Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Do they provide all parents with the test results regardless of whether the kid is deemed gifted or not, or do the non-deemed kids just not get the letter home?

Everyone gets the NNAT results. A separate letter comes home later notifying parents of kids who have been referred for the formal identification process. Parents have to give permission for that process to take place. After the process is complete a final letter comes home confirming the areas that the child was deemed eligible to receive gifted services.

Or stating that the child was not deemed eligible in any areas, maybe?

I think it could happen. My child was receiving "un-official" gifted services in 3rd and 4th based on what his teachers and the gifted teacher observed. His NNAT wasn't any special. Non-verbal is not where he shines.
He was referred for all 4 subjects and was eventually deemed eligible for all 4. But I was told that his 4th grade teacher really pushed and I know his 3rd grade math and science teachers pushed as well. I got the feeling there was a hold out or two somewhere (my guess is the administration as my child has been in the office a time or two or three and does not present as a classic gifted child if you do not come into contact with him academically. ) I also know of a child who was teacher identified (not sure about her NNAT and CoGAT numbers) but who was not deemed eligible according to the parent.

I agree in Arlington ES it is nothing special. My son does not spend a lot of time with the gifted teacher but he really does enjoy the time he does spend with her. I am not sure how services change in MS.

Anonymous wrote:

Anonymous wrote:We never jockeyed for GT like the crazy-@ss parents in K at our elementary.

By 4th grade, my kids tested off the charts on Cogats and always had 600 SOLS. The school then sent the letter to have them designated.

There was benefit in 4th/5th because they had a strong GT teacher at school.

MS--no difference at all. They are in the HS-credit intensified classes. That is enough IMO. I would say majority kids at their school are above-average. It comes with the area. The parents all have advanced degrees, high SES earners so of course their children will be bright as well.

Truly gifted is a whole different beast. I think there are probably less than 1% truly gifted and those kids usually aren't across the board. And, again, I am not talking about kids like mine that get straight As and high test scores. That's par for the course, not necessarily gifted.

Arlington ... where the “majority” of kids are “above-average” and, “of course”, the kids of high SES earners with dana ds degrees are bright.

^ with advanced degrees

Anonymous wrote:We never jockeyed for GT like the crazy-@ss parents in K at our elementary.

By 4th grade, my kids tested off the charts on Cogats and always had 600 SOLS. The school then sent the letter to have them designated.

There was benefit in 4th/5th because they had a strong GT teacher at school.

MS--no difference at all. They are in the HS-credit intensified classes. That is enough IMO. I would say majority kids at their school are above-average. It comes with the area. The parents all have advanced degrees, high SES earners so of course their children will be bright as well.

Truly gifted is a whole different beast. I think there are probably less than 1% truly gifted and those kids usually aren't across the board. And, again, I am not talking about kids like mine that get straight As and high test scores. That's par for the course, not necessarily gifted.

Arlington ... where the “majority” of kids are “above-average” and, “of course”, the kids of high SES earners with dana ds degrees are bright.

We never jockeyed for GT like the crazy-@ss parents in K at our elementary.

By 4th grade, my kids tested off the charts on Cogats and always had 600 SOLS. The school then sent the letter to have them designated.

There was benefit in 4th/5th because they had a strong GT teacher at school.

MS--no difference at all. They are in the HS-credit intensified classes. That is enough IMO. I would say majority kids at their school are above-average. It comes with the area. The parents all have advanced degrees, high SES earners so of course their children will be bright as well.

Truly gifted is a whole different beast. I think there are probably less than 1% truly gifted and those kids usually aren't across the board. And, again, I am not talking about kids like mine that get straight As and high test scores. That's par for the course, not necessarily gifted.

Anonymous wrote:My kids are both in the APS gifted program along with 30% of their classmates.
They seem to base it off the NNAT tests in second grade and teacher reccos (Cogat and grades in 4th) . We got a letter from the school asking to submit an application, we did and both kids got in. Both tests are in Nov/ Dec from memory.

My second grader is given more challenging math and writing material but is not in a formal pull out

The 5th grader is part of a formal group for reading, essay writing. We get some extra emails and challenges for science. Math she is doing with the class.

Overall its pretty low key which i like.

Once you get a gifted designation it continues into middle school although not sure what it actually means.

I wonder if it differs by school. For the first, we got a call first and a letter after just saying the gifted ID had been made and now I get form letters from the gifted resource teacher with the report card. My K kid meets with that same person, with a small group, but in the class. Still havn't been notified of that; guess they are waiting for the 2nd grade N-test. Can't ever remember what it's called. That ipad game thing.

Anonymous wrote:

Anonymous wrote:My kid was identified as gifted in K. He started enrichment in 1st, but it has taken off in 2nd. He gets twice weekly pull outs. He has a separate folder with projects he has been working on (which seem like a lot of logic games/critical thinking type things). He gets enrichment math problems to take home (typically word problems that require a bit more thinking than his regular math that is just equations).

His teacher also has him as a special class helper for other kids in the class (so he helps kids work through problems if they are struggling).

What’s a pull out? I thought Arlington didn’t do that.

Maybe I am using the wrong word, but he is pulled out of the classroom with two other kids. In the hallway they have tables set up. The kids work with the gifted specialist on that table. I have zero idea how long it is, but he says he really enjoys it. He is not pulled out to go into an entirely separate class or anything.