Need help interpreting CogAT, NNAT, GBRS

[Anonymous]

Anonymous wrote:

Anonymous wrote:Some people here seem to think they are an expert on how gifted children behave.

Here's what Hoagies' gifted has to say about boredom in gifted kids: http://www.hoagiesgifted.org/never_say_bored.htm

I've had continuing education classes on this topic and totally disagree. I've lived it with truly gifted children in my classes see how they create their own stimulation with whatever is presented. For example, if I we were doing a journal entry for the 78th time that school year (first grade) and I ask the children to write a fiction story, a gifted child's story will be longer, contain amazing details (often using non-fiction supporting details or fantasy details). The one that I can recall right now was written by a first grade boy about a mummy which seems innocent enough and typical enough for a first grader) but this one had details about the Egyptian sarcophagus', why they were used, how they looked, etc. Nearly all first grade boys would write a FICTION mummy story about mummies with a focus about the Halloween-aspect of a mummy story.

You obviously have little experience working with 2E kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some people here seem to think they are an expert on how gifted children behave.

Here's what Hoagies' gifted has to say about boredom in gifted kids: http://www.hoagiesgifted.org/never_say_bored.htm

I've had continuing education classes on this topic and totally disagree. I've lived it with truly gifted children in my classes see how they create their own stimulation with whatever is presented. For example, if I we were doing a journal entry for the 78th time that school year (first grade) and I ask the children to write a fiction story, a gifted child's story will be longer, contain amazing details (often using non-fiction supporting details or fantasy details). The one that I can recall right now was written by a first grade boy about a mummy which seems innocent enough and typical enough for a first grader) but this one had details about the Egyptian sarcophagus', why they were used, how they looked, etc. Nearly all first grade boys would write a FICTION mummy story about mummies with a focus about the Halloween-aspect of a mummy story.

You obviously have little experience working with 2E kids.

Yeah, and 5-6 different ways to come up with the answer to a math problem? I'm not buying it. Most gifted kids I know would rush through the easy math so that they could read a book. Not a bad use of time, but obviously that isn't meeting their needs in math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some people here seem to think they are an expert on how gifted children behave.

Here's what Hoagies' gifted has to say about boredom in gifted kids: http://www.hoagiesgifted.org/never_say_bored.htm

I've had continuing education classes on this topic and totally disagree. I've lived it with truly gifted children in my classes see how they create their own stimulation with whatever is presented. For example, if I we were doing a journal entry for the 78th time that school year (first grade) and I ask the children to write a fiction story, a gifted child's story will be longer, contain amazing details (often using non-fiction supporting details or fantasy details). The one that I can recall right now was written by a first grade boy about a mummy which seems innocent enough and typical enough for a first grader) but this one had details about the Egyptian sarcophagus', why they were used, how they looked, etc. Nearly all first grade boys would write a FICTION mummy story about mummies with a focus about the Halloween-aspect of a mummy story.

You obviously have little experience working with 2E kids.

Yeah, and 5-6 different ways to come up with the answer to a math problem? I'm not buying it. Most gifted kids I know would rush through the easy math so that they could read a book. Not a bad use of time, but obviously that isn't meeting their needs in math.

I know gifted -- the 5-6 different ways is not gifted, it is OCD. We are talking 1st and 2nd grade...at that age; there are not that many ways to solve 32+15....47 is 47. I remember back to that year....I was given these worksheets of 50 problems. I would do a few, get the answers right, and want to move onto something else....I was required to finish the worksheet....so instead, I would day dream. As a result, the school flunked me; I repeated the second grade. Because I was unwilling to do the work that I knew how to do. Oh, I am a PhD Physicist today with an IQ of between 150 and 160...

[Anonymous]

GBRS is out of 16 and many children get 16.


NNAT min 132
CogAT 132
GBRS 12+

WISC 130+

[Anonymous]

Anonymous wrote:GBRS is out of 16 and many children get 16.


NNAT min 132
CogAT 132
GBRS 12+

WISC 130+

Bull shit. From what I have seen:

NNAT/CogAT >140, in regardless of GBRS (unless there is reason to suspect prepping).
NNAT/CogAT > 130; GBRS above 12;
NNAT/CogAT > 122; GBRS above 14
NNAT/CogAT > 115; GBRS of 16 with good commentary.

So, in pool with GBRS of 12 or above, in....

GBRS of less than 8, rarely in.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some people here seem to think they are an expert on how gifted children behave.

Here's what Hoagies' gifted has to say about boredom in gifted kids: http://www.hoagiesgifted.org/never_say_bored.htm

I've had continuing education classes on this topic and totally disagree. I've lived it with truly gifted children in my classes see how they create their own stimulation with whatever is presented. For example, if I we were doing a journal entry for the 78th time that school year (first grade) and I ask the children to write a fiction story, a gifted child's story will be longer, contain amazing details (often using non-fiction supporting details or fantasy details). The one that I can recall right now was written by a first grade boy about a mummy which seems innocent enough and typical enough for a first grader) but this one had details about the Egyptian sarcophagus', why they were used, how they looked, etc. Nearly all first grade boys would write a FICTION mummy story about mummies with a focus about the Halloween-aspect of a mummy story.

You obviously have little experience working with 2E kids.

Yeah, and 5-6 different ways to come up with the answer to a math problem? I'm not buying it. Most gifted kids I know would rush through the easy math so that they could read a book. Not a bad use of time, but obviously that isn't meeting their needs in math.

I didn't ask you to "buy it" - I'm telling you my experience. How many gifted kids have you seen? Were you in a classroom? Did you have training? I imagine yours is based on the experience of hearsay or your own children or some other impartial sampling. I was in the classroom for more than a decade.

[Anonymous]

I used to teach second and third grade in FCPS and 15s and 16s were really, really rare.

[Anonymous]

My DC's 1st grade teacher had strongly encouraged me to parent refer in 2nd grade. DC got 127 on the NNAT and would have scored well past the DRA level score for end of 2nd grade, had the 1st gr teacher been allowed to do so (per the teacher)

In 2nd grade, DC got:

Verbal: 120
Quantitative: 120
Nonverbal: 123
Composite: 125


Not in pool. I didn't choose to parent-refer at the time, deferring to the "system." DRA score actually went down by end of 2nd grade. Something was screwy. I complained, etc. Later the teacher left FCPS and I found out there were multiple reported problems with the teacher.

In 3rd grade, I requested a retest on the CoGAT. Scores were:

Verbal: 124
Quantitative: 116
Nonverbal: 117
Composite: 121

Performing at Advanced level for reading and math: N - according to the GBRS with commentary.

Just for the sake of doing as the 1st grade teacher suggested, I parent-referred. I then learned that DC's GBRS score had been 13 in K, 12 in 1, 13 in 2, and DC got at 12 again in 3rd grade (this time, with commentary due to the parent referral).

Application denied.

I'm okay with this. I was struggling for a while, because nearly all of DC's friends had gone to the Center school (another reason, of many, that I filed the parent-referral). My kid scored in the 91-94th percentile for age. My kid is smart but doesn't need a different classroom. I do think reading scores don't reflect capability (I read with DC nightly). But DC is on grade level with math. My biggest concern is that I believe DC can perform at a higher capacity, especially in critical thinking skills (this bears out on the GBRS w/ C). But I don't want DC to burn out either or hate school. So we are content to roll with this. By 7th grade, it will all shake out.

When you think about it - if your kid is performing in the 80th-90th percentile - really, your kid is going to be okay.

[Anonymous]

I then learned that DC's GBRS score had been 13 in K, 12 in 1, 13 in 2, and DC got at 12 again in 3rd grade (this time, with commentary due to the parent referral).

My DC's AAP file only had the 2nd grade GBRS - how do you find out the GBRS for K and 1st grade?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some people here seem to think they are an expert on how gifted children behave.

Here's what Hoagies' gifted has to say about boredom in gifted kids: http://www.hoagiesgifted.org/never_say_bored.htm

I've had continuing education classes on this topic and totally disagree. I've lived it with truly gifted children in my classes see how they create their own stimulation with whatever is presented. For example, if I we were doing a journal entry for the 78th time that school year (first grade) and I ask the children to write a fiction story, a gifted child's story will be longer, contain amazing details (often using non-fiction supporting details or fantasy details). The one that I can recall right now was written by a first grade boy about a mummy which seems innocent enough and typical enough for a first grader) but this one had details about the Egyptian sarcophagus', why they were used, how they looked, etc. Nearly all first grade boys would write a FICTION mummy story about mummies with a focus about the Halloween-aspect of a mummy story.

You obviously have little experience working with 2E kids.

Yeah, and 5-6 different ways to come up with the answer to a math problem? I'm not buying it. Most gifted kids I know would rush through the easy math so that they could read a book. Not a bad use of time, but obviously that isn't meeting their needs in math.

I didn't ask you to "buy it" - I'm telling you my experience. How many gifted kids have you seen? Were you in a classroom? Did you have training? I imagine yours is based on the experience of hearsay or your own children or some other impartial sampling. I was in the classroom for more than a decade.

I see you chose to ignore the comment from the PhD physicist. I guess anything not consistent with your opinion must not be relevant or accurate.

[Anonymous]

Anonymous wrote:I then learned that DC's GBRS score had been 13 in K, 12 in 1, 13 in 2, and DC got at 12 again in 3rd grade (this time, with commentary due to the parent referral).

My DC's AAP file only had the 2nd grade GBRS - how do you find out the GBRS for K and 1st grade?

Ask the AART.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Some people here seem to think they are an expert on how gifted children behave.

Here's what Hoagies' gifted has to say about boredom in gifted kids: http://www.hoagiesgifted.org/never_say_bored.htm

I've had continuing education classes on this topic and totally disagree. I've lived it with truly gifted children in my classes see how they create their own stimulation with whatever is presented. For example, if I we were doing a journal entry for the 78th time that school year (first grade) and I ask the children to write a fiction story, a gifted child's story will be longer, contain amazing details (often using non-fiction supporting details or fantasy details). The one that I can recall right now was written by a first grade boy about a mummy which seems innocent enough and typical enough for a first grader) but this one had details about the Egyptian sarcophagus', why they were used, how they looked, etc. Nearly all first grade boys would write a FICTION mummy story about mummies with a focus about the Halloween-aspect of a mummy story.

You obviously have little experience working with 2E kids.

Yeah, and 5-6 different ways to come up with the answer to a math problem? I'm not buying it. Most gifted kids I know would rush through the easy math so that they could read a book. Not a bad use of time, but obviously that isn't meeting their needs in math.

I didn't ask you to "buy it" - I'm telling you my experience. How many gifted kids have you seen? Were you in a classroom? Did you have training? I imagine yours is based on the experience of hearsay or your own children or some other impartial sampling. I was in the classroom for more than a decade.

I see you chose to ignore the comment from the PhD physicist. I guess anything not consistent with your opinion must not be relevant or accurate.

I didn't ignore anything. I'm not on here every moment of every day. Regardless, I gave you MY experience based on MY training and based on what I saw in the classroom and what MY colleagues saw and reported to me in meetings which we had on a routine and regular basis. I asked what YOUR personal experience was with many gifted children. I see you didn't respond to that. FWIW, I went back and reviewed my materials from my continuing education courses on this very topic and it was also by well educated individualS, as the three courses I added over the years each lasted a day.

[Anonymous]

Anonymous wrote:I then learned that DC's GBRS score had been 13 in K, 12 in 1, 13 in 2, and DC got at 12 again in 3rd grade (this time, with commentary due to the parent referral).

My DC's AAP file only had the 2nd grade GBRS - how do you find out the GBRS for K and 1st grade?

I asked.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I then learned that DC's GBRS score had been 13 in K, 12 in 1, 13 in 2, and DC got at 12 again in 3rd grade (this time, with commentary due to the parent referral).

My DC's AAP file only had the 2nd grade GBRS - how do you find out the GBRS for K and 1st grade?

I asked.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I then learned that DC's GBRS score had been 13 in K, 12 in 1, 13 in 2, and DC got at 12 again in 3rd grade (this time, with commentary due to the parent referral).

My DC's AAP file only had the 2nd grade GBRS - how do you find out the GBRS for K and 1st grade?

I asked.

I do have DC's 1st grade GBRS. It was sent home at the end of 1st grade by my request. Not sure it is a requirement for 1st grade teacher though.