[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-464030-105":59,"doc-detail-464030-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","gifted-screening-process-qa","Gifted Screening Process - Q&A","","FAQ-based overview of the Canadian Cognitive Abilities Test (CCAT) and the teacher-rated Gifted Rating Scale within a gifted screening process. Explains purpose and expected outcomes, including informing class profile development, supporting programming, and guiding referrals to school support teams when cognitive profiles are notably high, low, or otherwise remarkable. Covers eligibility, use for gifted exceptionality versus other needs, barrier-free administration and accommodations, teacher training for interpreting scores, and safeguards for ensuring the screening is a worthwhile investment, including literature review and consultation.",{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gifted-screening-process-qa/464030/",{"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/gifted-screening-process-qa/464030.png","ImageObject",300,407,{"name":92,"@type":93},"gewufjwa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is the screening test being conducted, and what is it meant to accomplish?","Question",{"text":112,"@type":113},"The screening test gives the teacher information to develop a class profile, helps with programming, and supports decisions about when to bring a student forward to SST for programming suggestions and possible psychology referral. It is also intended to make gifted identification more comprehensive and equitable.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Is a student required to take the test if parents do not want assessment?",{"text":117,"@type":113},"No. Parents who do not want their child screened can indicate this.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the CCAT administered to make the test barrier-free for students with different needs?",{"text":121,"@type":113},"Accommodations can follow an IEP, and potential accommodations can be discussed in an IST meeting when there is no IEP. The CCAT can be administered individually, orally (for students with reading difficulties), with assistive technology, with modified time, in shortened blocks, and with a large print version for low vision. Instructions can be repeated, extended time can be provided for ELL students when needed, and a scribe can assist when a disability prevents completing the answer document.","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},464030,1791360049,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"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},3985747882900,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","1. Why are we doing this screening test? What is it supposed to accomplish?  \n• To give the teacher information to develop a class profile.  \n• To help with programming.  \n• To help the teacher know when to bring a student forward to SST for programming suggestions and possible referral to psychology in light of high or low cognitive functioning or otherwise remarkable cognitive profiles.  \n• To make the process of identification for giftedness more comprehensive and equitable, this would reflect best practices and align with the processes of other GTA boards.  \n2. Is a student required to take the test if their parents do not want them to be assessed?  \n• No, parents who do not want their child screened can indicate this.  \n3. This screening test will give information for a possible gifted exceptionality. Will this screening test be used for other exceptionalities?  \n• The CCAT will provide information about the range of cognitive abilities. It may suggest learning profiles associated with other exceptionalities. The CCAT is a screener and a screener only. It should not be mistaken as a test for exceptionality. It will be useful in flagging students for further discussion with parents and staff at a School Support Team.  \n4. What does the Canadian Cognitive Abilities test include to ensure that the testis barrier-free to ensure students of all abilities are able to take the test?  \n• For students with an IEP, accommodations outlined in the IEP can be followed  \n• For students not having an IEP, potential accommodations can be discussed atan In School Team (IST) meeting  \n• The CCAT can be administered individually.  \n• In cases in which students have difficulty reading, the CCAT can be administered and responded to orally or with the use of assistive technology and modification of time.  \n• The CCAT can be prorated for a student who is slow at completing the test: If the number of correct responses divided by number attempted falls above a certain percentage, the student is assessed with the WISC-V.  \n• It can be administered in shortened blocks for students with attentional difficulties.  \n• The test includes a large print version which can be administered for low vision students.  \n• Glossaries or translation of instructions can be provided for students who need help with vocabulary, and time limits adjusted accordingly.  \n• The test can be administered individually or in smaller groups for students who have attentional/behavioural difficulties in large groups or with group administration.  \n• If there is a physical disability or impairment that prevents the student from completing the answer document, a scribe can work with the student.  \n• Instructions can be repeated.  \n• Extended time can be given for an ELL student on the Verbal battery if necessary to reduce the effect of a slow pace of work.  \n5. What training will teachers receive to understand the Canadian Cognitive Abilities Test scores?  \n• Teachers administering the test will be provided with information materials andwill receive training through a video presentation on all that they can do to support students before, during and after the test administration. They will also receive support in terms of understanding the scores from the testing which will help them to better program for students.  \n6. What steps have been taken to ensure that the test is money well spent? The following were carried out:  \n• A review of other tests that are used for gifted screening elsewhere. The CCATwas found to be frequently used for this purpose;  \n• Consultation with other boards that have used this test for any difficulties/challenges and experiences that they have had with this teacher administered group test;  \n• A survey across the province of the gifted process, and of the screening measures that were used at their boards;  \n• A review of literature around gifted identification.  \n7. How can the Canadian Cognitive Abilities Test and Gifted Rating Scale determine whether o","cbCairAOQ4A9QOSo","https://ap.wps.com/l/cbCairAOQ4A9QOSo","pdf",70770,"English","# Screening test purpose and use\n## Student eligibility and assessment limits\n## Scope beyond gifted exceptionality\n# Accessibility and accommodations\n## Barrier-free administration methods\n## Assistive technology, formats, and timing\n# Scoring, training, and decision process\n## Interpreting CCAT and Gifted Rating Scale\n## Teacher training for scores\n## Ensuring the screening is money well spent\n# Timing and rationale\n## Why Grade 3 testing\n# Special needs administration\n## Dyslexia and visual impairment\n## Reading difficulties in Grade 3","[{\"question\":\"Why is the screening test being conducted, and what is it meant to accomplish?\",\"answer\":\"The screening test gives the teacher information to develop a class profile, helps with programming, and supports decisions about when to bring a student forward to SST for programming suggestions and possible psychology referral. It is also intended to make gifted identification more comprehensive and equitable.\"},{\"question\":\"Is a student required to take the test if parents do not want assessment?\",\"answer\":\"No. Parents who do not want their child screened can indicate this.\"},{\"question\":\"How is the CCAT administered to make the test barrier-free for students with different needs?\",\"answer\":\"Accommodations can follow an IEP, and potential accommodations can be discussed in an IST meeting when there is no IEP. The CCAT can be administered individually, orally (for students with reading difficulties), with assistive technology, with modified time, in shortened blocks, and with a large print version for low vision. Instructions can be repeated, extended time can be provided for ELL students when needed, and a scribe can assist when a disability prevents completing the answer document.\"}]","Gifted Screening Process - Q&A | PDF",1790767560,15]