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The process explains how classroom teachers use CCAT results and subsequent Gifted Rating Scale and School Support Team review, moving beyond a single IQ criterion to a multi-criterion, multi-step model. It defines screening tools and probability thresholds that guide recommendations for further testing, including potential use of WISC-V.",{"@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/toronto-district-school-board-universal-screening-process-for-all-grade-3-students-information-for-parents-mayjune-2016/501511/",{"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/toronto-district-school-board-universal-screening-process-for-all-grade-3-students-information-for-parents-mayjune-2016/501511.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Universal Screening Process for Grade 3 students?","Question",{"text":112,"@type":113},"It provides classroom teachers with strengths and needs information (classroom profile) and improves equitable access to differentiated programming. It also aligns giftedness identification processes with other boards across the province.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which screening tools are used, and when are they administered?",{"text":117,"@type":113},"The Canadian Cognitive Abilities Test (CCAT) is administered in the early fall of Grade 3 to all Grade 3 students. Students meeting CCAT criteria proceed to an In-School Team (IST) stage that includes a Gifted Rating Scale completed by classroom teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What thresholds on CCAT and the Gifted Rating Scale determine next steps?",{"text":121,"@type":113},"CCAT percentile scores across Verbal, Nonverbal, and Quantitative Indices are combined into a composite score used to determine whether a student should be recommended for a GRS. On the Gifted Rating Scale (GRS–S), students meeting CCAT criteria and scoring at or above the High Probability range on any of six dimensions are recommended for an individual psychological test.","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},501511,1791559803,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Toronto District School Board  \nUniversal Screening Process for all Grade 3 Students  \nInformation for Parents  \nMay/June 2016  \nRationale  \nThe New Screening Process Will:  \n1. Provide information to classroom teachers in terms of strengths and needs (classroom profile) so that teachers can better program for all students in their class  \nRationale Cont‘d  \n2. Improve equity of access for all students to differentiated programming  \n• Including a universal screener will better ensure equitable opportunities for each child to be considered for differentiated programming  \nRationale Cont‘d  \n3. Align current processes for identifying students with an exceptionality of giftedness, with other Boards across the province  \n• Move beyond the current single criterion of IQ score to a multi-criterion and multi-step model. This attempts to capture students who possess a broad range of characteristics which may be associated with the exceptionality of giftedness, such as creativity and academic excellence.  \nScreening Tool Being Used-Canadian Cognitive Abilities Test (CCAT)  \nAssessment Considerations  \n1. Gifted Screening Parental Consent Forms will be sent home for signature by  \nparents/guardians  \nScreening Tool Being Used-Canadian Cognitive Abilities Test (CCAT) Cont’d  \n2. Administered in the early fall of Grade 3  \n• All Grade 3 students will be offered the CCAT  \n• This is a paper/pencil group test administered by classroom teachers  \nScreening Tool Being Used-Canadian Cognitive Abilities Test (CCAT) Cont’d  \n3. Students meeting criteria on CCAT will be considered through In-School Team (IST) for the next step in the process. This will include a Gifted Rating Scale completion by classroom teachers  \n4. Students meeting criteria on Gifted Rating Scale, after meeting criteria on CCAT, will go forward through School Support Team (SST) to be considered for an enhanced IEP or individual intelligence testing using the Wechsler Intelligence Scale for Children (WISC-V)  \nScreening Tool Being Used-Canadian Cognitive Abilities Test (CCAT) Cont’d  \n5. After the WISC-V has been completed, the  \ninformation will be brought forward through the School Support Team (SST) regarding next steps  \nCriterion for Canadian Cognitive Abilities Test – CCAT Criterion  \nCCAT Criterion – Specific Criterion Being Reviewed:  \n• Percentile scores on the Verbal, Nonverbal and Quantitative Indices will provide a composite score  \n• This will be used to determine whether a student should be recommended for a GRS  \nGifted Rating Scale – GRS Criterion  \nGifted Rating Scale – School Form (GRS–S) Suggested Criterion:  \nStudents who meet CCAT criterion and who also obtain a GRS-S score at or above the High Probability range on any of the scale’s 6 dimensions will be recommended for an individual psychological test.  \n• A score below 69th percentile indicates a low probability of being identified as gifted;  \n• A score between 69th–83rd percentile indicates a moderate probability of being identified as gifted;  \n• A score between 84th–97th percentile indicates a high probability of being identified as gifted;  \n• A score above 98th+ percentile indicates a very high probability of being identified as gifted.","cbCaipWARRM40XGA","https://ap.wps.com/l/cbCaipWARRM40XGA","pdf",1069940,17,"English","# Rationale\n## The New Screening Process Will\n# Screening Tool Being Used\n## Canadian Cognitive Abilities Test (CCAT)\n## Assessment Considerations\n# Criterion and Suggested Thresholds\n## CCAT Criterion\n## Gifted Rating Scale (GRS-S) Suggested Criterion","[{\"question\":\"What is the purpose of the Universal Screening Process for Grade 3 students?\",\"answer\":\"It provides classroom teachers with strengths and needs information (classroom profile) and improves equitable access to differentiated programming. It also aligns giftedness identification processes with other boards across the province.\"},{\"question\":\"Which screening tools are used, and when are they administered?\",\"answer\":\"The Canadian Cognitive Abilities Test (CCAT) is administered in the early fall of Grade 3 to all Grade 3 students. Students meeting CCAT criteria proceed to an In-School Team (IST) stage that includes a Gifted Rating Scale completed by classroom teachers.\"},{\"question\":\"What thresholds on CCAT and the Gifted Rating Scale determine next steps?\",\"answer\":\"CCAT percentile scores across Verbal, Nonverbal, and Quantitative Indices are combined into a composite score used to determine whether a student should be recommended for a GRS. On the Gifted Rating Scale (GRS–S), students meeting CCAT criteria and scoring at or above the High Probability range on any of six dimensions are recommended for an individual psychological test.\"}]","Toronto District School Board - Universal Screening Process for all Grade 3 Students - Information for Parents May/June 2016 | PDF",1791020045,43]