IN

NNAT 105
COGAT 112

Anonymous wrote:^ In the state of Virginia, school divisions are required to identify gifted children and provide gifted services. FCPS uses AAP to meet the state gifted mandate. Thus, it ought to include all of the children who are gifted.

FCPS somewhat gets around this by deciding that a kid isn't gifted unless the AAP committee says so. It's hard to argue, however, that a child in the 99th percentile on an individual IQ test would not be gifted.

People should sue. FCPS is not meeting it's mandate if it leaves out gifted kids, i.e. kids in 98% and up.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:15s and 16s are pretty rare. 12, 13, and 14 seem the most common "in" GBRS.

I will be curious to know if center school gives out 15/16. My observation has been non center school tends to be liberal about it.

This section typically is where child will loose 1-2 points.

Exceptional Motivation to Succeed
Demonstrates ability to lead large and/or small groups
Meets exceptional personal and/or academic challenges
Explores, researches, questions topics, ideas, issues independently
Is poised with adults and engages them in adult conversations
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Strives to achieve high standards especially in areas of strength and/or interest
Shows initiative, self-direction, and/or high level of confidence

We are at a center school and FC got a 13, with a 2 in Exceptional Motivation to Succeed.

At a center school. One of mine got a 16 and one for a 15. Only 2 kids from the class were admitted and only 12 from all classes were admitted.

Anonymous wrote:^ In the state of Virginia, school divisions are required to identify gifted children and provide gifted services. FCPS uses AAP to meet the state gifted mandate. Thus, it ought to include all of the children who are gifted.

FCPS somewhat gets around this by deciding that a kid isn't gifted unless the AAP committee says so. It's hard to argue, however, that a child in the 99th percentile on an individual IQ test would not be gifted.

I completely agree. Yet they do..So frustrating!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:15s and 16s are pretty rare. 12, 13, and 14 seem the most common "in" GBRS.

I will be curious to know if center school gives out 15/16. My observation has been non center school tends to be liberal about it.

This section typically is where child will loose 1-2 points.

Exceptional Motivation to Succeed
Demonstrates ability to lead large and/or small groups
Meets exceptional personal and/or academic challenges
Explores, researches, questions topics, ideas, issues independently
Is poised with adults and engages them in adult conversations
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Strives to achieve high standards especially in areas of strength and/or interest
Shows initiative, self-direction, and/or high level of confidence

We are at a center school and FC got a 13, with a 2 in Exceptional Motivation to Succeed.

At center school and DC got a 13. Three 3’s and one 4 — in creative thinking.

Anonymous wrote:

Anonymous wrote:15s and 16s are pretty rare. 12, 13, and 14 seem the most common "in" GBRS.

I will be curious to know if center school gives out 15/16. My observation has been non center school tends to be liberal about it.

This section typically is where child will loose 1-2 points.

Exceptional Motivation to Succeed
Demonstrates ability to lead large and/or small groups
Meets exceptional personal and/or academic challenges
Explores, researches, questions topics, ideas, issues independently
Is poised with adults and engages them in adult conversations
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Strives to achieve high standards especially in areas of strength and/or interest
Shows initiative, self-direction, and/or high level of confidence

We are at a center school and FC got a 13, with a 2 in Exceptional Motivation to Succeed.

Anonymous wrote:

Anonymous wrote:15s and 16s are pretty rare. 12, 13, and 14 seem the most common "in" GBRS.

I will be curious to know if center school gives out 15/16. My observation has been non center school tends to be liberal about it.

This section typically is where child will loose 1-2 points.

Exceptional Motivation to Succeed
Demonstrates ability to lead large and/or small groups
Meets exceptional personal and/or academic challenges
Explores, researches, questions topics, ideas, issues independently
Is poised with adults and engages them in adult conversations
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Strives to achieve high standards especially in areas of strength and/or interest
Shows initiative, self-direction, and/or high level of confidence

We are at a center school and my son child got a 15, which is exactly what I expected.

Anonymous wrote:15s and 16s are pretty rare. 12, 13, and 14 seem the most common "in" GBRS.

I will be curious to know if center school gives out 15/16. My observation has been non center school tends to be liberal about it.

This section typically is where child will loose 1-2 points.

Exceptional Motivation to Succeed
Demonstrates ability to lead large and/or small groups
Meets exceptional personal and/or academic challenges
Explores, researches, questions topics, ideas, issues independently
Is poised with adults and engages them in adult conversations
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Strives to achieve high standards especially in areas of strength and/or interest
Shows initiative, self-direction, and/or high level of confidence

15s and 16s are pretty rare. 12, 13, and 14 seem the most common "in" GBRS.

A 12 GBRS is typically in with at least one other supporting score.

An 11 GBRS is not. That's kind of a cut off.

Anonymous wrote:Cogat - 135
NNAT - 130
Gbrs - 8 (I knew the teacher wouldn't rate dc High)
DRA - 28
Zip - 22033

We got the admission letter.

We had very good samples of her work from home. That should have helped.. because the DRA isn't very high and the gbrs is pretty low also.

IN
DS has similar scores. except GBRS 11. still very low I know. a few work samples from school. I think they don't look at the samples anyways. just Cogat/NNAT score.
22180

^ In the state of Virginia, school divisions are required to identify gifted children and provide gifted services. FCPS uses AAP to meet the state gifted mandate. Thus, it ought to include all of the children who are gifted.

FCPS somewhat gets around this by deciding that a kid isn't gifted unless the AAP committee says so. It's hard to argue, however, that a child in the 99th percentile on an individual IQ test would not be gifted.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
I agree I can't speak for last year but it was surely harder to get in this year than when my middle child got in in 2016 with Ms. Horn at the relm. She allowed for WISC's 130 and above. Now I'm seeing people with WISC 130 - 135 getting rejected. It doesn't make sense because a WISC should trump a CogAT and NNAT but this is their show so it is what it is. Looks like unless you had a 132+ in subtests you don't get in, even if your FSIQ on a WISC was 135.

This should be good news for everyone, the kids who get in, the kids who don't get in, the parents who complain that AAP is too bloated or dumbed down. Everyone.

Except it's not. A 135 WISC SHOULD trump a 135 Cogat. A WISC is an IQ test. CogAt is not. So this method is leaving gifted kids out. My kid is in so I don't have a dog in the fight but it is sad that it seems this adminsitration is rejecting kids with WISC 130+ who are gifted and allowing kids in with 130 CogAT who may or may not be gifted, but are clearly academically advanced (which is not the same thing) . You should not leave gifted kids out of an academically advanced program. As a parent with a child who is in, I want him in for the peer group. Leaving gifted kids out and filling it deprives him of those gifted peers. (I have 4 kids in the program by the way, I'm just speaking of the one who got in this year).

Did you read your own post?
Academically Advanced and gifted are not the same thing. (agree)
The program is titled the ADVANCED ACADEMICS PROGRAM. (it's literally in the title...and was changed several years back to reflect this)

So what is your argument again???

Also, just an observation: I have a child who has been in AAP for a few years and I can tell you that she is far and above the "top performer" in her class. But she is and has always been a high achiever, intrinsically motivated, and her personality is tailor made for school success (e.g., follows the rules, does what she's asked to do and then some, and gets all excited when she is learning more about something or when a teacher is impressed by her effort.) I'm sure there are kids who were admitted as "gifted" who are maybe outside-the-box thinkers, and some who have behavior issues because you have to find that one thing that really sparks their interest or they're not having it. Well, this program just isn't designed for that. It's just faster paced learning that requires students to do more work, dig deeper into a subject, and rewards that. At least that's what we are seeing.

Anonymous wrote:Got the package:

NNAT 127
CogAT 111 (worse than I remember. I thought it was 127... I guess I got confused with the NNAT)
DRA 30
GBRS 12

Was accepted into level IV for 3rd grade.

What was the score breakdown for the CogAT?

Anonymous wrote:

Anonymous wrote:

I was surprised too. But her GBRS is AMAZING in the level of insight the teacher provided with specific examples. The work samples also are excellent. Have you read the GBRS of your child?

I'm surprised she only got a 12 in that case. A 12 GBRS is a fairly weak endorsement of the child for AAP.

I don't know what to say pp. This is my first child and I am not used to the US education system as I am from another country. If my child had gotten a perfect GBRS, I would tell you something was wrong because she is not a perfect student. We do have some problems with social behavior.

In the "Exceptional Ability to Learn" she got a 4 and the teacher stressed over and over "extraordinary ability to retain new information in long term memory with little obvious effort....remarkable ability to focus on a task, use of advanced vocabulary,.... quality thinking, quickly comprehends....etc"

Exceptional Application of Knowledge 3: "able to focus on important crux of a situation.... understands how to sort relevant information from irrelevant information in finding the real problem... her products are completed with thought and effort...shows she has thought about a topic from class in much greater depth and detail...researched and interviewed female classmates to find out what books they were reading and then introduced the idea for a book club, .... uses effective analogies to emphasize a point, make a connection or clarify concept to others... etc"

Exceptional Creative/Productive Thinking 3 (goes on to detailed insight)

Exceptional Motivation to Succeed 2 (detailed insight as well).