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

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]We got the school letter stating that all 2nd graders are given the chance for Cogat test. What happens when DC gets her scores - does it impact the kind of class she will be in 3rd grade? Or is it for the grouping of students for differentiated instruction in the future? Wouldn't school tests/Dreambox/Lexia work be sufficient for gauging? What implications do these tests have on current 2nd graders? [/quote]

I say this as a parent of a 9th grader and 12th grader .... it doesn't matter. Smart kids are smart kids and what they do or what they are called in 2nd and 3rd grade doesn't matter. Or 4th grade. Maybe 5th, but it matters more who their regular teacher is and what kinds of regular work and feedback they are getting (how much reading and writing they do, mostly) than whether they are "identified as gifted" or pushed ahead in math. Seriously. People need to take it down a notch. [/quote]

It’s not the identification itself that matters, it’s the guaranteed extension and enrichment opportunities. That affects what kind of regular work they do, and the complexity of the reading and writing they do in school.[/quote]

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.

[b]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.[/b][/quote]
This.  My current fifth grader has slipped through the cracks in terms of being identified -- she was above the cutoff for the NNAT but they said that she wasn't selected then (I didn't push it so not sure what the story was there), and she was way above the cutoff for the COGAT (I think she scored 150ish, she was in the 99% for everything) but then COVID happened.  I was going to let it go, but her teacher said that we should try to get her flagged so she doesn't get put in a lower math track.  Every time I've brought up the whole gt thing at conferences in elementary school, her teachers have said that they have her in the class with the cluster of gifted students so she gets the same enrichment, so there was no additional benefit to having her classified.  They do a push in model so all the kids in that class get some time with the rtg.  [/quote]

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