What is the lowest CogAT score that you still were able to get into AAP?

Also, which kids did you generally try to push into AAP: the kids who were very strong at math or the kids who were very strong at Language Arts?

Op. I had kids who got all fours but I gave them low GBRs because they did very little in class. Getting fours in second grade is not that difficult. Kids who had thoughtful or creative ays of thinking and shared those in class were the ones I looked for. I had two students who had a 142 and 145 CoGAT, respectively, who I gave GBRs of 7 (raised from 4 because my Aart said I needed to) who had no useful work samples and had mostly fours both get in. Neither ever did anything to evidence advanced abilities but were able to get 4s in subject matter (except for writing) because they studied and could regurgitate what was needed to do well on math, social studies, and science tests. Neither ever contributed to class discussions.

Do you ever let a smart child into AAP that is below grade level in reading?

OP here.

Many kids who are below grade level in reading get in to AAP. They still can score highly on the CoGAT or Naglieri even if they are low readers.

Did you ever give low GBRS to kids with in-pool test scores who got 4s in all academic grades and were above grade level in all subjects? If so, why?

How did you determine how motivated or creative a 7 year old is?

- How many of these kids were "placed" because their parents encouraged you to do so?
- Roughly how many of the students you placed were low income? How did that compare to the rest of the base school?
- Would you be willing to name the pyramid or at least the region?

Do you ever let a smart child into AAP that is below grade level in reading?

Anonymous wrote:

Anonymous wrote:Every kid I wanted in GT/AAP got in....

Former teacher - this is true, however the following is also true:

- Kids I did not think should be in, got in

- As a local committee, we discussed the kids as a group. It wasn’t as if whatever I wanted happened. It really was a group decision. There were times I thought a GBRS should be lower and someone else said this kid needs a higher GBRS.

Do schools with Local Level IV have their own committees?

Anonymous wrote:Every kid I wanted in GT/AAP got in....

Was this the case for last year? Also, was this at a center or local school?

Anonymous wrote:Every kid I wanted in GT/AAP got in....

Former teacher - this is true, however the following is also true:

- Kids I did not think should be in, got in

- As a local committee, we discussed the kids as a group. It wasn’t as if whatever I wanted happened. It really was a group decision. There were times I thought a GBRS should be lower and someone else said this kid needs a higher GBRS.

Center School?

Anonymous wrote:High Cogat means kid is in. Borderline Cogat means teacher can influence decision with work samples nd GBRs.

Nope. Not anymore. High Cogat doesn't guarantee anything. But having high GBRS is a must.

Many kids I got into AAP were not gifted, just very hard workers. In my time as a 2nd grade teacher I encountered three truly gifted students. Theiy stood out like nothing I had seen. One was a true genius, themost brilliant kid I have ever encountered.

Every kid I wanted in GT/AAP got in....

High Cogat means kid is in. Borderline Cogat means teacher can influence decision with work samples nd GBRs.

OP. Work samples are very importsnt and teachers can manipulate them.