How to ace the HOPE

[Anonymous]

No offense, but the average SAT Scores of Education Major are low comparing with other majors.

https://www.businessinsider.com/heres-the-average-sat-score-for-every-college-major-2014-10

Test is not the only thing to measure people's knowledge and capability. But, most teachers were not academically advanced when they were students. Are there enough training for teachers to learn about gifted student's traits?

[Anonymous]

Anonymous wrote:http://www.harlan.k12.ky.us/pdf/Gifted&TalentedForms/HopeScaleDirections.pdf
No joke, HOPE is racist! Teachers are being forced to assess students based on their race:

"For example, when rating your students, try to compare those from low-income families to other children from low-income families, children from African-American families to other children from African-American families, (Asian Americans children to other Asian American children, White children to other White children), etc."

What exactly does this mean?
Is it like this: school committee puts students in different groups like
Black students: Williams, Johnson, Smith, Jones,...
Indian American student: Deepak, Amir, Krishna.....
East asian orgin: Chen, Zhang, Park, Cui,
Latino group: lopez, Perez, Garcia....
Whit: Smith, Hunter,.....
Then create and apply different standards for each group?
This sounds a lot of work. Is this the reason that the process takes so long?

[Anonymous]

Anonymous wrote:

Anonymous wrote:http://www.harlan.k12.ky.us/pdf/Gifted&TalentedForms/HopeScaleDirections.pdf
No joke, HOPE is racist! Teachers are being forced to assess students based on their race:

"For example, when rating your students, try to compare those from low-income families to other children from low-income families, children from African-American families to other children from African-American families, (Asian Americans children to other Asian American children, White children to other White children), etc."

What exactly does this mean?
Is it like this: school committee puts students in different groups like
Black students: Williams, Johnson, Smith, Jones,...
Indian American student: Deepak, Amir, Krishna.....
East asian orgin: Chen, Zhang, Park, Cui,
Latino group: lopez, Perez, Garcia....
Whit: Smith, Hunter,.....
Then create and apply different standards for each group?
This sounds a lot of work. Is this the reason that the process takes so long?

Or do you have to compare low income Asian female with other low income Asian females, if you have a large enough sample set (like more than 2?)

[Anonymous]

Anonymous wrote:

Anonymous wrote:http://www.harlan.k12.ky.us/pdf/Gifted&TalentedForms/HopeScaleDirections.pdf
No joke, HOPE is racist! Teachers are being forced to assess students based on their race:

"For example, when rating your students, try to compare those from low-income families to other children from low-income families, children from African-American families to other children from African-American families, (Asian Americans children to other Asian American children, White children to other White children), etc."

What exactly does this mean?
Is it like this: school committee puts students in different groups like
Black students: Williams, Johnson, Smith, Jones,...
Indian American student: Deepak, Amir, Krishna.....
East asian orgin: Chen, Zhang, Park, Cui,
Latino group: lopez, Perez, Garcia....
Whit: Smith, Hunter,.....
Then create and apply different standards for each group?
This sounds a lot of work. Is this the reason that the process takes so long?

Yes, thanks for your understanding why it takes so long.
Specifically, teachers are required to assign a comparative rating. Let's say a latino 3rd grade child is observed to perform above grade double digit division. So, for the "7. Exhibits intellectual intensity" item they would be receiving a "Always" rating. But later in the week, another latino kid in that same class was observed to be asking an even higher math level related question, say decimal division. Now the teacher is required to assign Always to this second child, and change first student's rating to Sometimes.

“To what degree does this student exhibit the behavior as compared to other children of similar age, background, experience, culture, and/or environment?”

[Anonymous]

Anonymous wrote:

Anonymous wrote:The social factors disadvantage 2E kids who may be on the spectrum. Isn’t there legal risk here?

legal risk to who? it's tax payer money that'll foot the legal bill, if one arises, not the board member's pokets

No wonder Reid keeps asking for more budget.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:http://www.harlan.k12.ky.us/pdf/Gifted&TalentedForms/HopeScaleDirections.pdf
No joke, HOPE is racist! Teachers are being forced to assess students based on their race:

"For example, when rating your students, try to compare those from low-income families to other children from low-income families, children from African-American families to other children from African-American families, (Asian Americans children to other Asian American children, White children to other White children), etc."

What exactly does this mean?
Is it like this: school committee puts students in different groups like
Black students: Williams, Johnson, Smith, Jones,...
Indian American student: Deepak, Amir, Krishna.....
East asian orgin: Chen, Zhang, Park, Cui,
Latino group: lopez, Perez, Garcia....
Whit: Smith, Hunter,.....
Then create and apply different standards for each group?
This sounds a lot of work. Is this the reason that the process takes so long?

Yes, thanks for your understanding why it takes so long.
Specifically, teachers are required to assign a comparative rating. Let's say a latino 3rd grade child is observed to perform above grade double digit division. So, for the "7. Exhibits intellectual intensity" item they would be receiving a "Always" rating. But later in the week, another latino kid in that same class was observed to be asking an even higher math level related question, say decimal division. Now the teacher is required to assign Always to this second child, and change first student's rating to Sometimes.

“To what degree does this student exhibit the behavior as compared to other children of similar age, background, experience, culture, and/or environment?”

At the same time, what rating would a hard working latino kid who has full attendance, pays attention in class, does homework, and has no outside enrichment get: "Never" or "Rarely"?

[Anonymous]

All this HOPE comparative rating does is encourage families to enroll their students in even more outside enrichment. Likely AoPs, RSM, Kumon, Curie, etc. have endorsed this student comparison system, and may start mentioning "Always" in their ads.

[Anonymous]

Does the committee compare the HOPE scores for one student against other students by the same teacher? Or does the committee not pay attention to which teacher is filling out the HOPE form?

[Anonymous]

Anonymous wrote:Does the committee compare the HOPE scores for one student against other students by the same teacher? Or does the committee not pay attention to which teacher is filling out the HOPE form?

Everything goes into a single database/spreadsheet, allowing comparison to be made with all the info available in one place - student, ethnicity, teacher's name, class, etc. How the selection committee does the sorting and filtering within a group is closely guarded info. They have one primary objective which is to arrive at a equitable composition of students that supports a predetermined equity chart. It is anybody's guess if they also analyze teachers individually and ding them for not giving a certain number of low or high ratings for specific student groups. It's all relative and subjective ratings assignments anyway.

[Anonymous]

I don’t think you can game the HOPE scores any more than you could the GBRS scores. They are based on the Teachers and AARTs observation of your child. I suspect that they have greater weight because they can’t be gamed and pretty much everyone knows the schools were people are prepping their kids for the NNAT and CoGAT.

Send your child to school and let them be them. They will be fine in AAP or in the regular classroom. If you want to aim for a cohort that you will approve of, ie fewer poor kids and kids who are prepared for school in K, apply for a magnate program or a language immersion program.

The only real benefit to AAP in most schools is the Advanced Math component and you can get that without being in LIV.

[Anonymous]

Anonymous wrote:All this HOPE comparative rating does is encourage families to enroll their students in even more outside enrichment. Likely AoPs, RSM, Kumon, Curie, etc. have endorsed this student comparison system, and may start mentioning "Always" in their ads.

None of those programs will help with getting into AAP. Send your child if they want more math or if you are worried about them not developing a strong enough base. Other then that, the programs will help with their math grades, which a smart kid should already be getting a 4 in so it really isn’t helping with LIV placement likelihood.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Does the committee compare the HOPE scores for one student against other students by the same teacher? Or does the committee not pay attention to which teacher is filling out the HOPE form?

Everything goes into a single database/spreadsheet, allowing comparison to be made with all the info available in one place - student, ethnicity, teacher's name, class, etc. How the selection committee does the sorting and filtering within a group is closely guarded info. They have one primary objective which is to arrive at a equitable composition of students that supports a predetermined equity chart. It is anybody's guess if they also analyze teachers individually and ding them for not giving a certain number of low or high ratings for specific student groups. It's all relative and subjective ratings assignments anyway.

predetermined equity chart? ---- This is interesting.

[Anonymous]

Anonymous wrote:Well my black kid got a tons of nevers.

My black kid got a ton of Always, mostly in social. What school are you at?

HOPE process is designed to compare one black student to other black students. Process is working.

[Anonymous]

Anonymous wrote:I don’t think you can game the HOPE scores any more than you could the GBRS scores. They are based on the Teachers and AARTs observation of your child. I suspect that they have greater weight because they can’t be gamed and pretty much everyone knows the schools were people are prepping their kids for the NNAT and CoGAT.

Send your child to school and let them be them. They will be fine in AAP or in the regular classroom. If you want to aim for a cohort that you will approve of, ie fewer poor kids and kids who are prepared for school in K, apply for a magnate program or a language immersion program.

The only real benefit to AAP in most schools is the Advanced Math component and you can get that without being in LIV.

Ok. Grandpa. did you catch any fish?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:http://www.harlan.k12.ky.us/pdf/Gifted&TalentedForms/HopeScaleDirections.pdf
No joke, HOPE is racist! Teachers are being forced to assess students based on their race:

"For example, when rating your students, try to compare those from low-income families to other children from low-income families, children from African-American families to other children from African-American families, (Asian Americans children to other Asian American children, White children to other White children), etc."

What exactly does this mean?
Is it like this: school committee puts students in different groups like
Black students: Williams, Johnson, Smith, Jones,...
Indian American student: Deepak, Amir, Krishna.....
East asian orgin: Chen, Zhang, Park, Cui,
Latino group: lopez, Perez, Garcia....
Whit: Smith, Hunter,.....
Then create and apply different standards for each group?
This sounds a lot of work. Is this the reason that the process takes so long?

Yes, thanks for your understanding why it takes so long.
Specifically, teachers are required to assign a comparative rating. Let's say a latino 3rd grade child is observed to perform above grade double digit division. So, for the "7. Exhibits intellectual intensity" item they would be receiving a "Always" rating. But later in the week, another latino kid in that same class was observed to be asking an even higher math level related question, say decimal division. Now the teacher is required to assign Always to this second child, and change first student's rating to Sometimes.

“To what degree does this student exhibit the behavior as compared to other children of similar age, background, experience, culture, and/or environment?”

Guys this person is not a teacher, they are trolling you.