Anonymous wrote:Doesn't anyone else think the "insufficient numbers" excuse is bullshit on Melba toast?

13,000 second graders. That's almost exactly 250 birthdays per week, or 35.6 per day.

I'm not a statistician, but it seems that plotting score against day of birth would yield a pretty clear curve.

And they don't even have to do it against DoB. They could do it against month of birth or even trimesters. It would still be better than nothing...

Doesn't anyone else think the "insufficient numbers" excuse is bullshit on Melba toast?

13,000 second graders. That's almost exactly 250 birthdays per week, or 35.6 per day.

I'm not a statistician, but it seems that plotting score against day of birth would yield a pretty clear curve.

How would I have known about this if I hadn't read it here? Is it being sent home from school? I haven't seen it in an email, or did I miss it?

My first year the AARt told us that if the child were in the pool their GBRs should be at least 11. i rebelled against that and tried to be honest as far as what I had seen in class....

For real? I was under the impression that teachers were supposed to base the GBRS on classroom behavior alone . . . and that it was improper to assign the GBRS with an eye towards the test results. In fact, for some reason, I thought the teachers were not even given info about the test scores? If you are able, please shed light on this, thanks.

aND THEY ACTUALLY DESERVE gbrS OF 4 (THE LOWEST POSSIBLE) BUT BECAUSE OF THEIR SCORES aarTS AND pRINCIPALS INSIST YOU RAISE THEM....

I wouldn't worry. The GBRS written by the child's teachers should point out the classroom behaviors that show the child's need for AAP.

What if your kid scored very high but does ABSOLUTELY nothing in class to demonstrate potential giftedness to the teacher. This is VERY common. I have taught grade 2 for years and see kids who score very high but have done ZERO in class to impress. They get GBRs of 6-8 but will get in if their scores are high enough.

Is this being distributed to parents?

Really, the committee looking at these files will be fully aware of how the tests were given and scored and will have input about the way children learn in the classroom. They will be aware of where the scores fall along the spectrum of all tests given and will take all the information in the file into account.

Anonymous wrote:Age adjusting is an issue, but it is not really the 131/94 kids that I would be worried about -- they are top 6% in the county trying for a spot in a program that serves almost 15% of the grade. I would be more worried for the 85-88% kids. The young ones in that score range are the ones who might get left behind without the age adjusting.

11:04 here. You absolutely right PP. I agree with you 100%. Well said!

Anonymous wrote:Wow. Gifted education in FCPS sounds insane.

Welcome to the DCUM AAP Echo Chamber

Wow. Gifted education in FCPS sounds insane.

Anonymous wrote:Age adjusting is an issue, but it is not really the 131/94 kids that I would be worried about -- they are top 6% in the county trying for a spot in a program that serves almost 15% of the grade. I would be more worried for the 85-88% kids. The young ones in that score range are the ones who might get left behind without the age adjusting.

I wouldn't worry. The GBRS written by the child's teachers should point out the classroom behaviors that show the child's need for AAP.

Why keep it in the wings? Are you submitting it with your application ?

Exactly why I already have a very superior WISC in the wings for my young-un.