GT notification letters

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The rampant misinformation on so many threads on DCUM is terrible. The GT letter is used by home schools to identify kids for enrichment in math and/or literacy. This enrichment is not lottery based.

This is just PR. Have you been to classrooms or spoke to your child at MCPS? There is no enrichment happening at the local schools anymore. No cohorts for reading and math either. I have to wonder what enrichment are you talking about?

Yes, my child has had pull outs for math, and literacy enrichment was through small group. Could it be better? Absolutely. The point is that he was identified for enrichment based on the GT letter. The quality of enrichment leaves much too be desired, but it's better than nothing and he enjoyed the pullouts.

GT designation is not meaningless. That’s what we had thought though that its meaningless. Unfortunately it is used for literacy enrichment and assigning reading groups. My DC has been a strong reader from a very young age. Was always placed in the highest reading groups from K-2, but did not get GT designation (because if missing data) in 2nd and was blindly placed in the lowest group in 3rd grade. When I approached the teacher I was told only the GT kids get to read chapter books in reading groups. It didn’t matter that my DC had a high MAP R score or the fact that DC was actually an awesome reader. So yeah the designation is not meaningless. It is being used to widen the achievement gap between the lowest and the highest reading groups.

What data was missing?

Anyway if your kid is an amazing reader then she's already on the high side of the achievement gap and doesn't need one more book per quarter.

Teacher’s don’t assign reading groups or materials based on GT designation. If the teacher is doing this what you have is a teacher problem. That should be discussed with the teacher and then administration.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The rampant misinformation on so many threads on DCUM is terrible. The GT letter is used by home schools to identify kids for enrichment in math and/or literacy. This enrichment is not lottery based.

This is just PR. Have you been to classrooms or spoke to your child at MCPS? There is no enrichment happening at the local schools anymore. No cohorts for reading and math either. I have to wonder what enrichment are you talking about?

Yes, my child has had pull outs for math, and literacy enrichment was through small group. Could it be better? Absolutely. The point is that he was identified for enrichment based on the GT letter. The quality of enrichment leaves much too be desired, but it's better than nothing and he enjoyed the pullouts.

GT designation is not meaningless. That’s what we had thought though that its meaningless. Unfortunately it is used for literacy enrichment and assigning reading groups. My DC has been a strong reader from a very young age. Was always placed in the highest reading groups from K-2, but did not get GT designation (because if missing data) in 2nd and was blindly placed in the lowest group in 3rd grade. When I approached the teacher I was told only the GT kids get to read chapter books in reading groups. It didn’t matter that my DC had a high MAP R score or the fact that DC was actually an awesome reader. So yeah the designation is not meaningless. It is being used to widen the achievement gap between the lowest and the highest reading groups.

What data was missing?

Anyway if your kid is an amazing reader then she's already on the high side of the achievement gap and doesn't need one more book per quarter.

Missing data was spring map rf in 2nd grade. It was due to some tech issues that my kids test ended abruptly without him finishing the test in 2nd grade. The teachers/staff tried to restart the test for him but apparently it said that the test is already completed. Hence the missing data.
But this year in 3rd grade he was identified as gifted, based on map scores.

[Anonymous]

I’ve heard the GT designation helps MS and HS know which classes to put the students in, so it’s not useless.

[Anonymous]

Anonymous wrote:

Anonymous wrote:quick update. My DC who wasn’t ‘gifted’ last year due to missing data is now ‘gifted’ according to mcps. The MAP threshold for both reading and math is 80th percentile. Plus a score of 5 on some math and ELA assessments. Thought this might be helpful to someone.

It is amazing to me that MCPS continues to misunderstand how to use “multiple measures” in identifying students for enriched/accelerated instruction. You’re supposed to use all the measures holistically, giving students who may not perform well in certain ways the opportunity to show their potential and be scooped up and given a chance in accelerated instruction. Instead, MCPS uses single data points to eliminate students and gatekeep opportunities in spite of otherwise compelling data. To make matters worse, schools point fingers at Central Office and Central office points fingers at schools, leaving families gaslit about the process and criteria, and giving some students at some schools access and others with sometimes more compelling data barriers. There’s this underlying assumption that any parents questioning the inconsistencies are entitled/demanding/annoying. Really toxic and quite frankly completely unnecessary and in total opposition to all of the district’s stated and published goals on the subject.

Spot on.

[Anonymous]

I am curious if a child is tested gifted by some legit evaluation tests outside of school, and parents give them math/reading enrichment outside of school through tutors/parents. Is it considered cheating? My kid was tested 2-3 grades avove level before any enrichment on math/reading, and now the gap is getting wider. I hesitate to share the IQ test result & enrichment info. with classroom teachers about it because I don't know what they would think of parents or my kid. Developmental pediatrician recommends enrichment and we follow their recommendation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The rampant misinformation on so many threads on DCUM is terrible. The GT letter is used by home schools to identify kids for enrichment in math and/or literacy. This enrichment is not lottery based.

This is just PR. Have you been to classrooms or spoke to your child at MCPS? There is no enrichment happening at the local schools anymore. No cohorts for reading and math either. I have to wonder what enrichment are you talking about?

Yes, my child has had pull outs for math, and literacy enrichment was through small group. Could it be better? Absolutely. The point is that he was identified for enrichment based on the GT letter. The quality of enrichment leaves much too be desired, but it's better than nothing and he enjoyed the pullouts.

GT designation is not meaningless. That’s what we had thought though that its meaningless. Unfortunately it is used for literacy enrichment and assigning reading groups. My DC has been a strong reader from a very young age. Was always placed in the highest reading groups from K-2, but did not get GT designation (because if missing data) in 2nd and was blindly placed in the lowest group in 3rd grade. When I approached the teacher I was told only the GT kids get to read chapter books in reading groups. It didn’t matter that my DC had a high MAP R score or the fact that DC was actually an awesome reader. So yeah the designation is not meaningless. It is being used to widen the achievement gap between the lowest and the highest reading groups.

What data was missing?

Anyway if your kid is an amazing reader then she's already on the high side of the achievement gap and doesn't need one more book per quarter.

Completely off. The system is supposed to address the need. If a kid is ahead of their peers, it's not OK to have them coast if they show ability/intereat. That was the whole purpose of the state legislation, to require the school districts to identify that ability and meet the associated need.

MCPS pays it lip service to the state requirement with the SIPPI/GT Identification process, but neither uses measures appropriately in identification nor employs enrichments appropriately to meet the need. They have CES, ELC, accelerated math, criteria-based MS magnets and associated local courses (AIM/HIGH/whatever they might do for science & language), but these aren't linked to GT ID (placement is, generally, more restrictive), are scarce compared to the GT population and appear to be pretty variable in their implementation from school to school.

[Anonymous]

Anonymous wrote:I am curious if a child is tested gifted by some legit evaluation tests outside of school, and parents give them math/reading enrichment outside of school through tutors/parents. Is it considered cheating? My kid was tested 2-3 grades avove level before any enrichment on math/reading, and now the gap is getting wider. I hesitate to share the IQ test result & enrichment info. with classroom teachers about it because I don't know what they would think of parents or my kid. Developmental pediatrician recommends enrichment and we follow their recommendation.

Not cheating. Just not recognized/supported by MCPS.

You're fortunate to be able to provide the outside enrichment. Part of the problem with MCPS's approach is that those who aren't as fortunate might have the ability, but don't get identified beacuse they lack the exposure on which MCPS identification largely is based.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The rampant misinformation on so many threads on DCUM is terrible. The GT letter is used by home schools to identify kids for enrichment in math and/or literacy. This enrichment is not lottery based.

This is just PR. Have you been to classrooms or spoke to your child at MCPS? There is no enrichment happening at the local schools anymore. No cohorts for reading and math either. I have to wonder what enrichment are you talking about?

Yes, my child has had pull outs for math, and literacy enrichment was through small group. Could it be better? Absolutely. The point is that he was identified for enrichment based on the GT letter. The quality of enrichment leaves much too be desired, but it's better than nothing and he enjoyed the pullouts.

GT designation is not meaningless. That’s what we had thought though that its meaningless. Unfortunately it is used for literacy enrichment and assigning reading groups. My DC has been a strong reader from a very young age. Was always placed in the highest reading groups from K-2, but did not get GT designation (because if missing data) in 2nd and was blindly placed in the lowest group in 3rd grade. When I approached the teacher I was told only the GT kids get to read chapter books in reading groups. It didn’t matter that my DC had a high MAP R score or the fact that DC was actually an awesome reader. So yeah the designation is not meaningless. It is being used to widen the achievement gap between the lowest and the highest reading groups.

What data was missing?

Anyway if your kid is an amazing reader then she's already on the high side of the achievement gap and doesn't need one more book per quarter.

Completely off. The system is supposed to address the need. If a kid is ahead of their peers, it's not OK to have them coast if they show ability/intereat. That was the whole purpose of the state legislation, to require the school districts to identify that ability and meet the associated need.

MCPS pays it lip service to the state requirement with the SIPPI/GT Identification process, but neither uses measures appropriately in identification nor employs enrichments appropriately to meet the need. They have CES, ELC, accelerated math, criteria-based MS magnets and associated local courses (AIM/HIGH/whatever they might do for science & language), but these aren't linked to GT ID (placement is, generally, more restrictive), are scarce compared to the GT population and appear to be pretty variable in their implementation from school to school.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:I am curious if a child is tested gifted by some legit evaluation tests outside of school, and parents give them math/reading enrichment outside of school through tutors/parents. Is it considered cheating? My kid was tested 2-3 grades avove level before any enrichment on math/reading, and now the gap is getting wider. I hesitate to share the IQ test result & enrichment info. with classroom teachers about it because I don't know what they would think of parents or my kid. Developmental pediatrician recommends enrichment and we follow their recommendation.

Not cheating. Just not recognized/supported by MCPS.

You're fortunate to be able to provide the outside enrichment. Part of the problem with MCPS's approach is that those who aren't as fortunate might have the ability, but don't get identified beacuse they lack the exposure on which MCPS identification largely is based.

Pp here. I also think that outside tutoring/enrichment may not be supported/recognized by MCPS, and that's why we keep that to ourselves. We have brought up the this if school would provide any enrichment for kids like that, teacher never answer my questions directly because there is no supports. I understand why they want to provide resources to help kids that are falling behind, but I don't understand why MCPS do not provide tips or any sort of support/recognization to kids that might also need help to get further ahead.

My kid is one of those kids that are self pusher, and one of those kids that are excited to go to outside tutors for enrichment. We have not used free MCPS online tutor services because I don't know how it works or what the target groups are. We also prefer in person resources even though they are costly. The lottery based means not much to me, seem like 50% chance.

[Anonymous]

Anonymous wrote:I’ve heard the GT designation helps MS and HS know which classes to put the students in, so it’s not useless.

Nope. Test scores and grades help with Magnet admission and special HS program admission. In HS kids self select which classes they want to be in. GT designation doesn’t play a part.

[Anonymous]

In MCPS ES, teachers are supposed to know who has a GT designation and support that, accordingly. MCPS says that they do it within the framework of current-year subject-by-subject individual evaluation and within the flexibility of available curricula, but that can mean a quarter of observation before any differential approach.

If they are uncertain about the enrichments provided to their child, families can utilize GT designation to advocate. Teachers/admins will respond variably (and families will be variably responsible about the manner inwhich they engage in the first place), but there is the state law requirement to provide enrichments for those identified, and the more families that point this out, the more likely the teacher/admin is to accommodate.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:quick update. My DC who wasn’t ‘gifted’ last year due to missing data is now ‘gifted’ according to mcps. The MAP threshold for both reading and math is 80th percentile. Plus a score of 5 on some math and ELA assessments. Thought this might be helpful to someone.

It is amazing to me that MCPS continues to misunderstand how to use “multiple measures” in identifying students for enriched/accelerated instruction. You’re supposed to use all the measures holistically, giving students who may not perform well in certain ways the opportunity to show their potential and be scooped up and given a chance in accelerated instruction. Instead, MCPS uses single data points to eliminate students and gatekeep opportunities in spite of otherwise compelling data. To make matters worse, schools point fingers at Central Office and Central office points fingers at schools, leaving families gaslit about the process and criteria, and giving some students at some schools access and others with sometimes more compelling data barriers. There’s this underlying assumption that any parents questioning the inconsistencies are entitled/demanding/annoying. Really toxic and quite frankly completely unnecessary and in total opposition to all of the district’s stated and published goals on the subject.

Spot on.

This x 10000000

[Anonymous]

Anonymous wrote:quick update. My DC who wasn’t ‘gifted’ last year due to missing data is now ‘gifted’ according to mcps. The MAP threshold for both reading and math is 80th percentile. Plus a score of 5 on some math and ELA assessments. Thought this might be helpful to someone.

PP -- what grade is your DC in?

[Anonymous]

Anonymous wrote:

Anonymous wrote:quick update. My DC who wasn’t ‘gifted’ last year due to missing data is now ‘gifted’ according to mcps. The MAP threshold for both reading and math is 80th percentile. Plus a score of 5 on some math and ELA assessments. Thought this might be helpful to someone.

PP -- what grade is your DC in?

Currently 3rd. Rising 4th

[Anonymous]

Anonymous wrote:My issue with GT testing in mcps is that they’re not actually screening for giftedness. There is no cognitive assessment. They cherry pick some random grades from marking period 2 and use that to determine who is GT? Lol. No. That’a screening for good grades.

Gifted children aren’t necessarily straight A students. They are neurodivergent, they learn differently. Little to no repetition. Intuitive. Creative. Out of the box thinkers. Often intense, sensitive, emotional, passionate. They often struggle with the pace of classroom instruction. Being gifted is both wonderful and difficult.

According to mcps, gifted = a kid with good grades

Our elementary school administration said that SIPPI is a state requirement and it holds no weight in MCPS. They only do SIPPI because it's a state reporting requirement and that's the end of it.