How does MCPS identify a system-wide 40% gifted?

The arguments for a label are, as I have shown, easily dismissed. Which brings us to the next question: are we really identifying gifted students? A system wide average of ~40%, with some schools posting rates of more than 80%, the MCPS GT ID rates seem too good to be true.

Ever wondered how MCPS selected GT students? You could take my word for it (by clicking here, here, here, and here) or, believe the Montgomery County Gazette of Wednesday, Oct. 26, 2005. Reporter, Sean R. Sedam, wrote as follows about the MCPS GT ID system:

Students who outscore 75 percent of their peers on the Raven or receive a minimum score on three of five InView subtests must meet one other qualification:
They read at a late-third-grade reading level.

They are doing math at a late-third-grade level.

They have a parent nomination, citing at least four key characteristics, such as great curiosity, a wide range of interests, a large vocabulary, strong verbal skills, a good memory, a long attention span, a strong sense of humor, leadership ability, independence, risk-taking or reasoning skills. Parents of all second-graders receive a nomination form with a checklist of characteristics.

They are nominated by school staff.

They are enrolled in one of 19 schools that offer the Program of Assessment, Diagnosis and Instruction, which is aimed at fostering critical and creative thinking skills in lower-income students and identifying them for higher-level instruction.

They meet criteria in at lease two categories of the Renzulli-Hartman Teacher Checklist, in which teachers assess a student’s learning traits, motivation and creativity.

If a student does not meet the benchmarks on the Raven or InView tests, but meets three of the qualifications, they also are recommended for gifted and talented programs and services.
In comparison, the table shows what they do in Ohio.

According to the Ohio public schools website “In addition to defining who is considered gifted in Ohio, the rule and/or law provides that:

• Districts must have an identification plan and local board policy approved by ODE;
• Districts must have regular opportunities for assessment for giftedness based on referrals from teachers, parents or other children;
• Children who are culturally and linguistically diverse, from low socio-economic status, with disabilities and/or who are limited English proficient must be included in the identification process;
• Parents must be notified of assessment results;
• Parents have an opportunity to appeal;
• Districts must accept assessments given outside the district by trained personnel;
• Districts must distribute their gifted identification policy to parents.”

In Montgomery County, we are not identifying gifted students—we are identifying anyone above average. Thus, affixing a “gifted” label to this identification is not just unnecessary, it is plain misleading.

So, before you contact our BOE, please think if it is far more reasonable to demand that GT be done right, labels be jettisoned, and the legally enforceable Parent Letter be requested.