AAP Parent referral for a rising 6th grader

[Anonymous]

My 5th grader tested border line in 2nd grade and did not make the AAP pool for that year. He's supposedly receiving LL3 but even with the differentiated math and science classes, I can tell he's not being challenged. He's also doing very well in all subjects. I want to parent referral him for AAP next year so he can receive (6th grade) AAP LL4.

We already missed the testing this year and would need to go private testing if we want to have him re-tested. Has anyone done parent referral in the upper grade ? Please share your experience.

[Anonymous]

I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.

[Anonymous]

Anonymous wrote:I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.

I agree if the AAP is truly an aptitude based program, that's why I had not done a parent referral after these years. But now if you follow any of the AAP threads, you know that's no longer the case. Our LL4 is over 30% parent referred LL3. My DD AAP Center 3rd grade class has a number of parent referred AAP kids. That's the reality of the current landscape, why shouldn't I refer him again and let the selection process determine his eligibility if he has the potentials ?

[Anonymous]

Anonymous wrote:I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.

I'm not the op, but you're also placing a lot of stock in one or two tests -- that are not actually IQ tests -- given to small children. You should check out the book Nurtureshock, which has a very interesting chapter about giftedness identification and how most systems do it too early, and likely miss many gifted kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.

I'm not the op, but you're also placing a lot of stock in one or two tests -- that are not actually IQ tests -- given to small children. You should check out the book Nurtureshock, which has a very interesting chapter about giftedness identification and how most systems do it too early, and likely miss many gifted kids.

+1

[Anonymous]

My DS was in pool, but was not found eligible in the inital eval. His test scores were very high, but his GBRS was only 9 that 2nd grade year (his teacher mentioned his social immaturity, though that technically was not a category on the GBRS). On the advice of his 3rd grade teacher, we parent referred in 3rd (for a start in 4th) and breezed through. We did not have additional testing done, but assumed that since his teacher was pushing us to refer, that her GBRS, with his same test scores would be enough. I think it is important to ask the teachers who would write the GBRS what their opinion is, the GBRS carries a good amount of weight, even when scores are well above the threshold, though I have heard that high WISC scores may have more ability to overpower a medium GBRS than very high CogAT or Naglieri.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.

I'm not the op, but you're also placing a lot of stock in one or two tests -- that are not actually IQ tests -- given to small children. You should check out the book Nurtureshock, which has a very interesting chapter about giftedness identification and how most systems do it too early, and likely miss many gifted kids.

OP here, thank you for the book recommendation. DS had always been a high achiever, both in his school work and his sports activities. He does extra school work "for fun" (how many 10 year olds do that ?). He's very self-motivated and is extremely conscientious. He actually told me this year that school work is too easy and he wishes it could be a little tougher. I don't know if he is truly "gifted" but I don't doubt that he has the ability to learn at a more accelerated pace.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.

I'm not the op, but you're also placing a lot of stock in one or two tests -- that are not actually IQ tests -- given to small children. You should check out the book Nurtureshock, which has a very interesting chapter about giftedness identification and how most systems do it too early, and likely miss many gifted kids.

OP here, thank you for the book recommendation. DS had always been a high achiever, both in his school work and his sports activities. He does extra school work "for fun" (how many 10 year olds do that ?). He's very self-motivated and is extremely conscientious. He actually told me this year that school work is too easy and he wishes it could be a little tougher. I don't know if he is truly "gifted" but I don't doubt that he has the ability to learn at a more accelerated pace.

It's common, actually.

[Anonymous]

Anonymous wrote:My DS was in pool, but was not found eligible in the inital eval. His test scores were very high, but his GBRS was only 9 that 2nd grade year (his teacher mentioned his social immaturity, though that technically was not a category on the GBRS). On the advice of his 3rd grade teacher, we parent referred in 3rd (for a start in 4th) and breezed through. We did not have additional testing done, but assumed that since his teacher was pushing us to refer, that her GBRS, with his same test scores would be enough. I think it is important to ask the teachers who would write the GBRS what their opinion is, the GBRS carries a good amount of weight, even when scores are well above the threshold, though I have heard that high WISC scores may have more ability to overpower a medium GBRS than very high CogAT or Naglieri.

OP here, thanks for the feedback. In your DS case, it was easier to reapply since his test scores were initially high and you just need a good GBRS. I think in my DS case, it may be the opposite.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My DS was in pool, but was not found eligible in the inital eval. His test scores were very high, but his GBRS was only 9 that 2nd grade year (his teacher mentioned his social immaturity, though that technically was not a category on the GBRS). On the advice of his 3rd grade teacher, we parent referred in 3rd (for a start in 4th) and breezed through. We did not have additional testing done, but assumed that since his teacher was pushing us to refer, that her GBRS, with his same test scores would be enough. I think it is important to ask the teachers who would write the GBRS what their opinion is, the GBRS carries a good amount of weight, even when scores are well above the threshold, though I have heard that high WISC scores may have more ability to overpower a medium GBRS than very high CogAT or Naglieri.

OP here, thanks for the feedback. In your DS case, it was easier to reapply since his test scores were initially high and you just need a good GBRS. I think in my DS case, it may be the opposite.

I am the one you quoted. I agree, since I had the test scores it was easier. I still think, if you had close test scores the first time, and a teacher who supports the decision (assuming that will be reflected in a high GBRS) there is a strong chance, though I guess you probably will want the test scores to be sure. I say go for it. I was worried, that with missing one year, my DS would have a lot of catching up to do, he would be overwhelmed, but he did not miss a beat. Made me feel like our decision was the right one.

[Anonymous]

For the record, I did not parent refer, as my kids had 16 GBRS and 99%tile on NNAT and CogAT. However, as AAP is not really GT anymore, why should OP not refer? Your child will fit in awesomely in an AAP center, DC sounds motivated in all aspects of life and sounds like a hardworker! Go for it! I would request a conference with DCs current teacher and ask is DC consistently going beyond what is necesary for the assignment? Also ask if the teacher would support your referal with a high GBRS; go in with evidence of your DCs awesome work and going beyond consistently and the work the above into the conversation. I did this with my 2nd grader at the P-T conference. She has super high scores and is advanced across the board, however I asked if she was consistent in her effort and if the teacher were to complete a GBRS, at this stage, what would it look like. Teacher replied that she would give DC a very high GBRS. I wanted to make sure that my DC is working to their ability, and the tests implied that DC has the aptitiude to do a lot. Good Luck!!

[Anonymous]

Anonymous wrote:For the record, I did not parent refer, as my kids had 16 GBRS and 99%tile on NNAT and CogAT. However, as AAP is not really GT anymore, why should OP not refer? Your child will fit in awesomely in an AAP center, DC sounds motivated in all aspects of life and sounds like a hardworker! Go for it! I would request a conference with DCs current teacher and ask is DC consistently going beyond what is necesary for the assignment? Also ask if the teacher would support your referal with a high GBRS; go in with evidence of your DCs awesome work and going beyond consistently and the work the above into the conversation. I did this with my 2nd grader at the P-T conference. She has super high scores and is advanced across the board, however I asked if she was consistent in her effort and if the teacher were to complete a GBRS, at this stage, what would it look like. Teacher replied that she would give DC a very high GBRS. I wanted to make sure that my DC is working to their ability, and the tests implied that DC has the aptitiude to do a lot. Good Luck!!

Asking for a high GBRS?

Fairfax County, we have officially reached a new low.

[Anonymous]

new poster here. I decided to read your thread because DD is a 6th grader and in a similar situation (although she complains that her coursework is too easy, she NEVER asks for wishes for extra work like your child, OP

Anyhow, I was curious as to what benefit you see if referring a 6th grader into AAP. I've toyed with the idea, but decided I didn't see any real benefit, so I decided not to. I'm just wondering what your perspective is on this. I'd be interested to hear. I'm thinking DD can just take honors courses in 7th and 8th and have the same opportunities as the AAP kids once she gets to HS. The only thing I think could make a difference is the math and being able to qualify to take algebra next year - but I'm not sure if that's right for DD anyhow.

[Anonymous]

Anonymous wrote:

Anonymous wrote:For the record, I did not parent refer, as my kids had 16 GBRS and 99%tile on NNAT and CogAT. However, as AAP is not really GT anymore, why should OP not refer? Your child will fit in awesomely in an AAP center, DC sounds motivated in all aspects of life and sounds like a hardworker! Go for it! I would request a conference with DCs current teacher and ask is DC consistently going beyond what is necesary for the assignment? Also ask if the teacher would support your referal with a high GBRS; go in with evidence of your DCs awesome work and going beyond consistently and the work the above into the conversation. I did this with my 2nd grader at the P-T conference. She has super high scores and is advanced across the board, however I asked if she was consistent in her effort and if the teacher were to complete a GBRS, at this stage, what would it look like. Teacher replied that she would give DC a very high GBRS. I wanted to make sure that my DC is working to their ability, and the tests implied that DC has the aptitiude to do a lot. Good Luck!!

Asking for a high GBRS?

Fairfax County, we have officially reached a new low.

Are you dumb or stupid? I didn't ask for q high GBRS, I asked what the teacher thought. Please go back to school and learn some reading comprehension skills. You really are an idiot!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For the record, I did not parent refer, as my kids had 16 GBRS and 99%tile on NNAT and CogAT. However, as AAP is not really GT anymore, why should OP not refer? Your child will fit in awesomely in an AAP center, DC sounds motivated in all aspects of life and sounds like a hardworker! Go for it! I would request a conference with DCs current teacher and ask is DC consistently going beyond what is necesary for the assignment? Also ask if the teacher would support your referal with a high GBRS; go in with evidence of your DCs awesome work and going beyond consistently and the work the above into the conversation. I did this with my 2nd grader at the P-T conference. She has super high scores and is advanced across the board, however I asked if she was consistent in her effort and if the teacher were to complete a GBRS, at this stage, what would it look like. Teacher replied that she would give DC a very high GBRS. I wanted to make sure that my DC is working to their ability, and the tests implied that DC has the aptitiude to do a lot. Good Luck!!

Asking for a high GBRS?

Fairfax County, we have officially reached a new low.

Are you dumb or stupid? I didn't ask for q high GBRS, I asked what the teacher thought. Please go back to school and learn some reading comprehension skills. You really are an idiot!

You really don't think that asking the teacher what she would put on the GBRS is a loaded question?