Mrs. Kathleen Gibson

PACE Program for Challenge and Enrichment


My telephone extension is 4266.

Prueba para Aptitud de Conocimiento
Esta primavera, TODOS los estudiantes de 2do grado serán evaludados por medio de una Prueba de Habilidades Cognitivas, para determinar su aptitud de procesar su conocimiento. Está prueba de habilidad cognitiva o conocimiento mide el desempeño y rendimiento en varias áreas o capacidades mentales del estudiante. Estas pruebas incluyen otros aspectos que miden el nivel intelectual y el rendimiento del estudiante en forma más detallada tales como la aptitudud numérica y verbal, resolución de problemas y razonamiento las cuales anticipan su desempeño escolar en los programas educativos para que los maestros puedan reconocer las áreas fuertes que los estudiantes tienen e identificar maneras en que ellos logren desarrollar las habilidades de pensar más profundamente o críticamente.

La fecha de la prueba para la escuela de su estudiante es a partir del 27 al 31 de marzo, 2016.
Si usted prefiere que su estudiante no sea evaluado en esta prueba, por favor de informar al maestro (a) de su hijo (a) antes de la fecha de la prueba.

Si usted tiene preguntas adicionales, por favor, póngase en contacto, Gina Mason - o 435-645-5600 ext 3083.

Cognitive Ability Testing

This spring, ALL 2nd grade students will participate in a Cognitive Abilities Screener Test. Cognitive ability tests measure a student's overall ability across a broad range of mental capabilities. A Cognitive ability test is not an achievement test. Another basis for using a cognitive ability test is to assess students’ reasoning and problem-solving abilities to help guide appropriate placement into the district Program for Academic Achievement and Enrichment (PACE). For more information on the PACE program please visit the district web page link

Your school’s testing date is March 27 – March 31, 2017
If you would prefer your child not be tested, please inform your child’s teacher prior to the test date.

If you have additional questions, please contact Gina Mason at or 645-5600 ext 3083.

Identification Information

In Park City School District we recognize academically gifted and

talented students are those with outstanding academic ability or those

who show the potential for performing at remarkably high levels of

academic accomplishment when compared with others of their age,

experience or environment. These students need program modifications

to receive an appropriate education. The distinction between gifted and

talented is individual for each student and is based upon the severity of

need. Needs of moderately talented students may well be met through

enrichment opportunities within the regular school program. By

contrast, the needs of some profoundly gifted students might only be

met in a specialized district-wide program. These extremes define a

continuum of need between moderately talented and profoundly gifted.

Each academically gifted or talented student needs to be placed

appropriately on this continuum.

Park City Programming services are a leveled model. (See flyer) We

recognize intellect in the following domains.

General or Specific Intellectual Ability:

Intellectual ability is exceptional capability or potential recognized

through cognitive processes (e.g., memory, reasoning, rate of learning,

spatial reasoning, ability to find and solve problems, ability to

manipulate abstract ideas and make connections).

Specific Academic Aptitude:

Specific academic aptitude is exceptional capability or potential in an

academic content area(s) (e.g., a strong knowledge base or the ability to

ask insightful, pertinent questions within the discipline).

All academic areas should be considered. (Typically served in our Level

II enrichment and our Middle School Cluster model)

Assessment Procedures

Park City School District uses multiple measures to identify for general

intellectual ability or specific academic aptitude. These measures help to

determine the level of service that is necessary for a student to continue

appropriate academic growth.

Selection Process:  

The Elementary and Secondary Testing selection process is a multi-

component format designed to provide comparative rankings for all students

being considered for the PACE programs.  Placement in Level III services is

offered to the top 5-8% percent of students who participate in testing for

their grade level.

Cognitive Abilities Test (CogAT)-- (2 nd grade and 5 th grade ):  

The Cognitive Abilities Test (CogAT) measures students' general and

specific learned reasoning abilities in the three areas most linked to

academic success in school:  Verbal, Quantitative, and Nonverbal. Three

different subtests are used to measure each area of ability, for a total of nine

subtests.  Use of a different item format on each subtest ensures that scores

for each battery are not unduly affected by performance on a particular item

type.  Students are given the CogAT level recommended for assessment of

high ability students for their grade.  Using this level of the test removes the

"ceiling effect" and allows for more of a spread in student performance for

ranking purposes.  All students are screened at the 2 nd grade level. Students

who score at the 80 th percentile or higher locally move onto additional

assessments, including the full CogAT battery. In the beginning of the 5 th

grade year all students are given the full battery.   

District Benchmark Assessments-

Students demonstrating scores in the Highly Proficient range consistently

across content areas are considered.

State Criteria Referenced Assessments:

Students ranking in the top 10% in there current grade level, district wide,

across all content areas or in an area of specific academic aptitude are


TEACHER Referral Form:

The student's classroom or PACE specialist completes a referral form for the

student, giving the teacher's perspective on the student's overall academic

ability, creativity, and task commitment.

Additional Information may be considered

Placement Process:

Upon completion of scoring, the above components are entered into a

student database where a committee of certified teachers/administrators who

review individual subtest scores analyzes student’s scores.  Scores at 96

percentile and higher locally in all CogAT subtests are offered placement

with support of the benchmark assessments and teacher referral.   Final

placement decisions are made at the school level.

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