GT notification letters

[Anonymous]

Anonymous wrote:

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.

I’m talking about for criteria-based classes that students can’t automatically be admitted to without demonstrating they can handle them. Not talking about magnet programs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

I’m talking about for criteria-based classes that students can’t automatically be admitted to without demonstrating they can handle them. Not talking about magnet programs.

There are only two criteria based classes in MS and that is Math and Social Studies. Both of which take MAP score and grades into consideration (and previous class for math). Not GT designation.

There are criteria based HS programs. They also don’t take GT designation into account.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

I’m talking about for criteria-based classes that students can’t automatically be admitted to without demonstrating they can handle them. Not talking about magnet programs.

There are only two criteria based classes in MS and that is Math and Social Studies. Both of which take MAP score and grades into consideration (and previous class for math). Not GT designation.

There are criteria based HS programs. They also don’t take GT designation into account.

Kind of begs the question...

What are they doing to meet the MD statutory requirement to provide enriched instruction for anyone identified as GT? At all grade levels? Across subject areas? Equitably?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

I’m talking about for criteria-based classes that students can’t automatically be admitted to without demonstrating they can handle them. Not talking about magnet programs.

There are only two criteria based classes in MS and that is Math and Social Studies. Both of which take MAP score and grades into consideration (and previous class for math). Not GT designation.

There are criteria based HS programs. They also don’t take GT designation into account.

There’s a lot of misinformation on dcum, with posters speaking authoritatively about issues they don’t know much about, including this person making claims about MS and HS classes. It’s best to ask AEI directly what the GT designation entails than to rely on this site.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

I’m talking about for criteria-based classes that students can’t automatically be admitted to without demonstrating they can handle them. Not talking about magnet programs.

There are only two criteria based classes in MS and that is Math and Social Studies. Both of which take MAP score and grades into consideration (and previous class for math). Not GT designation.

There are criteria based HS programs. They also don’t take GT designation into account.

Kind of begs the question...

What are they doing to meet the MD statutory requirement to provide enriched instruction for anyone identified as GT? At all grade levels? Across subject areas? Equitably?

They’re not meeting the requirement in all schools in all subjects at all grade levels. They say things like “there are extension opportunities embedded within the 6th grade science curriculum that a teacher can have students complete if they need enrichment.” I asked my child’s science teacher if she was providing these opportunities to him. She said she was not. He’s had the GT designation forever and has 100 percent in the class with no retakes. Obviously if anyone needs enrichment he would be the example. It’s just not being provided with any fidelity.

[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.

We just got it in the mail yesterday. Not surprisingly, my 2nd grader didn't make it, as she only hit the targets in math (99th percentile on MAP), not reading/ELA, and the way they set it up, 3 of 4 academic criteria means you have to have at least one in each category. Not sure it matters much though - for instance, her Dibels score was 395, with the cutoff being 423, but I know the only part where she scored below grade level was with sounding out fake words and she reads a ton, so we're not exactly concerned.

395 is pretty low, makes sense why not GT.

[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.

We just got it in the mail yesterday. Not surprisingly, my 2nd grader didn't make it, as she only hit the targets in math (99th percentile on MAP), not reading/ELA, and the way they set it up, 3 of 4 academic criteria means you have to have at least one in each category. Not sure it matters much though - for instance, her Dibels score was 395, with the cutoff being 423, but I know the only part where she scored below grade level was with sounding out fake words and she reads a ton, so we're not exactly concerned.

395 is pretty low, makes sense why not GT.

My point was that even though she was way above the math cutoff, you apparently can't be GT in either math or reading, it's both or neither. Anyway she reads chapter books and my older kid's reading scores improved dramatically in 4th grade so I don't care much.

[Anonymous]

Wondering.. why the MAP cut off is 80th percentile but the ela and math assessment scores need to be a 5 to meet the criteria? Meaning you gave to score 💯 on the assessments.. weird.

[Anonymous]

Anonymous wrote:

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.

We just got it in the mail yesterday. Not surprisingly, my 2nd grader didn't make it, as she only hit the targets in math (99th percentile on MAP), not reading/ELA, and the way they set it up, 3 of 4 academic criteria means you have to have at least one in each category. Not sure it matters much though - for instance, her Dibels score was 395, with the cutoff being 423, but I know the only part where she scored below grade level was with sounding out fake words and she reads a ton, so we're not exactly concerned.

395 is pretty low, makes sense why not GT.

My point was that even though she was way above the math cutoff, you apparently can't be GT in either math or reading, it's both or neither. Anyway she reads chapter books and my older kid's reading scores improved dramatically in 4th grade so I don't care much.

Yeah at that age many kids read chapter books and moving into more advanced reading comprehension. Keep her reading and maybe her scores will improve.

[Anonymous]

Anonymous wrote:Wondering.. why the MAP cut off is 80th percentile but the ela and math assessment scores need to be a 5 to meet the criteria? Meaning you gave to score 💯 on the assessments.. weird.

It’s a good thing because many students test differently and many more are above 80%. The assessments really separate the kids. It’s pretty easy to do and you don’t need the behavior assessments if your child hit all academic indicators (5/5 on assessments, high dibels and map).

I don’t even know why they have behavioral checklists they should just do academic (Increase map criteria to 95% and all GT students have to get 5/5 on assessments).

[Anonymous]

Anonymous wrote:

Anonymous wrote:Wondering.. why the MAP cut off is 80th percentile but the ela and math assessment scores need to be a 5 to meet the criteria? Meaning you gave to score 💯 on the assessments.. weird.

It’s a good thing because many students test differently and many more are above 80%. The assessments really separate the kids. It’s pretty easy to do and you don’t need the behavior assessments if your child hit all academic indicators (5/5 on assessments, high dibels and map).

I don’t even know why they have behavioral checklists they should just do academic (Increase map criteria to 95% and all GT students have to get 5/5 on assessments).

I disagree. Even advanced readers make mistakes..maybe they should not use one random assessment but take an average of a bunch of them to be fair?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Wondering.. why the MAP cut off is 80th percentile but the ela and math assessment scores need to be a 5 to meet the criteria? Meaning you gave to score 💯 on the assessments.. weird.

It’s a good thing because many students test differently and many more are above 80%. The assessments really separate the kids. It’s pretty easy to do and you don’t need the behavior assessments if your child hit all academic indicators (5/5 on assessments, high dibels and map).

I don’t even know why they have behavioral checklists they should just do academic (Increase map criteria to 95% and all GT students have to get 5/5 on assessments).

I disagree. Even advanced readers make mistakes..maybe they should not use one random assessment but take an average of a bunch of them to be fair?

But behavior checklist to get into GT is not appropriate. Basically, it allows students in for participation and solely by being able to raise their hands in class even though they are not gifted academically. GT students are generally consistent in their test taking so one test should be sufficient if the student is truly gifted. They can retest in another grade and perhaps do better.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Wondering.. why the MAP cut off is 80th percentile but the ela and math assessment scores need to be a 5 to meet the criteria? Meaning you gave to score 💯 on the assessments.. weird.

It’s a good thing because many students test differently and many more are above 80%. The assessments really separate the kids. It’s pretty easy to do and you don’t need the behavior assessments if your child hit all academic indicators (5/5 on assessments, high dibels and map).

I don’t even know why they have behavioral checklists they should just do academic (Increase map criteria to 95% and all GT students have to get 5/5 on assessments).

The behavior checklist is actually a critical part of identifying GT students vs just academically advance students. Often GT persons exhibit different behaviors and emotional regulation that doesn’t align with the rest of their profile. They also can have poor academic scores but really high test scores which may indicate that they are bored in class. Can you imagine if you’re a 7yr that can do HS math but you have to sit still and pay attention while kids learn addition?

Most of what schools do is just identify the academically advance kids (including the gifted) but little is actually done to engage gifted students.

[Anonymous]

I agree the snail’s pace is causing my DD to be bored and unmotivated, producing half-hearted work. Thankfully she will be in ELC and CM next year.

Looks like GT, at minimum, indicates that the student is good at both reading and math. If you’re only good at one of these areas, the student will not get this designation.

I wonder if the district assessments are graded on a curve?

[Anonymous]

My 2nd grader's said the Math district assessment score was missing, but he did meet the math cutoff for MAP. Not ELA though. where do we find this math district assessment? I didn't see it on the parent portal. Doesn't matter since we wouldn't pursue GT even if he did make it--just nice to know if he can get some enriched math instruction at school.