Anonymous wrote:My first grader did not score well on the NNAT but has an IQ in the 99th percentile, according to the neuropsych testing we did. She also has autism. Is there something I need to do to ask for her to be considered on some other basis, since she didn’t score particularly well on the NNAT?

Submit the private neuropsych testing with the IQ score. APS does a really bad job of identifying 2e students- particularly girls- where the learning disability can mask the giftedness and vice versa. In our case, they tagged our kid as gifted based on the Cogat but then completely missed her dyslexia even though her Dibels scores were only in the 50th percentile. We had to submit private testing to force APS to give her the support that she needed for her dyslexia.

Anonymous wrote:This is why we just self referred in kindergarten. The testing is a crapshoot; but our kid was reading, writing her own poetry, and putting together her own books in her free time — she would benefit more from being around other involved kids and not stuck with the kids who just need someone to babysit their kids. It is what it is.

Come again?

Anonymous wrote:Has anyone had the opposite happen- NNAT scores that qualify followed by significantly lower CoGAT?

That’s happens frequently. They are different types of tests that test things in a different way, so there are often discrepancies in scores.

Has anyone had the opposite happen- NNAT scores that qualify followed by significantly lower CoGAT?

Anonymous wrote:Can someone explain how this works? We got the letter, what happens next? My daughter read it too.

You should reach out to your school’s advanced academics coach who can let you know when the parent session will be held about the process. Sometimes it’s a live session, other times they send out a video.

This is why we just self referred in kindergarten. The testing is a crapshoot; but our kid was reading, writing her own poetry, and putting together her own books in her free time — she would benefit more from being around other involved kids and not stuck with the kids who just need someone to babysit their kids. It is what it is.

Anonymous wrote:My first grader did not score well on the NNAT but has an IQ in the 99th percentile, according to the neuropsych testing we did. She also has autism. Is there something I need to do to ask for her to be considered on some other basis, since she didn’t score particularly well on the NNAT?

Find out who your school's gifted/advanced academics coach is and ask for a referral form link.

My first grader did not score well on the NNAT but has an IQ in the 99th percentile, according to the neuropsych testing we did. She also has autism. Is there something I need to do to ask for her to be considered on some other basis, since she didn’t score particularly well on the NNAT?

Can someone explain how this works? We got the letter, what happens next? My daughter read it too.

Anonymous wrote:

Anonymous wrote:We received the referral based on Nnat for my first grader earlier this week. Last year my other kid (who was in second grade) was referred by cogat but it didn’t come until later in the winter.

What's the source of these emails? Is there some central APS office, or is it handled separately by each school?

PP here. Ours came from the gifted coordinator at our school.

Anonymous wrote:I think the timing is based on the school. We didn't receive a screening letter until later in February as I recall from the G&T person at the school.

Since then, I don't see much differentiation. If the label makes you happy, then that's great, because that's all it is.

OP here. I grew up in a DMV county with a hardcore gifted program, so I see the pluses and minuses and understand where you're coming from. I will say that my daughter is in a classroom without a gifted cluster this year, and the difference is very noticeable; it's been kind of lonely for her. I wouldn't have fully appreciated the value of the designation if we hadn't had this experience.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think the timing is based on the school. We didn't receive a screening letter until later in February as I recall from the G&T person at the school.

Since then, I don't see much differentiation. If the label makes you happy, then that's great, because that's all it is.

Ok, then pull your kid from the program.

Weird. It's not actively harmful, it's also not actively enriching. Why should that require action on the PP's part?

It's the smug, backhanded last sentence, "if the label makes you happy..." to the parents of prospective gifted students.

Anonymous wrote:

Anonymous wrote:I think the timing is based on the school. We didn't receive a screening letter until later in February as I recall from the G&T person at the school.

Since then, I don't see much differentiation. If the label makes you happy, then that's great, because that's all it is.

Ok, then pull your kid from the program.

Weird. It's not actively harmful, it's also not actively enriching. Why should that require action on the PP's part?

Anonymous wrote:I think the timing is based on the school. We didn't receive a screening letter until later in February as I recall from the G&T person at the school.

Since then, I don't see much differentiation. If the label makes you happy, then that's great, because that's all it is.

Ok, then pull your kid from the program.

I think the timing is based on the school. We didn't receive a screening letter until later in February as I recall from the G&T person at the school.

Since then, I don't see much differentiation. If the label makes you happy, then that's great, because that's all it is.