cutoff scores for Fairfax County GT centers for this year?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our second grade son got 140 NNAT but only 123 in composite Cogat.
Is he guaranteed to get in GT?

No

No one is guaranteed to gain level IV placement. Ask his teachers and AAPR.

[Anonymous]

Anonymous wrote:And I have to agree that it's very annoying that people keep asking basic, stupid questions that are easily answered by the most rudimentary review of the AAP web site.

This

[Anonymous]

Does anyone have a 2E in the AAP, and was it a challenge to get in? DC received two qualifying scores (including a near-perfect score on the NNAT). However, although DC is obedient and has decent grades, DC is slow, not particularly self-motivated and thus does not stand out as a model student. I see DC's quit wit, inventiveness and insights at home, but I can tell they are not seeing it in the classroom. Also, doing homework, particularly writing, often is like pulling teeth. DC has advanced ideas, but it's hard to get them on paper.

If DC doesn't qualify because of GBRS, what other viable options (besides appeal) are there? I'm concerned that general ed might not fit DC's learning style. Drill and practice is frustrating for DC, and it seems DC misses or tunes out teacher instructions half the time (he fails to timely complete some in-class assigments), yet performs pretty well on tests. I see DC coasting along without realizing his full potential unless something changes. What options are there in FCPS for the very bright but underachieving child?

[Anonymous]

Anonymous wrote:Does anyone have a 2E in the AAP, and was it a challenge to get in? DC received two qualifying scores (including a near-perfect score on the NNAT). However, although DC is obedient and has decent grades, DC is slow, not particularly self-motivated and thus does not stand out as a model student. I see DC's quit wit, inventiveness and insights at home, but I can tell they are not seeing it in the classroom. Also, doing homework, particularly writing, often is like pulling teeth. DC has advanced ideas, but it's hard to get them on paper.

If DC doesn't qualify because of GBRS, what other viable options (besides appeal) are there? I'm concerned that general ed might not fit DC's learning style. Drill and practice is frustrating for DC, and it seems DC misses or tunes out teacher instructions half the time (he fails to timely complete some in-class assigments), yet performs pretty well on tests. I see DC coasting along without realizing his full potential unless something changes. What options are there in FCPS for the very bright but underachieving child?

I suggest contacting your DC's teacher and perhaps the AART at your school. Does your DC have a 504 plan?

My DC was also a very reluctant writer up to 2nd grade, but is now at an AAP Center and absolutely LOVES to write. (My DC has a 504 plan to address ADHD issues.)

[Anonymous]

Anonymous wrote:Does anyone have a 2E in the AAP, and was it a challenge to get in? DC received two qualifying scores (including a near-perfect score on the NNAT). However, although DC is obedient and has decent grades, DC is slow, not particularly self-motivated and thus does not stand out as a model student. I see DC's quit wit, inventiveness and insights at home, but I can tell they are not seeing it in the classroom. Also, doing homework, particularly writing, often is like pulling teeth. DC has advanced ideas, but it's hard to get them on paper.

If DC doesn't qualify because of GBRS, what other viable options (besides appeal) are there? I'm concerned that general ed might not fit DC's learning style. Drill and practice is frustrating for DC, and it seems DC misses or tunes out teacher instructions half the time (he fails to timely complete some in-class assigments), yet performs pretty well on tests. I see DC coasting along without realizing his full potential unless something changes. What options are there in FCPS for the very bright but underachieving child?

such as?

[Anonymous]

Anonymous wrote:Does anyone have a 2E in the AAP, and was it a challenge to get in? DC received two qualifying scores (including a near-perfect score on the NNAT). However, although DC is obedient and has decent grades, DC is slow, not particularly self-motivated and thus does not stand out as a model student. I see DC's quit wit, inventiveness and insights at home, but I can tell they are not seeing it in the classroom. Also, doing homework, particularly writing, often is like pulling teeth. DC has advanced ideas, but it's hard to get them on paper.

If DC doesn't qualify because of GBRS, what other viable options (besides appeal) are there? I'm concerned that general ed might not fit DC's learning style. Drill and practice is frustrating for DC, and it seems DC misses or tunes out teacher instructions half the time (he fails to timely complete some in-class assigments), yet performs pretty well on tests. I see DC coasting along without realizing his full potential unless something changes. What options are there in FCPS for the very bright but underachieving child?

You might want to consider whether the center would be a good place for you son your not. Regardless of how bright a child is, the work is significantly more challenging and the amount of homework is often ridiculous. I have one child at the center who is very self motivated and does well because she is highly self-motivated and doesn't mind spending 1 hour+ on homework each night because she truly loves to learn and to show what she knows through her homework. My younger child is equally as gifted, but not self-motivated. Homework is a constant struggle because she would rather be doing anything else. Typical gen ed classwork is not a challenge at all for her, but I am not sure if I will send her to the center or not because I have a feeling she (and I) would be made miserable by the struggle to get homework and projects done.

Drill and practice is not eliminated in the center. My older daughter's math teacher times everything. Not only do they have timed multiplication and division tests twice a week, but their morning work and quizzes are also timed. It really gets to be excessive and stressful on the kids.

I agree that there needs to be an option for bright kids that are not necessarily self motivated, but we have found that the center program does require self-motivation and drive.

[Anonymous]

1+ hour of homework a night? What is typical for GT center homework. (1+ hour or less than 2 doesn't sound horrible to me if it isn't busy work/worksheets only)

[Anonymous]

Anonymous wrote:I have one child at the center who is very self motivated and does well because she is highly self-motivated and doesn't mind spending 1 hour+ on homework each night because she truly loves to learn and to show what she knows through her homework. My younger child is equally as gifted, but not self-motivated. Homework is a constant struggle because she would rather be doing anything else. Typical gen ed classwork is not a challenge at all for her, but I am not sure if I will send her to the center or not because I have a feeling she (and I) would be made miserable by the struggle to get homework and projects done.

do they have same IQ scores?

[Anonymous]

It might depend on the school, but my child's AAP center is very welcoming to 2E students. Many of the boys, particularly, are very bright but have various learning disability issues to deal with. The teachers do a great job of helping them. If anything, I think a 2E child can actually do better in a center because the child is with people who understand and are trained to deal with the issues involved in being twice exceptional.

[Anonymous]

Anonymous wrote:It might depend on the school, but my child's AAP center is very welcoming to 2E students. Many of the boys, particularly, are very bright but have various learning disability issues to deal with. The teachers do a great job of helping them. If anything, I think a 2E child can actually do better in a center because the child is with people who understand and are trained to deal with the issues involved in being twice exceptional.

Another voice in agreement.

As for homework load at an AAP Center, I think it varies from teacher to teacher, as well as school to school. My DC has regular homework, but hasn't had 1+ hour of homework/night at ANY point this school year. Last year (in 3rd grade) DC had maybe 5 nights in total of 1+ hour of homework.

[Anonymous]

Anonymous wrote:It might depend on the school, but my child's AAP center is very welcoming to 2E students. Many of the boys, particularly, are very bright but have various learning disability issues to deal with. The teachers do a great job of helping them. If anything, I think a 2E child can actually do better in a center because the child is with people who understand and are trained to deal with the issues involved in being twice exceptional.

What's 2e? Even higher IQ/test scores?

[Anonymous]

Anonymous wrote:

Anonymous wrote:It might depend on the school, but my child's AAP center is very welcoming to 2E students. Many of the boys, particularly, are very bright but have various learning disability issues to deal with. The teachers do a great job of helping them. If anything, I think a 2E child can actually do better in a center because the child is with people who understand and are trained to deal with the issues involved in being twice exceptional.

What's 2e? Even higher IQ/test scores?

Twice-exceptional

http://www.2enewsletter.com/What_is_twice-exceptional.htm

http://www.hoagiesgifted.org/twice_exceptional.htm

http://www.nagc.org/index.aspx?id=973

http://en.wikipedia.org/wiki/Twice_exceptional

[Anonymous]

My child got 130 in Nnat and 128 in Cogat, I had taken her for Wisc IV and she got high scores, her total IQ came to 146. My question is should I Include these results along with the application and referral right now, or wait and see and use them later for appeals.

[Anonymous]

Anonymous wrote:My child got 130 in Nnat and 128 in Cogat, I had taken her for Wisc IV and she got high scores, her total IQ came to 146. My question is should I Include these results along with the application and referral right now, or wait and see and use them later for appeals.

That's really your decision. We opted to included WISC scores in the initial round, but I have heard many others that have held the WISC-IV scores back in case they were needed for an appeal.

[Anonymous]

If I decide to include them intially and she don't make it, What new information I can show for appeals, is there another test that we can take.