook-for-advancing-equity-and-inclusion-in-gifted-programs/507418/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cogat-case-study-a-playbook-for-advancing-equity-and-inclusion-in-gifted-programs/507418.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-05",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did Richardson ISD adopt CogAT for universal screening?","Question",{"text":112,"@type":113},"Richardson ISD needed a tool to universally screen students and measure reasoning ability and learning potential. The goal was to make identification more equitable and inclusive across diverse, under-resourced campus populations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What limitations did Richardson ISD see in earlier assessment approaches?",{"text":117,"@type":113},"Earlier approaches using achievement batteries and separate “nonverbal” figural reasoning tests were time-consuming and did not reliably reflect student potential. Achievement-focused gatekeeping also contributed to demographic imbalances in gifted placement.",{"name":119,"@type":110,"acceptedAnswer":120},"How did universal screening change gifted identification outcomes?",{"text":121,"@type":113},"Using CogAT in both 2nd and 6th grades, along with multiple norming pathways, helped adjust the proportionate makeup of the gifted pool. It also alleviated concerns about over- and under-identification while enabling broader instructional and teacher-training use of CogAT data.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},507418,1791284353,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CogAT® Case Study: A playbook for advancing equity and inclusion in gifted programs  \nExecutive Summary  \nRichardson Independent School District- the second most diverse district in greater Dallas/Fort Worth metro area-needed a tool for universal screening and to measure each student’s reasoning ability and potential for learning. Since selecting the Cognitive Abilities Test™(CogAT) nine years ago, Richardson ISD has not only transformed its identification process to be more equitable and inclusive through the use of universalscreening and local norms, it has also increased the number of 2nd-grade students identified by nearly tenfold at one Title I campus.  \nRichardson Independent School District Quick Facts  \nAmong the 150 largest districts in the nation  \nSixth most diverse district in Texas, out of 1,000 school districts  \n~38,000 students across 55 campuses  \n32% English-as-aSecond-Language (ESL)  \n21% Black students  \n29% White students  \n37%  \nHispanic students  \n55% of students across the district are on free and reduced lunch  \nChallenges  \nWith nearly 38,000 students in the district spanning 55 campuses, no two schools are the same and one size does not fit all for Richardson ISD. Using both an achievement battery and a figural reasoning test proved time-consuming and ultimately inadequate when it came to evaluating the ability and potential for learning of students across a diverse district where many students are under-resourced.  \nBased on an analysis of the district’s demographics, the group identified for gifted and talented programming was noticeably imbalanced proportionate to the student population. Richardson ISD needed a better solution that would help them equitably assess student potential while equipping educators with the tools to best recognize and nurture their students’ raw talent.  \nOverview of Solutions  \nRichardson ISD currently utilizes the evidence-based practice of universal screening with CogAT for all students in both 2nd and 6th grades. Utilizing multiple norming pathways for the test results, Richardson ISD was able to dramatically change the proportionate makeup of the identified pool of their gifted and talented students while alleviating concerns about over- and under-identification. Additionally, they found ways to inform instructional design, bolster Gen Ed teacher training, and strengthen programs for under-resourced students by putting CogAT data to use for all students – not just those identified for gifted and talented services.  \n“One Size Does Not Fit All” in Texas’ Sixth-Most Diverse District  \nWith 55 campuses spread throughout small, suburban neighborhoods and across the urban metroplex of Dallas, Richardson ISD – the sixth-most diverse school district in Texas – is comprised of a variety of school configurations, in which no two schools are the same.  \nThere are almost 38,000 students in Richardson ISD, 55% of whom are on free and reduced lunch (FRL) . Some campuses have very few FRL students while nearly all students receive FRL at other campuses. Approximately 32% of students across the district are English learners with additional needs for language support and instruction.  \nWith a broad range of demographics across its schools, Monica Simonds, Director of Advanced Learning Programs and Services for Richardson ISD, knew her district needed a more robust tool to reliably assess the unique abilities of students and promote equity and inclusivity across the district.  \nGlobal Ability Over Achievement  \n“Gatekeepers”  \nWhen Ms. Simonds was introduced to CogAT  \nnine years ago, she directed her department to  \nmake the shift in assessments immediately and never looked back. Prior to selecting CogAT and expanding universal screening, Richardson ISD was using separate achievement and ”nonverbal” figural reasoning tests for their talent identification process.  \n37%  \nof students across the district are English learners with additional needs for language support and instruction. ","cbCaiaakxIK89Nla","https://ap.wps.com/l/cbCaiaakxIK89Nla","pdf",485190,"English","# Executive Summary\n# Richardson Independent School District Quick Facts\n# Challenges\n# Overview of Solutions\n# “One Size Does Not Fit All” in Texas’ Sixth-Most Diverse District\n# Global Ability Over Achievement\n# How Universal Screening and Local Norms Created a More Equitable District","[{\"question\":\"Why did Richardson ISD adopt CogAT for universal screening?\",\"answer\":\"Richardson ISD needed a tool to universally screen students and measure reasoning ability and learning potential. The goal was to make identification more equitable and inclusive across diverse, under-resourced campus populations.\"},{\"question\":\"What limitations did Richardson ISD see in earlier assessment approaches?\",\"answer\":\"Earlier approaches using achievement batteries and separate “nonverbal” figural reasoning tests were time-consuming and did not reliably reflect student potential. Achievement-focused gatekeeping also contributed to demographic imbalances in gifted placement.\"},{\"question\":\"How did universal screening change gifted identification outcomes?\",\"answer\":\"Using CogAT in both 2nd and 6th grades, along with multiple norming pathways, helped adjust the proportionate makeup of the gifted pool. It also alleviated concerns about over- and under-identification while enabling broader instructional and teacher-training use of CogAT data.\"}]","CogAT Case Study - A Playbook for Advancing Equity and Inclusion in Gifted Programs | PDF",1791177356,13]