Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

I am not sure how honors is going. But what my ds is learning is very very basic in 2nd grade. He was in private school in kg and was taught multiplication and division and he grasped it. Public school curriculum is quite far behind. So unless the kid is very slow in learning or parents not able to sit with the kid, all other kids can benefit from an advanced curriculum.

There is a big jump for every student between 2nd grade and 3rd grade. Whether in AAP or gen ed.

Public school doesn't teach multiplication and division in kindergarten but overall the public school curriculum is generally on par with or ahead of private school curriculum.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

I am not sure how honors is going. But what my ds is learning is very very basic in 2nd grade. He was in private school in kg and was taught multiplication and division and he grasped it. Public school curriculum is quite far behind. So unless the kid is very slow in learning or parents not able to sit with the kid, all other kids can benefit from an advanced curriculum.

Anonymous wrote:Totally surprised and frustrated that fully deserving child did not get in. Submitted appeal with GMU WISC test score of 137. My older child with WISC IQ score of 130 got in 7 years back

Three years ago my kid was denied with a WISC of 145. No rhyme or reason. She eventually got in. Try again,

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

How is honors going in middle schools?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

Anonymous wrote:I am shocked because I heard very few kids get in on appeal.

That’s interesting. I heard from a reliable source within FCPS that appeals typically have a greater than 50% chance of success.

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

i feel it's so crazy that all of this is behind a veiled curtain - like, we get it, it's the whole child you're looking at, but there are definitely "cut-offs" they have determined.

and if a teacher was new or didn't know what papers to assign and collect/ What if a teacher was overwhelmed by personal circumstances and was not really invested in the kids. What if a teacher had a predetermined notion that one race is more gifted than another. There is too much weight on what the teacher says.

This whole program is ass-backwards. It should open up the floodgates and all students should be allowed - no, encouraged to have higher level thinking and challenges. as they grow, we see which kids thrive and which kids need more support and then support them so that they can succeed. This whole thing of pitting kids against each other and having parents prep and train their kids is asinine. I found out after taking my kid to take his WISC that the other parents prepped and found tests online and practiced with their kid. I asked the GMU people if there was anything i needed to do (after learning parents prepped their kids for COGAT) and she said no, there was no way to prep, it was a one-on-one evaluation that they would either know or wouldn't... clearly that was not 100% true.

Anonymous wrote:my kid:

- not in the pool
- 129 WISC
- COGAT composite 123 (Quantitative 132)
- we had issues with the teacher early on - she gave my son 4Fs and tried to tell me he wasn't gifted (in a "nicer" way, of course)

Forgot to mention - rejected.

my kid:

- not in the pool
- 129 WISC
- COGAT composite 123 (Quantitative 132)
- we had issues with the teacher early on - she gave my son 4Fs and tried to tell me he wasn't gifted (in a "nicer" way, of course)

Anonymous wrote:Totally surprised and frustrated that fully deserving child did not get in. Submitted appeal with GMU WISC test score of 137. My older child with WISC IQ score of 130 got in 7 years back

I’m sorry to hear that. My child with 125 WISC was admitted in the first round. I think he must have had a good GBRS.

So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Totally surprised and frustrated that fully deserving child did not get in. Submitted appeal with GMU WISC test score of 137. My older child with WISC IQ score of 130 got in 7 years back

I am shocked because I heard very few kids get in on appeal.