2nd Grade Gifted and Talented Survey

[Anonymous]

Anonymous wrote:I can’t believe they are using Dibels to assess giftedness. Underscores that this is meaningless.

Curious why Dibels is bad example to determine giftedness? I know my kid's WISC score because of private evaluation. Should school use logic test result to determine giftedness instead?

[Anonymous]

Anonymous wrote:My kid gets the gifted letter as 2nd grader.

Literacy recommendation is "On grade level with enrichment - The students reads and comprehends text within and/or above the grade-level band and may benefit from enrichment".

Math recommendation is " On grade level", & " Ongoing formative data will be used to inform tiered enrichment opportunities within the grade level curriculum.

MAP math score 230 (99%) & Dibel score 435. What kind of enrichment can DC could get at 3rd grade? I don't see any enrichment mentioned.

I’m the PP who commented about the lack of any actual recommendations and these are the reccs we have as well. Slightly higher scores on both DIBELS and MAP, but basically the same for my kid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I can’t believe they are using Dibels to assess giftedness. Underscores that this is meaningless.

Curious why Dibels is bad example to determine giftedness? I know my kid's WISC score because of private evaluation. Should school use logic test result to determine giftedness instead?

DIBELS has a ceiling effect. It was designed to detect reading issues and early signs of things like dyslexia. It’s not designed as a test for giftedness

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kid gets the gifted letter as 2nd grader.

Literacy recommendation is "On grade level with enrichment - The students reads and comprehends text within and/or above the grade-level band and may benefit from enrichment".

Math recommendation is " On grade level", & " Ongoing formative data will be used to inform tiered enrichment opportunities within the grade level curriculum.

MAP math score 230 (99%) & Dibel score 435. What kind of enrichment can DC could get at 3rd grade? I don't see any enrichment mentioned.

I’m the PP who commented about the lack of any actual recommendations and these are the reccs we have as well. Slightly higher scores on both DIBELS and MAP, but basically the same for my kid.

My child was not designed gifted (only met 2 of the academic indicators, 1 for math and 1 for ELA) and has the exact same language.

[Anonymous]

Cogat was the test that MCPS used for G&T - if the student scored a certain threshold, they were in, regardless of other criteria. Because of contract negotiations(?), they didn't administer it this year. That leaves everyone relying on this patchwork of things like Diebels, which isn't intended to be an assessment of abilities (and certainly not giftedness).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I can’t believe they are using Dibels to assess giftedness. Underscores that this is meaningless.

Curious why Dibels is bad example to determine giftedness? I know my kid's WISC score because of private evaluation. Should school use logic test result to determine giftedness instead?

DIBELS has a ceiling effect. It was designed to detect reading issues and early signs of things like dyslexia. It’s not designed as a test for giftedness

+1

[Anonymous]

Anonymous wrote:Cogat was the test that MCPS used for G&T - if the student scored a certain threshold, they were in, regardless of other criteria. Because of contract negotiations(?), they didn't administer it this year. That leaves everyone relying on this patchwork of things like Diebels, which isn't intended to be an assessment of abilities (and certainly not giftedness).

CogAT was abandoned with remote learning during the pandemic. It is being reintroduced on a trial basis, but not yet for this purpose. If some at MCPS have their way, more direct ability-related measures would be left out, and I wouldn't be surprised if the CogAT trial is geared toward a pre-established conclusion that the current patchworks used for SIPPI and criteria-based programs are reflective enough of ability not to have it reintroduced broadly.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ours is posted now too (wasn't there earlier today).

For teachers, is there some cutoff or limit to how many kids they can identify as g&t? Is there any benefit/reason not to say 3/3 are met for kids?

(Wondering because DD met the criteria on everything but teacher's rec, which was only 2/3 and seemed surprising given the feedback we've received)

May I ask about your child's Dibels score?

PP. DD had a 436 Diebels, 99% MAP, 5s on the math and ELA assessments.

Looks like math assessment was a Eureka end of module thing and the ELA was a benchmark assessment.
https://docs.google.com/document/d/1inWx5srfQzXo-3s-8Bv89fxetg7VAuVucYAE0MavwOA/view

It's a little weird they use Diebels at all when it's meant to assess reading skills not abilities. DD "tested out" of multiple sections this year, which feels odd if they use it for qualifying for G&T.

Still interested in info on teacher input!

So they used a single mid module assessment/benchmark test? Sorry but I think that's ridiculous based. My kid has a 445 DIBELS and a 98 MAP and was not recommended based on getting 4s on both of those. That said, the school is currently providing him enrichment in both areas - I imagine they have the authority to continue to do that regardless of this determination if they see fit?

[Anonymous]

What is on math and ELA asseszment test? It has max score of 5, how do they meaaure to give 1 to 5. I never hear of these tests.

[Anonymous]

They were supposed to administer the COGAT this year again and decided not to. None of the measures they used here are valid. And then even if identified it seems the recomendations are to do nothing differently. What on earth is the point?

Leaving gifted children behind in the name of equity. Smh.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ours is posted now too (wasn't there earlier today).

For teachers, is there some cutoff or limit to how many kids they can identify as g&t? Is there any benefit/reason not to say 3/3 are met for kids?

(Wondering because DD met the criteria on everything but teacher's rec, which was only 2/3 and seemed surprising given the feedback we've received)

May I ask about your child's Dibels score?

PP. DD had a 436 Diebels, 99% MAP, 5s on the math and ELA assessments.

Looks like math assessment was a Eureka end of module thing and the ELA was a benchmark assessment.
https://docs.google.com/document/d/1inWx5srfQzXo-3s-8Bv89fxetg7VAuVucYAE0MavwOA/view

It's a little weird they use Diebels at all when it's meant to assess reading skills not abilities. DD "tested out" of multiple sections this year, which feels odd if they use it for qualifying for G&T.

Still interested in info on teacher input!

So they used a single mid module assessment/benchmark test? Sorry but I think that's ridiculous based. My kid has a 445 DIBELS and a 98 MAP and was not recommended based on getting 4s on both of those. That said, the school is currently providing him enrichment in both areas - I imagine they have the authority to continue to do that regardless of this determination if they see fit?

Yes. The school has the latitude to provide enrichment to those not identified via SIPPI but considered by the school team to be in need of such. Schools do not have the latitude to leave those identified via SIPPI without enrichment.

[Anonymous]

Anonymous wrote:They were supposed to administer the COGAT this year again and decided not to. None of the measures they used here are valid. And then even if identified it seems the recomendations are to do nothing differently. What on earth is the point?

Leaving gifted children behind in the name of equity. Smh.

The really ridiculous thing is that that is so inequitable to those with lesser family means, as those with greater means are more likely and able to access outside enrichment.

[Anonymous]

They don’t do anything different in third grade anyway. “Enrichment” is like an extra worksheet at most. The real differentiation starts in 4th.

[Anonymous]

My child has had enrichment marked on her report card since almost the start but didn't really receive much. In 2nd grade, she and a few students were pulled for literacy stuff and it was amazing (they were working on a play) but it only lasted a few months because I think it boiled down to staffing issues. Now, back to nothing.

Anonymous wrote:They don’t do anything different in third grade anyway. “Enrichment” is like an extra worksheet at most. The real differentiation starts in 4th.

[Anonymous]

Here is info I found on the process for those who want to understand how determinations are made: https://docs.google.com/document/d/1inWx5srfQzXo-3s-8Bv89fxetg7VAuVucYAE0MavwOA/view