Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The score alone does not equal identification. It places your child in the pool. I’m an APS teacher. We also have students who are in the pool because of teacher or parent referrals. Teachers have to provide evidence to support (or not support) students being identified no matter how they ended up in the screening pool. We tend to be on the generous side of supporting identification but not every student in the pool ends up being identified.

How are teachers supposed to determine this given the circumstances? The teachers barely know my child with DL. They haven't been doing much small group instruction and my kid doesn't speak up in a big virtual class.

Did your teacher give you a survey to fill out?

No. Does the survey come before or after the screening test?

DD's teacher mentioned that she was going to be referred for gifted services. But then, DD's teacher got changed and now her current teacher barely knows her. I don't know whether her current teacher would need to give further input as part of the screening. If so, I bet the feedback would be very different!

Anonymous wrote:

Anonymous wrote:The score alone does not equal identification. It places your child in the pool. I’m an APS teacher. We also have students who are in the pool because of teacher or parent referrals. Teachers have to provide evidence to support (or not support) students being identified no matter how they ended up in the screening pool. We tend to be on the generous side of supporting identification but not every student in the pool ends up being identified.

How are teachers supposed to determine this given the circumstances? The teachers barely know my child with DL. They haven't been doing much small group instruction and my kid doesn't speak up in a big virtual class.

Did your teacher give you a survey to fill out?

Anonymous wrote:

Anonymous wrote:The score alone does not equal identification. It places your child in the pool. I’m an APS teacher. We also have students who are in the pool because of teacher or parent referrals. Teachers have to provide evidence to support (or not support) students being identified no matter how they ended up in the screening pool. We tend to be on the generous side of supporting identification but not every student in the pool ends up being identified.

How are teachers supposed to determine this given the circumstances? The teachers barely know my child with DL. They haven't been doing much small group instruction and my kid doesn't speak up in a big virtual class.

I'm not sure how it will work this year as we haven't had our screening meetings (students are still being tested in the screener). But in a typical year we use work samples in the area we are looking at. Again, not sure how it will work this year. Good question to ask the RTG at your school.

Anonymous wrote:The score alone does not equal identification. It places your child in the pool. I’m an APS teacher. We also have students who are in the pool because of teacher or parent referrals. Teachers have to provide evidence to support (or not support) students being identified no matter how they ended up in the screening pool. We tend to be on the generous side of supporting identification but not every student in the pool ends up being identified.

How are teachers supposed to determine this given the circumstances? The teachers barely know my child with DL. They haven't been doing much small group instruction and my kid doesn't speak up in a big virtual class.

The score alone does not equal identification. It places your child in the pool. I’m an APS teacher. We also have students who are in the pool because of teacher or parent referrals. Teachers have to provide evidence to support (or not support) students being identified no matter how they ended up in the screening pool. We tend to be on the generous side of supporting identification but not every student in the pool ends up being identified.

Ditto what everyone says. Also if you kid scores in the 98th percentile they can use that score to get into John Hopkins CTY program.

I think if kids have been clustered for awhile, they will remain.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Also, my child was identified in K along with a couple of others so has been in that "small group" since then. CoGat didn't change anything. You might not notice any difference. On the other hand, I have a friend whose profoundly gifted child wasn't identified until 5th grade. Weird. APS gifted isn't that much of a thing in ES as far as I can tell (2 kids, 5 years of GT id total).

My kid was also identified in K, started getting differentiation from classroom teacher, has been seeing the gifted teacher since 2nd grade. There is a cluster in his third grade class, though they weren’t formally identified yet due to COVID.

My 2nd grader has been (informally?) clustered with the likely-to-be-labeled-gifted kids for the past two years. I hope she didn't bomb the screener such that she could be "unclustered." She really tracks with those kids. I have low confidence that her classroom teacher has a good sense of how she performs with DL. She doesn't engage well via the iPad.

My son reported that he didn’t finish 2 of the subtests (he’s a bit of a perfectionist) but I think they will continue with the push in even if he didn’t do well. If not I’ll request it. Worst they can say is no.

Anonymous wrote:

Anonymous wrote:Also, my child was identified in K along with a couple of others so has been in that "small group" since then. CoGat didn't change anything. You might not notice any difference. On the other hand, I have a friend whose profoundly gifted child wasn't identified until 5th grade. Weird. APS gifted isn't that much of a thing in ES as far as I can tell (2 kids, 5 years of GT id total).

My kid was also identified in K, started getting differentiation from classroom teacher, has been seeing the gifted teacher since 2nd grade. There is a cluster in his third grade class, though they weren’t formally identified yet due to COVID.

My 2nd grader has been (informally?) clustered with the likely-to-be-labeled-gifted kids for the past two years. I hope she didn't bomb the screener such that she could be "unclustered." She really tracks with those kids. I have low confidence that her classroom teacher has a good sense of how she performs with DL. She doesn't engage well via the iPad.

Anonymous wrote:Also, my child was identified in K along with a couple of others so has been in that "small group" since then. CoGat didn't change anything. You might not notice any difference. On the other hand, I have a friend whose profoundly gifted child wasn't identified until 5th grade. Weird. APS gifted isn't that much of a thing in ES as far as I can tell (2 kids, 5 years of GT id total).

My kid was also identified in K, started getting differentiation from classroom teacher, has been seeing the gifted teacher since 2nd grade. There is a cluster in his third grade class, though they weren’t formally identified yet due to COVID.

Also, my child was identified in K along with a couple of others so has been in that "small group" since then. CoGat didn't change anything. You might not notice any difference. On the other hand, I have a friend whose profoundly gifted child wasn't identified until 5th grade. Weird. APS gifted isn't that much of a thing in ES as far as I can tell (2 kids, 5 years of GT id total).

It affects classroom composition in that a kid id’d as gifted is guaranteed to be grouped with at least 4 others similarly identified. But that grouping isn’t necessarily anything that will be obvious at most schools, and the groupings may change year to year. Teachers are required to offer extension work to those kids, but they may offer some or most of that extension work to the entire class anyway. Beyond that, there isn’t really a blueprint for how it looks classroom to classroom.

It’s a gifted screening test. If your child gets above a certain range in any of the areas or overall they will be referred for gifted identification screening. Once referred the teacher then provides evidence to support the identification.

Other than that it doesn’t matter. Even if your child doesn’t qualify to be screened they may be identified the next time testing is done. And they are probably already identified as a high achiever.

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?