Gifted and Talented/Cognitive Abilities Test

[Anonymous]

so even if the kids scores an extremely high score but was not doing his academic works very well they mite not go to GT. This is a total bull. My friend's kid had the same problem last year. The kid was getting bored and was not challenged enough and he showed total negligence to classwork and homework. But the scores were both 98 and99%. The teacher don't recommend the kid. She is appralingvthis year. See, unlikebthe adults the kids don't do certain work to impress the grown ups . They do if they like and they are challenged. If not don't blame the kid. I think for kids like that, fcos shud guve more weightage on scores.

[Anonymous]

Pp: that is the way it works. You may not like it, but they consider 5 itens equally: test scores, GBRS, work samples, parental recommendation, and social issues. One thing is some children are prepped for the test...

The best thing to do if you are not happy with the results is to get a Wisc test, and other evaluations.

[Anonymous]

Pp here: FYI, last gear, my daughter was not in the pool. Here scores were uniformly around 120. The aap resource teacher and the second grade teacher thought that the testing did not reflect her ability, and strongly encouraged us to submit the package.

She was admitted, and seems to be doing well at the aap center (which is also her base school)

[Anonymous]

PP, what did you include in you parent referral package. We are having the same issue here, DD is a bright child and always gets mostly Os and some Gs on her report card and class tests. I was so looking forward to her making it to the screening pool, but she ended up with scores around 120 on both test.

Last year her NnAT score was in 98th percentile so it's really shocking for us to have her in the 85th percentile this year, especially when we know that after looking at her abilities and interests we were providing her even more education enriched and challenging environment at home.

To those, who ask why are all the parents fretting over their kids getting into AAP center; go check the SOL scores kids at these AAP schools get and you will have the answer. A better education for their child is every parents' dream.

[Anonymous]

Best thing to do s to talk to the teacher/ aap resource teacher. With them on board, they can help you. Without them on board, it will be difficult

[Anonymous]

Anonymous wrote:To those, who ask why are all the parents fretting over their kids getting into AAP center; go check the SOL scores kids at these AAP schools get and you will have the answer.

The SOLs are a joke. Those scores are an absolute floor for AAP kids and a whole lot of other kids.

[Anonymous]

The SOLs are not the reason to go to an AAP center. The real reason is the teaching methods. The project based learning is so much more fun. The kids stay interested. My child is a visual/spatial learner and some of the methods used have been more geared to her learning style.

The peer group is also fantastic. The social part seems so much better for my DD.

[Anonymous]

Anonymous wrote:The peer group is also fantastic. The social part seems so much better for my DD.

ITA. That's the big difference between an AAP Center and most Local Level 4 classes that are offered at base schools.

[Anonymous]

Hello,

Does anyone have any idea how many kids from each school will sent to the GT centre full time and how many kids will be chose for the in house (level 3) GT program?

Thanks in advance for taking time in posting reply.

[Anonymous]

Anonymous wrote:Hello,

Does anyone have any idea how many kids from each school will sent to the GT centre full time and how many kids will be chose for the in house (level 3) GT program?

Thanks in advance for taking time in posting reply.

As many as qualify are found Center eligible. Parents can decide whether or not to send their child to the Center as eligibility can be used anytime between 3rd and 8th grade. Those that are not found Center eligible usually (but not always) are selected by the local school to have Level 3 services.

http://www.fcps.edu/DIS/gt/faqs.html

What happens if my child is found eligible for the full-time AAP (level IV) center program but chooses not to attend the designated center or receive Local Level IV Services?
Students found eligible for the full-time AAP (level IV) center program may defer eligibility by noting so on the parent/guardian Permission Form. Students may activate their eligibility status at a later date by submitting the Reactivation Form to the Advanced Academic Programs Office and including a copy of the eligibility letter. The Reactivation Form is available at www.fcps.edu/DIS/gt/forms.html. Students may also be considered for school-based services at the local school.



Part-Time AAP Services (Level III)

How are students identified for the grades 3-6 part-time AAP services (levels II and III)?
All students are considered for school-based services on an ongoing basis. Parent/guardians of students currently enrolled in FCPS may also initiate screening for the school-based program by submitting the AAP School-Based Services (Levels II-III) Referral Form to the school's Advanced Academic Resource Teacher. The Local School Advanced Academic Screening Committee considers ability and achievement test scores, the Gifted Behavior Rating Scale (GBRS), progress reports, and parent/guardian input to determine the need for advanced academic services.

Who serves on the Local School Advanced Academic Programs Screening Committee?
The Local School Advanced Academic Programs Screening Committee consists of at least three people to include the Advanced Academic Resource Teacher, principal/administrator designee, and classroom teacher(s). A guidance counselor, reading teacher, media specialist, ESOL teacher, and/or other specialists may also serve on the committee.


What are the school-based services for students in grades 3-6?
Advanced Academic school-based services are delivered to eligible students in grades 3-6 through a collaborative model that supports a continuum of advanced academic services. The model is designed to strengthen direct services for advanced learners and to enhance the quality of instruction offered to all students. The Advanced Academic Resource Teachers collaborate with classroom teachers to design differentiated lessons that challenge students to learn at a faster rate, think on a higher level, and/or study sophisticated and complex content through extensions of the FCPS Program of Studies for students identified for differentiated lessons in areas of academic strength (level II). Students identified for school-based (level III) services receive direct services from the Advanced Academic Resource Teacher either in a pull-out program or through small-group interaction within the general education classroom.

[Anonymous]

95% is great, but it may not be enough. I think the pool is normally from those in 97% and higher brackets. There's that many kids in our region where, as crazy as it seems, 95% is just not that outstanding.

I'm sorry your child is having so many issues with the teacher.

[Anonymous]

Anonymous wrote:Pp: that is the way it works. You may not like it, but they consider 5 itens equally: test scores, GBRS, work samples, parental recommendation, and social issues. One thing is some children are prepped for the test...

The best thing to do if you are not happy with the results is to get a Wisc test, and other evaluations.

I am in the process of putting together the Parental Recommendation (optional) and the samples of work (also optional) for my daughter's package. Being she is our first, I am a little unsure of the weighting the various evaluation criteria. Are you saying that the "optional materials" constitute 40% of the weighting for admission from the pool by the committee? Are you saying that my evaluation in the Parent Questionnaire holds equal weight to his standardized test scores? Also, what are "social issues" that you refer to and how are they scored? Where is this weighting and criteria documented?

Thanks.

[Anonymous]

I don't think that is true. The committee doesn't specifically weight anything 20% or 40%. There is no documentation anywhere about the percentages they assign to anything. They look at everything in the packet. The test scores are obviously very important since they are a direct comparison between all of the children. Look at the summary screening sheet that is on the AAP website. It shows how the school is to order all the information that they send to the committee. It is probably very telling as to what is important to them. The order on the sheet is GBRS, test scores, additional test scores, progress reports, parent questionaire, work samples.

[Anonymous]

Anonymous wrote:I don't think that is true. The committee doesn't specifically weight anything 20% or 40%. There is no documentation anywhere about the percentages they assign to anything. They look at everything in the packet. The test scores are obviously very important since they are a direct comparison between all of the children. Look at the summary screening sheet that is on the AAP website. It shows how the school is to order all the information that they send to the committee. It is probably very telling as to what is important to them. The order on the sheet is GBRS, test scores, additional test scores, progress reports, parent questionaire, work samples.

You can have the best package-parent questionaire, work samples, and etc.....however, commitee does not have time to look through everything. To them, it's all about numbers-as in numbers game-they want to see above 98% on test scores plus high GBRS score. This information came from very reliable source. In my opinion, GBRS is the most important score they look at.

[Anonymous]

You can have the best package-parent questionaire, work samples, and etc.....however, commitee does not have time to look through everything. To them, it's all about numbers-as in numbers game-they want to see above 98% on test scores plus high GBRS score. This information came from very reliable source. In my opinion, GBRS is the most important score they look at.

I agree that GBRS is very very important but they do look at the rest of the file and kids certainly get in with scores lower than 98th percentile. One of my kids got in with 96th percentile scores (and very high GBRS and a very strong file overall). My other child was in the pool with 98-99th percentile scores and also got in, again also with a high GBRS.