GT/AAP Appeals

[Anonymous]

It tells that the testing is not a fluke. There are ways to ace the CogAT or blow the CogAT that are independent of capability. The GBRS does allow the teachers' input for ability.

[Anonymous]

12:34 - I am not against the GBRS, but I think most of us in the forum agree that it is subjective and 2 kids of exactly same profile could get different GBRS if they had different teachers. When my wife spoke the my DD's teacher before the appeal about the low GBRS, she was told that the teacher had specific guidelines to set the bar very high this year (compared to prior years). Also I think most base schools that have a level III pull out have a hidden agenda to retain good students so why would they not use the GBRS as the way to do that. I think the base schools do benefit monetarily and academically by keeping good students.

[Anonymous]

GBRS is subjective scoring system. It is done by 2nd grade teacher that barely knows the child since they only have 4-5 months before the GBRS rating. If the child is outgoing, most teachers will think that child must be gifted. If the child is shy or introvert, that child may not open up untill much later. The shy child maybe the most gifted child in the classroom however, because the child stays quite, the teacher is not going think that child is gifted. So, no matter how many opinions are posted on GBRS, it is a very subjective scoring system.

[Anonymous]

I would argue that WISC is also subjective based on the examiner. People who argue about subjectiveness of things should a take a look at real world for any number of examples. Your GPA is subjective relative to the school; your performance review is subjective.

[Anonymous]

Perhaps the written part of the WISC evaluation is subjective, but the scores are not. And the written sections should be written by a psychologist who knows what they're talking about.

[Anonymous]

Anyone here willing to admit that they paid for a WISC test and got a report that said thier darling wasn't intellectually gifted?

I agree that the wisc is also subjective based on the examiner. They KNOW why you are there and what you are looking for...a set of scores that can qualify your child for AAP.

[Anonymous]

I second that. I am one of the parents whose kid got in through the appeal process. But the taste of the process is bitter and frustrating. It is not needed. Ambiguity built into the system makes it impossible to help in any rational decision process.

[Anonymous]

Anonymous wrote:Anyone here willing to admit that they paid for a WISC test and got a report that said thier darling wasn't intellectually gifted?

I agree that the wisc is also subjective based on the examiner. They KNOW why you are there and what you are looking for...a set of scores that can qualify your child for AAP.

Yes, I do know couple of children that took WISC at George Mason and their scores were not good enough for AAP. So, not every child is going get the score needed for the program.

[Anonymous]

I am just curious. Does anyone have experience in how the GT or the equivalent program selection works in other counties in VA or other states!! Not that the FCPS would review this blog and adopt it, but for the satisfaction of the parents who went through so much hassle and dissatisfaction with the COGAT, NNAT, GBRS, WISC and similar tests, referrals, work samples & finally the appeal process, we can prescribe a "best practice" approach for the talent search.

[Anonymous]

found this thread on Cog-at:

http://giftedissues.davidsongifted.org/BB/ubbthreads.php/topics/104910/CoGat.html#Post104910

[Anonymous]

Anonymous wrote:It tells that the testing is not a fluke. There are ways to ace the CogAT or blow the CogAT that are independent of capability. The GBRS does allow the teachers' input for ability.

Teachers' input for ability is right on the report card.
It's much more objective than GBRS, too.

[Anonymous]

Anonymous wrote:I would argue that WISC is also subjective based on the examiner. People who argue about subjectiveness of things should a take a look at real world for any number of examples. Your GPA is subjective relative to the school; your performance review is subjective.

but... GBRS >>>>>>>>>>>>>>>>>>>> WISC on subjectiveness.

[Anonymous]

Anonymous wrote:I am just curious. Does anyone have experience in how the GT or the equivalent program selection works in other counties in VA or other states!! Not that the FCPS would review this blog and adopt it, but for the satisfaction of the parents who went through so much hassle and dissatisfaction with the COGAT, NNAT, GBRS, WISC and similar tests, referrals, work samples & finally the appeal process, we can prescribe a "best practice" approach for the talent search.

Here's a program for profoundly gifted kids.

They depends heavily on the test results.

http://www.davidsongifted.org/youngscholars/Article/Davidson_Young_Scholars___Qualification_Criteria_384.aspx

Teachers opinions maybe considered jsut for secondary reference.

[Anonymous]

Anonymous wrote:12:34 - I am not against the GBRS, but I think most of us in the forum agree that it is subjective and 2 kids of exactly same profile could get different GBRS if they had different teachers. When my wife spoke the my DD's teacher before the appeal about the low GBRS, she was told that the teacher had specific guidelines to set the bar very high this year (compared to prior years). Also I think most base schools that have a level III pull out have a hidden agenda to retain good students so why would they not use the GBRS as the way to do that. I think the base schools do benefit monetarily and academically by keeping good students.

Not the person you are referring to, but I think that you are insanely paranoid. I don't buy the argument that your kid (and not YOUR kid since I don't know you, but anyone who uses the excuse) is being kept back because the base school wants to fill their Level III spots and improve their SOL scores. They could just start their own Level IV program like a lot of other schools have done. GBRS could use a more uniform system, perhaps, but it is an excellent tool for locating and highlighting children who might need the extra involvement that AAP gives. Better than a test that can be prepared for and studied for.

[Anonymous]

I'll take a teacher's report on a kid any day over a tester who knows they're being paid to produce a score that will hopefully allow a child into GT, a child who wasn't accepted in the first place. It's ludicrous if you don't think anxious parents who are paying the tester don't have an influence on the eventual result.