Anonymous wrote:Could someone please explain the application process. For ex., what school year, who initiates the process (school or parent)?

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You must apply in 3rd grade by early November. It is entirely parent initiated. In some schools a teacher may suggest, but if not, no parent should assume they shouldn't apply.

Kids who apply take a test in December and decisions are made by April.

In addition to parent-filled application and essay, HGC testing, earlier 2nd grade global screening, and teacher recs are considered. Ther is no quota per school, but the process does try to spread admits out. There are useful MCPS parent info meetings held in the fall to explain the program and application process. There is program info on the MCPS website.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I might add some schools will allow students from the regular program to take certain subjects in the HGC (Math) not available in the regular program.

This is true at CCES for math. Non-center kids who are advanced 2 or more years may end up taking math with Center kids, particularly in 5th grade. Also, the CCES principal puts an emphasis on integrating the Center into the whole school, so the entire school is mixed for all specials. Of course, lunch, recess and before/after school activities are also mixed.

Shouldn't the children who are two grades or more ahead in Math also be in the center full time?

Not if they didn't apply, or if they did apply, if they didn't test in.

These might be reasons why, but it could also be that a child is 2 years ahead in math but less than two years ahead in reading - in that case their needs can be met at the regular program at CCES. The vast majority of kids at CCES are testing at advanced proficiency on the MSA. Many are above grade level readers. Thus, kids who are reading 1-2 years above grade level can get their needs met in the regular classroom via mini-reading groups and William and Mary. By contrast, most of the kids in the HGC are testing many years ahead in reading. As an example my HGC child at CCES tests at a college level reading, and the teacher said that about 30% of the class is in a similar range.

Kids who are 1-2 years ahead in math at CCES can also get their needs met in the regular track. There is always at least one math clas per grade working one year ahead. Those kids who are 2 years ahead might be combined with kids one year older but only one grade ahead. This works in the regular track until 5th grade when for reasons that have to do with class numbers, there might not be enough kids to make a full class. Some HGC kids in fifth are by then working 3 or more years ahead. Other kids in the regular track are offered the opportunity to jump another math year to become 2 years ahead and are combined for math with those 5th graders in the HGC who are two years ahead in math. Since the HGCs are by definition for kids whose regular needs can't be met in the home school, those who are 2 years or less ahead in math and reading don't really qualify for the HGC (unless their test scores and teacher and parent recs reflect that their level of achievement has under-predicted potential performance.)
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Could someone please explain the application process. For ex., what school year, who initiates the process (school or parent)?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I might add some schools will allow students from the regular program to take certain subjects in the HGC (Math) not available in the regular program.

This is true at CCES for math. Non-center kids who are advanced 2 or more years may end up taking math with Center kids, particularly in 5th grade. Also, the CCES principal puts an emphasis on integrating the Center into the whole school, so the entire school is mixed for all specials. Of course, lunch, recess and before/after school activities are also mixed.

Shouldn't the children who are two grades or more ahead in Math also be in the center full time?

Not if they didn't apply, or if they did apply, if they didn't test in.

Anonymous wrote:

Anonymous wrote:I might add some schools will allow students from the regular program to take certain subjects in the HGC (Math) not available in the regular program.

This is true at CCES for math. Non-center kids who are advanced 2 or more years may end up taking math with Center kids, particularly in 5th grade. Also, the CCES principal puts an emphasis on integrating the Center into the whole school, so the entire school is mixed for all specials. Of course, lunch, recess and before/after school activities are also mixed.

Shouldn't the children who are two grades or more ahead in Math also be in the center full time?

How are kids in MOCO elementary schools "tested" for these G/T centers. In the spring, we got a letter saying that our DS had been identified as G/T...but I later came to realize that this is a fairly common designation in MOCO. Just wondering if I should be pursuing more testing...or is a more passive process where the school invites you into the program.
Thank you for any insights.

Anonymous wrote:I might add some schools will allow students from the regular program to take certain subjects in the HGC (Math) not available in the regular program.

This is true at CCES for math. Non-center kids who are advanced 2 or more years may end up taking math with Center kids, particularly in 5th grade. Also, the CCES principal puts an emphasis on integrating the Center into the whole school, so the entire school is mixed for all specials. Of course, lunch, recess and before/after school activities are also mixed.

I might add some schools will allow students from the regular program to take certain subjects in the HGC (Math) not available in the regular program.

The HGC classes are separate from the regular classes; thus, these kids are not in the same classes or with the same teachers. For FLES, music, recess and lunch this is not the case as everyone is mingled together.

Anonymous wrote:
HGC kids typically do not mix with other kids in the school, except of course at recess.

why?

Thank you very much for your insights.

Not all centers are the same. They vary from school to school. With different demographics and different classroom experiences depending on the teachers, as is the case with all the schools

At Chevy Chase they also have specials with the regular program kids. Many of the HGC kids have organization issues for some reason and socially, almost anyone will fit in. The centers consist generally of a very accepting bunch of kids and there seems to always be at least a handful of especially quirky children who are accepted for what that aspect of themselves can offer. I don't think the pressure was too much at. In fact, I felt the workload was less than in prior grades. The projects they did were very interesting and creative so it didn't feel like work as much. I was very concerned about pressure and workload based on what other people had told me. These were people who did not have children in the center however, and they were completely wrong.

Your child will fit in beautifully. Students in the HGC are not perfect and many have other needs.

To my knowledge, there are not special programs in social skills or academic needs just for those students--if you child has those needs and there is, say, a social skills group run by the counselor in that school, your child would be able to participate.

HGC kids typically do not mix with other kids in the school, except of course at recess.

I am curious about the highly gifted programs. What are the kids in these programs typically like? Are they just accelerated, or are some also sensitive, creative, with areas of difficulty in academics or social skills? Just curious as my child is all of the above and I wonder whether this would be a good fit, or just too much pressure for such a child.... If some of the kids are similar to what I describe, do the programs offer support with social skills or academic needs (like organization or areas of academic difficult: e.g. if a child is gifted in math but not reading, could they be in the program and receive support for the weaker side?) Do the highly gifted kids mix with the other kids in the school (or is this the case in some schools with the programs and not others)?