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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Last year the GT identification could come from [b]any[/b] of three (I think) factors - test scores, teacher assessment [b]or[/b] parent assessment.

This year, my undestanding is that GT identification requires [b]multiple[/b] test/performance-related measures [b]and[/b] either teacher or parent assessment.  Some schools opted not to have 2nd graders take all the tests (trying to preserve class time for instruction as we move on from pandemic learning disruption), so there is missing data and re-screening will be needed in 3rd grade.  Of course this only gives them one shot at identification instead of two.

I think the enrichment paradigm is different between ELA and Math.  Benchmark Advance enrichment (or ELC, if your school is lucky enough) is designated for GT learners (and others, too, sometimes).  For elementary Math, there is the enrichment ladder that is supposed to be applied to each student for each module, whether or not identified as GT.  I think that is why there isn't a "Math - enriched" designation on the letter for next year's recommendation, but, rather, the verbiage about enrichment below that.  Terrible clarity of communications, but, then, we're talking MCPS, so par for the course...

Of course, there are the accelerated 4/5 & 5/6 courses.  I don't know if GT letters for current 3rd graders are showing 4/5 placement or not -- my understanding is that accelerated placement is a separate process from GT identification -- but current 2nd graders wouldn't see that anyway, short of, perhaps, being identified as needing hyper-acceleration (e.g., Math 4/5 in 3rd), and those cases are relatively rare.[/quote]

Imagine if MCPS told parents, teachers, students and administrators that they would be changing their criteria for their process before they administered the assessments they’d be using! Instead, they say nothing, tell no one, and after the fact change all the criteria and back into the process and weaponize this data against children who clearly should have enrichment. Also those Benchmark EOLs are very confusing, poorly written tests. I have upper el kids who say the questions are multiple choice and two of four are usually correct and it’s impossible to infer based on limited text which one is the right answer. [/quote]

THIS DESIGNATION IS MEANINGLESS!! It does not determine whether your kid gets enrichment. There is no reason to get bent out of shape. Also it was the same last year.[/quote]

I was just coming in to say this. My current 5th grader is was not ID’d as G/T but the letter said she’d get enrichment in both English and Math and she did. She was in compacted math and read above grade level from the beginning of Elem. she’s continuing on to AIM Math, HIGH social studies and Adv English.

Just got my 3rd graders letter that IDs him as G/T (he was not ID’d in 2nd - but apparently was in 3rd). His scores are nearly identical to his sisters. Letter says same thing hers did - enrichment in math and literacy. He’s doing compacted math next yr and ELC.

G/T Designation is meaningless.

We are joking around about our sons miraculous leap into being gifted this yr vs last yr.  :roll:  :roll: [/quote]

Btw, everyone does “advanced” English in sixth grade.[/quote]

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