APS - 2nd graders CoGat Test - how does it impact 3rd grade?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

You are overestimating the amount of extension and enrichment. In my grade level it is an extra math packet for those who finish the math work early, and once weekly for 20 minutes each small group with the RTG in math and/or reading. That's it. It's not as much as you think and it matters less than you think.

The only case where it really makes a difference is that SOME (not all) identified kids go on the advanced math track to take Algebra 1 in 7th grade so they are a year ahead of most other APS students in the math pathway. That is truly the only difference/advantage that has any lasting effect

Actually I’m not. I have one kid who was identified in math only and one who was identified in all academic areas. The one identified in all areas receives on a daily basis extension activities that she is expected to complete. The older one may have been offered extension activities in non math subjects, but there was little expectation that they would be completed. They were optional for him (except in math). The younger one also receives more detailed and challenging rubrics for many projects than is standard. I frequently see mention of “just an extra packet” when the topic of APS gifted services pops up on dcum, and I’m sorry that was your kids’ disappointing experience. That experience may have been due to differences in specific schools and/or gifted resource teachers. My kids have been at two different elementary schools, two middles, and the older one is now in high school. They get more than packets, math and reading small groups, and accelerated math come middle school.

Can you please name the schools? This would be helpful for other parents.

I'm not sure this is reality. For example, how does somebody know that the rubric is more challenging than is standard if the child only gets one? I have yet to hear a school named as exceeding in gifted ed in ARL. Not one once. No GT ID is needed for accelerated math in middle school. That said, I'll name Cardinal Elementary has having little gifted differentiation. My first was ID-ed in 2nd, my 2nd in K which surprised me in that it was informal. Friends with many other identified kids and nobody's said it was really worth anything. About 20% of the kids are identified so maybe it's just ingrained in the curriculum since it's so many.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

You are overestimating the amount of extension and enrichment. In my grade level it is an extra math packet for those who finish the math work early, and once weekly for 20 minutes each small group with the RTG in math and/or reading. That's it. It's not as much as you think and it matters less than you think.

The only case where it really makes a difference is that SOME (not all) identified kids go on the advanced math track to take Algebra 1 in 7th grade so they are a year ahead of most other APS students in the math pathway. That is truly the only difference/advantage that has any lasting effect

Actually I’m not. I have one kid who was identified in math only and one who was identified in all academic areas. The one identified in all areas receives on a daily basis extension activities that she is expected to complete. The older one may have been offered extension activities in non math subjects, but there was little expectation that they would be completed. They were optional for him (except in math). The younger one also receives more detailed and challenging rubrics for many projects than is standard. I frequently see mention of “just an extra packet” when the topic of APS gifted services pops up on dcum, and I’m sorry that was your kids’ disappointing experience. That experience may have been due to differences in specific schools and/or gifted resource teachers. My kids have been at two different elementary schools, two middles, and the older one is now in high school. They get more than packets, math and reading small groups, and accelerated math come middle school.

Interesting perspective. I'm an APS teacher and parent and this has not been my experience teaching at 2 different APS elementary schools while my own children have attended 3 different APS schools and are identified. Perhaps it has to do with the number of students identified. I've only ever seen one RTG per school level and there just isn't enough of this person to go around and provide services at the level you are describing.

It’s been years since the RTG’s job was personally delivering most gifted services- those were the days of pull out services. Now they work with teachers, and the teachers deliver the enrichment/extension services. My younger kid has had a “book club” with the RTG, but not much direct interaction beyond that. She does receive enrichment and extension every day, though, including some small groups that are referred to as “Ms (RTG)’s group.”

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

You are overestimating the amount of extension and enrichment. In my grade level it is an extra math packet for those who finish the math work early, and once weekly for 20 minutes each small group with the RTG in math and/or reading. That's it. It's not as much as you think and it matters less than you think.

The only case where it really makes a difference is that SOME (not all) identified kids go on the advanced math track to take Algebra 1 in 7th grade so they are a year ahead of most other APS students in the math pathway. That is truly the only difference/advantage that has any lasting effect

Actually I’m not. I have one kid who was identified in math only and one who was identified in all academic areas. The one identified in all areas receives on a daily basis extension activities that she is expected to complete. The older one may have been offered extension activities in non math subjects, but there was little expectation that they would be completed. They were optional for him (except in math). The younger one also receives more detailed and challenging rubrics for many projects than is standard. I frequently see mention of “just an extra packet” when the topic of APS gifted services pops up on dcum, and I’m sorry that was your kids’ disappointing experience. That experience may have been due to differences in specific schools and/or gifted resource teachers. My kids have been at two different elementary schools, two middles, and the older one is now in high school. They get more than packets, math and reading small groups, and accelerated math come middle school.

Can you please name the schools? This would be helpful for other parents.

I'm not sure this is reality. For example, how does somebody know that the rubric is more challenging than is standard if the child only gets one? I have yet to hear a school named as exceeding in gifted ed in ARL. Not one once. No GT ID is needed for accelerated math in middle school. That said, I'll name Cardinal Elementary has having little gifted differentiation. My first was ID-ed in 2nd, my 2nd in K which surprised me in that it was informal. Friends with many other identified kids and nobody's said it was really worth anything. About 20% of the kids are identified so maybe it's just ingrained in the curriculum since it's so many.

Because there is one rubric, with some of the criteria required only for the gifted kids.

[Anonymous]

To quote other DCUM threads citation or didn't happen. (in this case, citation is the school's name). IN my 2 schools and 8 total years of ES GT, I have not seen this on a rubric.

[Anonymous]

Curious, are the scores sent home? My kid is already identified, but I assume they'll be taking this along with everybody else anyway.

[Anonymous]

Anonymous wrote:Curious, are the scores sent home? My kid is already identified, but I assume they'll be taking this along with everybody else anyway.

Did the school already notify your child (I presume currently a 2nd grader), before the CogAT test results are out?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Curious, are the scores sent home? My kid is already identified, but I assume they'll be taking this along with everybody else anyway.

Did the school already notify your child (I presume currently a 2nd grader), before the CogAT test results are out?

Yes, identified in K. I think they took the CogAT then (or whatever version of these tests are appropriate for a 5yo), but we didn't get any scores, just letter saying they were identified. But since this is now a grade wide assessment, I'm just curious if data gets sent home to the parents.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Curious, are the scores sent home? My kid is already identified, but I assume they'll be taking this along with everybody else anyway.

Did the school already notify your child (I presume currently a 2nd grader), before the CogAT test results are out?

Yes, identified in K. I think they took the CogAT then (or whatever version of these tests are appropriate for a 5yo), but we didn't get any scores, just letter saying they were identified. But since this is now a grade wide assessment, I'm just curious if data gets sent home to the parents.

Did your child receive differentiated instruction since identified? DD is not identified, but gets pulled to do stuff with the RTG in small groups anyway. If this continues even without being identified, then to the CogAT results are not so meaningful to us.

[Anonymous]

Anonymous wrote:Curious, are the scores sent home? My kid is already identified, but I assume they'll be taking this along with everybody else anyway.

They are sent home in 2nd grade. If my memory is correct, about a month after it is taken. The scores for one child (plain gifted) were sent home as percentages. My other child "2e" we got the actual scores. Upside of special ed! (there are not many)

[Anonymous]

Anonymous wrote:Curious, are the scores sent home? My kid is already identified, but I assume they'll be taking this along with everybody else anyway.

Some schools are only testing kids without scores (in 3rd or 4th). In APS most 2nd graders have taken NNAT and so they have a score in their file. Others are testing everyone. So if your child is already identified you may not get an updated score. And in any case, the performance of the 2 tests differs. My child performed in the 50th on NNAT in 2nd (so not screened or identified) but then in 4th performed at the 99th and was then identified.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Curious, are the scores sent home? My kid is already identified, but I assume they'll be taking this along with everybody else anyway.

Did the school already notify your child (I presume currently a 2nd grader), before the CogAT test results are out?

Yes, identified in K. I think they took the CogAT then (or whatever version of these tests are appropriate for a 5yo), but we didn't get any scores, just letter saying they were identified. But since this is now a grade wide assessment, I'm just curious if data gets sent home to the parents.

Did your child receive differentiated instruction since identified? DD is not identified, but gets pulled to do stuff with the RTG in small groups anyway. If this continues even without being identified, then to the CogAT results are not so meaningful to us.

Best I can tell in 1st it was some small group push-in and all class enrichment. While all virtual in 2nd they had small group pull-outs with occasional all class enrichment. They're now in hybrid and I'm not sure exactly what happens or when. I don't pay enough attention to know how beneficial any of it is.

[Anonymous]

What percentile is considered gifted?

[Anonymous]

Anonymous wrote:What percentile is considered gifted?

"Standard Age Score" above 132 (which is 2 standard deviations above the mean).

[Anonymous]

Anonymous wrote:

Anonymous wrote:What percentile is considered gifted?

"Standard Age Score" above 132 (which is 2 standard deviations above the mean).

APS doesn't provide this info. What percentile?

[Anonymous]

What is the gifted range for 2nd graders?