Anonymous
06/04/2024 16:19
Subject: 2nd Grade Gifted and Talented Survey
Anonymous wrote:Anonymous wrote:These "GT designation is meaningless" posts miss the important point that, per state law, it should not be meaningless. If MCPS is not doing a proper job of GT identification, they are breaking the law. If MCPS is not doing a proper job of providing differentiated education to those designated GT, they are breaking the law.
If caregivers are dissuaded from associated advocacy for their children when MCPS breaks the law because folks keep saying GT designation is meaningless, that is a tragedy, and an especially inequitable one, as those with means are more likely to keep themselves otherwise informed than those without.
Does the law provide an age or a year when differentiation must kick in (I will freely admit I don't know the answer to that)? And what qualifies as differentiation? My DCs have been identified as being 'enriched' every marking period but even at our very good ES it just fades out because it is not actually sustainable. ELC is better, though, because it's designed to go faster and deeper.
(rant) People always act as if high-achieving kids being bored constitutes some kind of dire tragedy.
Insisting that high-achieving kids must always be coddled and stimulated and praised and featured is just as bad as ignoring kids who need extra help.
https://dsd.maryland.gov/Pages/COMARSearch.aspx
Check the various subsections of 13A.04.07.
From subsection 02, documentation of GT-associated behavior is required from Pre-K to 2nd and universal screening has to happen by 3rd.
Subsection 03 states:
A. Each school system shall provide different services beyond those normally provided by the regular school program from an annually reviewed Maryland State Department of Education approved list of programs and services in order to develop the gifted and talented student’s potential. Appropriately differentiated, evidenced-based programs and services shall accelerate, extend, or enrich instructional content, strategies, and products to demonstrate and apply learning.
B. Each school system shall review the effectiveness of its programs and services.
C. Each school system shall implement programs and services for gifted and talented students that:
(1) Provide a continuum of appropriately differentiated curriculum and evidence-based academic programs and services in grades PreK—12 during the regular school day for identified gifted and talented students.
(2) Provide programs and services to support the social and emotional growth of gifted and talented students.
(3) Provide programs and services to inform and involve parents/guardians of gifted and talented students.
The needs are student needs, whether enrichment for GT or assistance for those needing extra help, as you say. Characterizing GT students' needs the way you have, though, reveals an unfortunately common bias against them.
Anonymous
06/04/2024 16:03
Subject: 2nd Grade Gifted and Talented Survey
Anonymous wrote:These "GT designation is meaningless" posts miss the important point that, per state law, it should not be meaningless. If MCPS is not doing a proper job of GT identification, they are breaking the law. If MCPS is not doing a proper job of providing differentiated education to those designated GT, they are breaking the law.
If caregivers are dissuaded from associated advocacy for their children when MCPS breaks the law because folks keep saying GT designation is meaningless, that is a tragedy, and an especially inequitable one, as those with means are more likely to keep themselves otherwise informed than those without.
Does the law provide an age or a year when differentiation must kick in (I will freely admit I don't know the answer to that)? And what qualifies as differentiation? My DCs have been identified as being 'enriched' every marking period but even at our very good ES it just fades out because it is not actually sustainable. ELC is better, though, because it's designed to go faster and deeper.
(rant) People always act as if high-achieving kids being bored constitutes some kind of dire tragedy.
Insisting that high-achieving kids must always be coddled and stimulated and praised and featured is just as bad as ignoring kids who need extra help.
Anonymous
06/04/2024 15:45
Subject: 2nd Grade Gifted and Talented Survey
These "GT designation is meaningless" posts miss the important point that, per state law, it should not be meaningless. If MCPS is not doing a proper job of GT identification, they are breaking the law. If MCPS is not doing a proper job of providing differentiated education to those designated GT, they are breaking the law.
If caregivers are dissuaded from associated advocacy for their children when MCPS breaks the law because folks keep saying GT designation is meaningless, that is a tragedy, and an especially inequitable one, as those with means are more likely to keep themselves otherwise informed than those without.
If caregivers are dissuaded from associated advocacy for their children when MCPS breaks the law because folks keep saying GT designation is meaningless, that is a tragedy, and an especially inequitable one, as those with means are more likely to keep themselves otherwise informed than those without.
Anonymous
06/02/2024 12:02
Subject: Re:2nd Grade Gifted and Talented Survey
Anonymous wrote:Folks, this. Does. Not. Matter. MAP scores in grade 3 are used for CES lotteries and for access to ELC/compacted math. MAP scores in fall of grade 5 are used along with grade 5 first quarter grades for MS criteria lotteries. The rest of it has no lasting consequences, because "enrichment" time is not built into the workings of the ES school day. Teachers are already doing much more than can be reasonably asked of them and don't have the time to break out individual kids or groups.for sustained enrichment. The GT designation or not only.matters if it reveals a deficit with which your child needs help. Sit back, enjoy the summer, read a lot of books, shelve your expectations, and wait for the grade 3 MAP.
Parents every year regardless are still going to want that GT designation. Only if they do away with that screening will they no longer care. GT designation is like being on the honor roll: the student gets nothing for being on the honor roll other than the pride in knowing they are on it. Many care about these distinctions.
GT designation does distinguish whether the student is roughly in top 20th percentile in both math and reading, whereas being selected in CES lottery identifies only for reading and CM only for math.
Anonymous
06/02/2024 10:54
Subject: Re:2nd Grade Gifted and Talented Survey
Folks, this. Does. Not. Matter. MAP scores in grade 3 are used for CES lotteries and for access to ELC/compacted math. MAP scores in fall of grade 5 are used along with grade 5 first quarter grades for MS criteria lotteries. The rest of it has no lasting consequences, because "enrichment" time is not built into the workings of the ES school day. Teachers are already doing much more than can be reasonably asked of them and don't have the time to break out individual kids or groups.for sustained enrichment. The GT designation or not only.matters if it reveals a deficit with which your child needs help. Sit back, enjoy the summer, read a lot of books, shelve your expectations, and wait for the grade 3 MAP.
Anonymous
06/02/2024 00:31
Subject: 2nd Grade Gifted and Talented Survey
Anonymous wrote:Anonymous wrote:Anonymous wrote:My kid was identified as GT.
DIEBLS: 446
Two 5 on assessments
MAP Math at 99%
Literacy Instructional Recommendation:
On grade level with enrichment - The student reads and comprehends text within and/or
above the grade-level band and may benefit from enrichment.
Mathematics Instructional Recommendation:
On grade level
Ongoing formative data will be used to inform tiered enrichment opportunities within the
grade level curriculum.
Did literally everyone get these exact same recommendations, regardless of their child's GT status? Did anyone get something different?
Mine just says enrichment will be determined by the school. I am in a high-performing Bethesda elementary.
Same. He's at Westbrook ES
Anonymous
06/01/2024 22:20
Subject: 2nd Grade Gifted and Talented Survey
Anonymous wrote:Anonymous wrote:My kid was identified as GT.
DIEBLS: 446
Two 5 on assessments
MAP Math at 99%
Literacy Instructional Recommendation:
On grade level with enrichment - The student reads and comprehends text within and/or
above the grade-level band and may benefit from enrichment.
Mathematics Instructional Recommendation:
On grade level
Ongoing formative data will be used to inform tiered enrichment opportunities within the
grade level curriculum.
Did literally everyone get these exact same recommendations, regardless of their child's GT status? Did anyone get something different?
Mine just says enrichment will be determined by the school. I am in a high-performing Bethesda elementary.
Anonymous
06/01/2024 22:18
Subject: 2nd Grade Gifted and Talented Survey
Anonymous wrote:Anonymous wrote:I can’t believe they are using Dibels to assess giftedness. Underscores that this is meaningless.
Curious why Dibels is bad example to determine giftedness? I know my kid's WISC score because of private evaluation. Should school use logic test result to determine giftedness instead?
FWIW you can submit your kid's WISC score for consideration if it's within the year.
Anonymous
05/31/2024 15:57
Subject: 2nd Grade Gifted and Talented Survey
Anonymous wrote:Anonymous wrote:Anonymous wrote:My kid was identified as GT.
DIEBLS: 446
Two 5 on assessments
MAP Math at 99%
Literacy Instructional Recommendation:
On grade level with enrichment - The student reads and comprehends text within and/or
above the grade-level band and may benefit from enrichment.
Mathematics Instructional Recommendation:
On grade level
Ongoing formative data will be used to inform tiered enrichment opportunities within the
grade level curriculum.
Did literally everyone get these exact same recommendations, regardless of their child's GT status? Did anyone get something different?
There are 2 letters. Those with GT get one letter, those not identified get the other.
Right, but my not-identified (but generally above grade-level) kid got the same recommendations as what's been posted for the recommendations for GT kids. Just curious if anyone else got something different.
Anonymous
05/31/2024 15:30
Subject: 2nd Grade Gifted and Talented Survey
Anonymous wrote:Anonymous wrote:My kid was identified as GT.
DIEBLS: 446
Two 5 on assessments
MAP Math at 99%
Literacy Instructional Recommendation:
On grade level with enrichment - The student reads and comprehends text within and/or
above the grade-level band and may benefit from enrichment.
Mathematics Instructional Recommendation:
On grade level
Ongoing formative data will be used to inform tiered enrichment opportunities within the
grade level curriculum.
Did literally everyone get these exact same recommendations, regardless of their child's GT status? Did anyone get something different?
There are 2 letters. Those with GT get one letter, those not identified get the other.
Anonymous
05/31/2024 13:46
Subject: 2nd Grade Gifted and Talented Survey
Anonymous wrote:Did all 2nd grade parents get a letter, or just if their child was identified as gifted?
I assume it's everyone. We got one but child was not identified as gifted. Up in ParentVue yesterday.
Anonymous
05/31/2024 12:43
Subject: 2nd Grade Gifted and Talented Survey
Did all 2nd grade parents get a letter, or just if their child was identified as gifted?
Anonymous
05/31/2024 11:31
Subject: 2nd Grade Gifted and Talented Survey
Anonymous wrote:My kid was identified as GT.
DIEBLS: 446
Two 5 on assessments
MAP Math at 99%
Literacy Instructional Recommendation:
On grade level with enrichment - The student reads and comprehends text within and/or
above the grade-level band and may benefit from enrichment.
Mathematics Instructional Recommendation:
On grade level
Ongoing formative data will be used to inform tiered enrichment opportunities within the
grade level curriculum.
Did literally everyone get these exact same recommendations, regardless of their child's GT status? Did anyone get something different?
Anonymous
05/31/2024 10:17
Subject: 2nd Grade Gifted and Talented Survey
My kid was identified as GT.
DIEBLS: 446
Two 5 on assessments
MAP Math at 99%
Literacy Instructional Recommendation:
On grade level with enrichment - The student reads and comprehends text within and/or
above the grade-level band and may benefit from enrichment.
Mathematics Instructional Recommendation:
On grade level
Ongoing formative data will be used to inform tiered enrichment opportunities within the
grade level curriculum.
DIEBLS: 446
Two 5 on assessments
MAP Math at 99%
Literacy Instructional Recommendation:
On grade level with enrichment - The student reads and comprehends text within and/or
above the grade-level band and may benefit from enrichment.
Mathematics Instructional Recommendation:
On grade level
Ongoing formative data will be used to inform tiered enrichment opportunities within the
grade level curriculum.
Anonymous
05/31/2024 09:21
Subject: 2nd Grade Gifted and Talented Survey
Anonymous wrote:Anonymous wrote:They were supposed to administer the COGAT this year again and decided not to. None of the measures they used here are valid. And then even if identified it seems the recomendations are to do nothing differently. What on earth is the point?
Leaving gifted children behind in the name of equity. Smh.
The really ridiculous thing is that that is so inequitable to those with lesser family means, as those with greater means are more likely and able to access outside enrichment.
Most of the NYC high achieving public school students that are being targeted are from lower income families. I think it comes down to the family’s values, not income.