My kid gets the gifted letter as 2nd grader.

Literacy recommendation is "On grade level with enrichment - The students reads and comprehends text within and/or above the grade-level band and may benefit from enrichment".

Math recommendation is " On grade level", & " Ongoing formative data will be used to inform tiered enrichment opportunities within the grade level curriculum.

MAP math score 230 (99%) & Dibel score 435. What kind of enrichment can DC could get at 3rd grade? I don't see any enrichment mentioned.

I can’t believe they are using Dibels to assess giftedness. Underscores that this is meaningless.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ours just posted.

Ours just posted as well. DC is qualified as gifted, and the recommendation seems to be nothing. I am not sure if everyone gets the same recommendation.

DC's Dibels is 433 (met) but ELA district assessment is 4 (not met). What is average score? Are these scores considered low likely "predicted" to be not met for CES lottery next year? I have not seen the above assessment result or report. What could DC work on languages/comprehension part ?

Our recommendation was grade level with enrichment for ELA and grade level for math which is odd because she was already getting enrichment in math this year based, I think, on MAP testing.

Same. My kid had been consistently at 99th percentile on the MAP math so I’m so confused by the recommendation of grade level math. I may follow up with the gt coordinator for more info here…

Do you have specific recommendations in your letters? My letter (for qualifying child) just says "to be determined by local school" for both literacy and math in the recommendation sections.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Once a kid is assessed as gifted at 2nd grade. Are they going to assess same kid every school year with criteria to see if kid should remain gifted or not?

No because the status means nothing

No, because the designation, once assigned, is not re-evaluated. It means something, and can be pursued to that end under state law if it is seen not to be well addressed by the local school. Of course, with MCPS's Heisman approach, that can take some doing, and not many have that wherewithal. If only MCPS reliably would follow state law with fidelity to intent on this matter instead of allowing a mish-mash experience across the system...

Say more — what can be pursued under state law?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ours is posted now too (wasn't there earlier today).

For teachers, is there some cutoff or limit to how many kids they can identify as g&t? Is there any benefit/reason not to say 3/3 are met for kids?

(Wondering because DD met the criteria on everything but teacher's rec, which was only 2/3 and seemed surprising given the feedback we've received)

May I ask about your child's Dibels score?

PP. DD had a 436 Diebels, 99% MAP, 5s on the math and ELA assessments.

Looks like math assessment was a Eureka end of module thing and the ELA was a benchmark assessment.
https://docs.google.com/document/d/1inWx5srfQzXo-3s-8Bv89fxetg7VAuVucYAE0MavwOA/view

It's a little weird they use Diebels at all when it's meant to assess reading skills not abilities. DD "tested out" of multiple sections this year, which feels odd if they use it for qualifying for G&T.

Still interested in info on teacher input!

Also curious. I’m not sure what behavior has to do with being gifted… I thought the same about the questions on the parent survey. My kid is bored in school and gets annoyed working in groups. That is in part because she is gifted (which we already know from WISC testing, which is an actual test for giftedness as opposed to whatever the heck this is).

Anonymous wrote:

Anonymous wrote:Once a kid is assessed as gifted at 2nd grade. Are they going to assess same kid every school year with criteria to see if kid should remain gifted or not?

No because the status means nothing

No, because the designation, once assigned, is not re-evaluated. It means something, and can be pursued to that end under state law if it is seen not to be well addressed by the local school. Of course, with MCPS's Heisman approach, that can take some doing, and not many have that wherewithal. If only MCPS reliably would follow state law with fidelity to intent on this matter instead of allowing a mish-mash experience across the system...

Anonymous wrote:

Anonymous wrote:Ours is posted now too (wasn't there earlier today).

For teachers, is there some cutoff or limit to how many kids they can identify as g&t? Is there any benefit/reason not to say 3/3 are met for kids?

(Wondering because DD met the criteria on everything but teacher's rec, which was only 2/3 and seemed surprising given the feedback we've received)

May I ask about your child's Dibels score?

PP. DD had a 436 Diebels, 99% MAP, 5s on the math and ELA assessments.

Looks like math assessment was a Eureka end of module thing and the ELA was a benchmark assessment.
https://docs.google.com/document/d/1inWx5srfQzXo-3s-8Bv89fxetg7VAuVucYAE0MavwOA/view

It's a little weird they use Diebels at all when it's meant to assess reading skills not abilities. DD "tested out" of multiple sections this year, which feels odd if they use it for qualifying for G&T.

Still interested in info on teacher input!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Ours just posted.

Ours just posted as well. DC is qualified as gifted, and the recommendation seems to be nothing. I am not sure if everyone gets the same recommendation.

DC's Dibels is 433 (met) but ELA district assessment is 4 (not met). What is average score? Are these scores considered low likely "predicted" to be not met for CES lottery next year? I have not seen the above assessment result or report. What could DC work on languages/comprehension part ?

Our recommendation was grade level with enrichment for ELA and grade level for math which is odd because she was already getting enrichment in math this year based, I think, on MAP testing.

Same. My kid had been consistently at 99th percentile on the MAP math so I’m so confused by the recommendation of grade level math. I may follow up with the gt coordinator for more info here…

Anonymous wrote:Once a kid is assessed as gifted at 2nd grade. Are they going to assess same kid every school year with criteria to see if kid should remain gifted or not?

No because the status means nothing

My daughter didn't qualify because she didn't get a 5 on either of the district assessments (although she met criteria based on DIBELS, MAP, and oarent and teacher forms.)

What even are these district assessments? How are they given/what do they measure? Are they considered to actually be a good indicator of giftedness? I've never heard of them...

Once a kid is assessed as gifted at 2nd grade. Are they going to assess same kid every school year with criteria to see if kid should remain gifted or not?

Anonymous wrote:

Anonymous wrote:Ours just posted.

Ours just posted as well. DC is qualified as gifted, and the recommendation seems to be nothing. I am not sure if everyone gets the same recommendation.

DC's Dibels is 433 (met) but ELA district assessment is 4 (not met). What is average score? Are these scores considered low likely "predicted" to be not met for CES lottery next year? I have not seen the above assessment result or report. What could DC work on languages/comprehension part ?

Our recommendation was grade level with enrichment for ELA and grade level for math which is odd because she was already getting enrichment in math this year based, I think, on MAP testing.

Anonymous wrote:Ours is posted now too (wasn't there earlier today).

For teachers, is there some cutoff or limit to how many kids they can identify as g&t? Is there any benefit/reason not to say 3/3 are met for kids?

(Wondering because DD met the criteria on everything but teacher's rec, which was only 2/3 and seemed surprising given the feedback we've received)

May I ask about your child's Dibels score?

Anonymous wrote:Ours just posted.

Ours just posted as well. DC is qualified as gifted, and the recommendation seems to be nothing. I am not sure if everyone gets the same recommendation.

DC's Dibels is 433 (met) but ELA district assessment is 4 (not met). What is average score? Are these scores considered low likely "predicted" to be not met for CES lottery next year? I have not seen the above assessment result or report. What could DC work on languages/comprehension part ?

Ours is posted now too (wasn't there earlier today).

For teachers, is there some cutoff or limit to how many kids they can identify as g&t? Is there any benefit/reason not to say 3/3 are met for kids?

(Wondering because DD met the criteria on everything but teacher's rec, which was only 2/3 and seemed surprising given the feedback we've received)