09:36: I would not say how determined the parent is, but rather how strong of a case the parent makes....with
Scores of 100, it probably will not matter, and with scores of 140 across the boar (not just one score), the child is in. But in between, the package the parent puts together matters. 120 across the board with a good package and good comments from the school is probably sufficient

Yeah, it pretty crazy - especially at this age group in a class of 20+ kids..

We haven't mentioned GT/AAP at all, but did mention that this test is important and NOT to go the restroom during the test

I guess that is all we really need to/can do about it.

My guess is getting around 30 right should be sufficient for a reasonably high score.. who knows.

We got the letter from our school a couple of weeks ago informing about this and it was a surprise to us, since NNAT's till last year were given to 2nd graders.

Anonymous wrote:I hope so. This year the NNAT's are being given to 1st graders (also. )

I was thinking of telling my DC not to worry about finishing all 38 questions..and just do the best that she can attempt on..

That led me to wonder how many does she actually need to get for a 130+ score ( if that is indeed the cutoff this year)

thanks for responding.

does she know what the tests are for? i wonder at what age do kids figure out what GT or AAP means...

I hope so. This year the NNAT's are being given to 1st graders (also. )

I was thinking of telling my DC not to worry about finishing all 38 questions..and just do the best that she can attempt on..

That led me to wonder how many does she actually need to get for a 130+ score ( if that is indeed the cutoff this year)

thanks for responding.

Anonymous wrote:I understand that on the NNAT has 38 questions?

I was curious to know approximately how many questions does the child need to get right to cross the 130 threshold?

There is no way my DC has to focus to go through 38 questions properly!

The test is designed for this age group. Don't worry, it will be okay.

I understand that on the NNAT has 38 questions?

I was curious to know approximately how many questions does the child need to get right to cross the 130 threshold?

There is no way my DC has to focus to go through 38 questions properly!

Anonymous wrote:

Anonymous wrote:anyone who has read these various threads knows how flexible the admissions standards are - kids have gotten in with 115-125 on the CogAts, so it's pretty hard to argue
there is any particular "cut off" score.

The score only automatically puts the kid in the pool for consideration. Other factors include GBRS, work samples, recommendations, etc.

Similar to college where SAT score, grades, recommendations, extracurricular activities, etc. compose the application package for consideration.

you left out how determined the parent is. That seems to be a deciding factor in many cases.

Anonymous wrote:anyone who has read these various threads knows how flexible the admissions standards are - kids have gotten in with 115-125 on the CogAts, so it's pretty hard to argue
there is any particular "cut off" score.

The score only automatically puts the kid in the pool for consideration. Other factors include GBRS, work samples, recommendations, etc.

Similar to college where SAT score, grades, recommendations, extracurricular activities, etc. compose the application package for consideration.

anyone who has read these various threads knows how flexible the admissions standards are - kids have gotten in with 115-125 on the CogAts, so it's pretty hard to argue
there is any particular "cut off" score.

Anonymous wrote:False.

Agreed.

http://www.fcps.edu/DIS/gt/faqs.html

How is the second grade pool of candidates for the full-time AAP ( level IV) center program determined?
The second grade pool is determined through a review of the NNATII test results and CogAT test results. This year only, all first and second grade students will take the NNATII as the test is being moved to first grade. Next year’s pool will consist of NNATII scores from first grade and CogAT scores from second grade.
Each year the benchmark score varies slightly. Second grade students not in the screening pool and third through seventh graders may be screened by referral. Administrators, teachers, or parent/guardians may submit a referral.


Why are the cutoffs for the 2nd grade pool different each year?
The make-up of the 2nd grade pool is determined by student performance on the two tests. It is difficult to predict how the students will do from year to year and, therefore, the benchmark or cutoff scores vary accordingly. This score is usually in the 130's.


If my child is not in the 2nd grade pool, can he/she still be considered for center placement?
The second grade pool is a starting point. It is a means to identify a group of second grade candidates for the full-time AAP (level IV) center program. It does not have a limiting effect because any parent/guardian, teacher, and/or administrator may refer a child and many do. Students who are referred receive the same consideration as students who are in the pool. All files are screened at the same time by the Central Selection Committees that meet in March/April.

The AAP (Level IV) Referral Form is located in the Parent Information Packet for Screening, Testing, and Identification which is available at your local school or on line at the Advanced Academic Programs website www.fcps.edu/DIS/gt/forms.html.

False.

I read somewhere that the child only has to score 130 on either the NNAT or CogAT to be in the pool. Is that true or false?

I know this thread can be silly at times and I probably should hold my tongue--especially since this should go without saying... But many gifted kids are obvious and others aren't. If it were as simple as going to a school event and noticing which kids are "on the ball," then we would never need any other criteria.

Sure GT/AAP kids excel at something, but by 2nd grade some may not show it IN SCHOOL. So, yes, some of those kids do get overlooked. It happens every year.

Some kids who get in AAP will excel and other won't. This too happens every year. And for those kids who excel at one subject, but struggle with another they are probably going to have mixed feelings about AAP. They are either going to get past the struggle or not. It doesn't necessarily mean they didn't belong or weren't "gifted." The class may be a good fit or not. They are all little human beings and that's the way it goes.

Anonymous wrote:Medication is not always the answer. Let me make one ing clear, my dd does not have these issues, and I hope there are no disruptive students in her class. But I have seen a lot of smart kids get lost in the shuffle of boredom and then get labeled has add...when the real diagnosis was boredom

Really, which kids today aren't bored?

In this day and age, they are so use to instant satisfaction with their video games (Nintendo DS), DVDs, texting, etc. that they don't appreciate quiet time to do something based on their own creation or do some introspective thinking.

Bored meaning they are waiting for the teacher to challenge them, or whether they have the ability to create challenges for themselves?

Anonymous wrote:Boring people are easily bored? what a crock of caca....you take a smart person and put them in a non-challenging environment, where (to succeed), they have to sit there and listen to things they already know, with no challenge, they will daydream, and not pay attention. Maybe not bored, but not focusing on the work at hand....

Now, a teacher that sees the kid not paying attention can draw several conclusions, including 1) the kid does not care and is not bright, or 2) the kid is not being challenged....it is probably too much to ask second graders to to challenge themselves in a repetitive environment like that (I remember all I wanted to do was get out of the classroom).

If the teacher does not recognize the issue properly, it is very easy for a bright, gifted student to receive a low gbrs, and be labeled add, rather than gifted. In my experience, often gifted boys (moreso than girls) are labeled add when what they need is more challenge.

We've all been to school events and you can tell who has something on the ball and who is a dim bulb. While math can be boring for sure, the GT/AAP kids excell at something - thinking the big thoughts, taking interest in some subject, like music, science. These kids come to the attention of the teachers and other adults. But maybe everybody else is wrong and you are right. Not discounting that possibilty.