HOPE scores for 2E student

[Anonymous]

I have a 2E DC with pretty severe ADHD that just got accepted to AAP. I requested her packet just out of curiosity and not surprisingly her HOPE scores were pretty bad. The academic ones are generally OK (2 Always and 1 Almost Ways), but the social ones are all Sometimes and Rarely.
She did get in likely because of perfect test scores (160 NNAT, 150 COGAT, 99% I ready). But I have another 2E DC that will be rising 1st grader who will likely get similar HOPE scores as her. I feel the HOPE scales naturally create a disadvantage for 2E kids. How can I help them thrive? Also do folks recommend 504 plans for these kids? I've asked the school they recommended me not to because "504 does not provide any additional accommodation than what she currently gets". But maybe something on document can help make things official?

[Anonymous]

Yes you absolutely need a 504 plan. It’s bizarre to me that the school would discourage it. The 504 will document the accommodations and ensure that everyone in involved (teachers, aides, admin) understands and can implement the 504. It can be changed year to year as needed and may serve as evidence that an IEP is necessary down the road.

For the HOPE, since it was recently implemented, a lot of the scores I’ve heard are very low in some categories. I wouldn’t sweat it too much. Level IV is filled to the brim with 2E kids.

[Anonymous]

When the central screening committee was trained we looked specifically at how 2E kids might score very low on certain HOPE attributes, with sample profiles. FCPS is looking to include 2E kids in full time, not exclude.

[Anonymous]

Anonymous wrote:When the central screening committee was trained we looked specifically at how 2E kids might score very low on certain HOPE attributes, with sample profiles. FCPS is looking to include 2E kids in full time, not exclude.

Then they should have never included the HOPE, it screens out SN profiles.

[Anonymous]

Anonymous wrote:

Anonymous wrote:When the central screening committee was trained we looked specifically at how 2E kids might score very low on certain HOPE attributes, with sample profiles. FCPS is looking to include 2E kids in full time, not exclude.

Then they should have never included the HOPE, it screens out SN profiles.

DP. No, it doesn't. You are misunderstanding the PP. A "good" HOPE score is not all Always and a bad HOPE score is not some Nevers. The HOPE scores are less direct than the old GBRS, which is probably a good thing.

[Anonymous]

Anonymous wrote:When the central screening committee was trained we looked specifically at how 2E kids might score very low on certain HOPE attributes, with sample profiles. FCPS is looking to include 2E kids in full time, not exclude.

color me skeptical because this seems like it was designed to do the opposite

[Anonymous]

Anonymous wrote:When the central screening committee was trained we looked specifically at how 2E kids might score very low on certain HOPE attributes, with sample profiles. FCPS is looking to include 2E kids in full time, not exclude.

OP here. How would they know if a student is 2E if no 504 is documented? We didn’t specifically mention it in our referral materials.

[Anonymous]

Anonymous wrote:

Anonymous wrote:When the central screening committee was trained we looked specifically at how 2E kids might score very low on certain HOPE attributes, with sample profiles. FCPS is looking to include 2E kids in full time, not exclude.

OP here. How would they know if a student is 2E if no 504 is documented? We didn’t specifically mention it in our referral materials.

The E (for gifted) is the part that gets them into AAP, not the 2e part.

[Anonymous]

Anonymous wrote:I have a 2E DC with pretty severe ADHD that just got accepted to AAP. I requested her packet just out of curiosity and not surprisingly her HOPE scores were pretty bad. The academic ones are generally OK (2 Always and 1 Almost Ways), but the social ones are all Sometimes and Rarely.
She did get in likely because of perfect test scores (160 NNAT, 150 COGAT, 99% I ready). But I have another 2E DC that will be rising 1st grader who will likely get similar HOPE scores as her. I feel the HOPE scales naturally create a disadvantage for 2E kids. How can I help them thrive? Also do folks recommend 504 plans for these kids? I've asked the school they recommended me not to because "504 does not provide any additional accommodation than what she currently gets". But maybe something on document can help make things official?

You should absolutely get a 504 for your children. This shouldn't even be a question. For the Administrators to tell you this, it's absolutely a disservice for your child and they're just looking out for their convenience. The 504 will continue with your children as they go through their primary+secondary education. I would say it's extremely important because you have it on record and they are obligated to provide services available for 504s.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have a 2E DC with pretty severe ADHD that just got accepted to AAP. I requested her packet just out of curiosity and not surprisingly her HOPE scores were pretty bad. The academic ones are generally OK (2 Always and 1 Almost Ways), but the social ones are all Sometimes and Rarely.
She did get in likely because of perfect test scores (160 NNAT, 150 COGAT, 99% I ready). But I have another 2E DC that will be rising 1st grader who will likely get similar HOPE scores as her. I feel the HOPE scales naturally create a disadvantage for 2E kids. How can I help them thrive? Also do folks recommend 504 plans for these kids? I've asked the school they recommended me not to because "504 does not provide any additional accommodation than what she currently gets". But maybe something on document can help make things official?

You should absolutely get a 504 for your children. This shouldn't even be a question. For the Administrators to tell you this, it's absolutely a disservice for your child and they're just looking out for their convenience. The 504 will continue with your children as they go through their primary+secondary education. I would say it's extremely important because you have it on record and they are obligated to provide services available for 504s.

Thank you! I will push harder this time. I did feel pretty upset when I visited their classroom ad found out she was sitting at one of the back tables. Sitting near the teacher was one of the key accommodations we discussed with the administration.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When the central screening committee was trained we looked specifically at how 2E kids might score very low on certain HOPE attributes, with sample profiles. FCPS is looking to include 2E kids in full time, not exclude.

OP here. How would they know if a student is 2E if no 504 is documented? We didn’t specifically mention it in our referral materials.

The E (for gifted) is the part that gets them into AAP, not the 2e part.

But the other E gets them low HOPE scores that can hurt their chances of getting in. Not my DC’s case this time, but can happen.

[Anonymous]

Anonymous wrote:

Anonymous wrote:When the central screening committee was trained we looked specifically at how 2E kids might score very low on certain HOPE attributes, with sample profiles. FCPS is looking to include 2E kids in full time, not exclude.

OP here. How would they know if a student is 2E if no 504 is documented? We didn’t specifically mention it in our referral materials.

Extreme discrepancies (very high highs and low lows) on HOPE can be indications of a 2E profile. I think the two HOPE examples they showed us at training were autism spectrum and ADHD. Screeners seeing such a profile should then look closely at the entire portfolio and be sure not to needlessly exclude the child.

Lots of 2E kids mask/compensate and may not have an IEP/504.