2nd grade parents - did your kid receive level II services and is he/she eligible for level IV

[Anonymous]

My daughter has been in advance group of math and reading since 1st grade. I dont know if it is level ii or iii.
Her Cognat and NNAT are just high average, below cut off. So we refer her.
Her DRA is 38 at the time we submitted. GBRS is 14. She has two letters of recommendation from her art and piano teachers. Other sample works are collected by the school.

[Anonymous]

My child didn't receive the service. He was tested in pool for both tests.

[Anonymous]

DC1 did not get Level II services, but I don't know if they were doing them at the time, and was in the advanced math class. She was accepted into AAP for third grade.

DC2 did not get Level II services and I don't know if there were any, did get pulled out once a week for a language arts extension group with 9 other kids for high level readers, and he was not in the advanced math class. He was denied Level IV services for third grade. Of his 10 kid pull out language class 7 were accepted for Level 4 and one got in on appeal for third grade.
In third grade he was in advanced math and had Level III services and was accepted into Level 4 for fourth grade.

[Anonymous]

MY 2nd grader was in level II since 1st grade for reading. Cogat/NNAT above cut-off. High GBRS. iReady above grade in reading.

[Anonymous]

My DC was level II for math and reading since 1st grade but It didn’t seem to amount to much. DRA was listed as 40 but her teacher recommended level 50-60 books for her to read at home. GBRS was 16. NNAT was 129 and Cogat was 138. She was accepted.

[Anonymous]

My DC is Level II for math and reading, not eligible for Level IV.

Realize that good student does not always equal gifted and gifted does not always equal good student. It is up to the opinion of the committee where to draw the line. I believe this is where it gets very subjective. For example, student X is an excellent student at the top of all the groups but really shows no true "gifted" behaviors. This student does not NEED aap but would do great and benefit in aap. I can see how a committee member may go either way here and it would be puzzling since student X is a top performer in school.

[Anonymous]

Anonymous wrote:It is up to the opinion of the committee where to draw the line. I believe this is where it gets very subjective. For example, student X is an excellent student at the top of all the groups but really shows no true "gifted" behaviors.

The problem is that deciding whether a child does or does not exhibit "gifted behaviors" is a load of subjective BS. Years ago, my child's 2nd grade teacher said that my child constantly had so many ideas buzzing around in her head that my child struggled to organize her thoughts. That teacher gave my child a low-ish GBRS, largely due to sloppiness and a perceived notion on the teacher's part that my child lacked motivation to turn in "pretty" work. A friend in the same class got a high GBRS, with the teacher stating that the child was really organized, eager to participate, and turned in work that was neatly done. So, basically some teachers are idiots who equate people-pleasing, high executive function, and pretty handwriting with giftedness.

There have been plenty of posters with children who received very low GBRS in 2nd grade and then very high in 3rd. This change is much more likely due to teacher bias and subjectivity than it is due to a radical change in behavior on the part of the child.

[Anonymous]

Our schools doesn't have level 2 services.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It is up to the opinion of the committee where to draw the line. I believe this is where it gets very subjective. For example, student X is an excellent student at the top of all the groups but really shows no true "gifted" behaviors.

The problem is that deciding whether a child does or does not exhibit "gifted behaviors" is a load of subjective BS. Years ago, my child's 2nd grade teacher said that my child constantly had so many ideas buzzing around in her head that my child struggled to organize her thoughts. That teacher gave my child a low-ish GBRS, largely due to sloppiness and a perceived notion on the teacher's part that my child lacked motivation to turn in "pretty" work. A friend in the same class got a high GBRS, with the teacher stating that the child was really organized, eager to participate, and turned in work that was neatly done. So, basically some teachers are idiots who equate people-pleasing, high executive function, and pretty handwriting with giftedness.

There have been plenty of posters with children who received very low GBRS in 2nd grade and then very high in 3rd. This change is much more likely due to teacher bias and subjectivity than it is due to a radical change in behavior on the part of the child.

+1000. GBRS is just BS, cooked up by 2nd grade teacher and AART. They should only look at GBRS if one or both of NNAT & CogAT scores are low and that too should give only certain weightage. In our kids school the AAART teacher probably will give GBRS of 16 only to kids of people who keep chatting with her outside the main door where she stands daily.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It is up to the opinion of the committee where to draw the line. I believe this is where it gets very subjective. For example, student X is an excellent student at the top of all the groups but really shows no true "gifted" behaviors.

The problem is that deciding whether a child does or does not exhibit "gifted behaviors" is a load of subjective BS. Years ago, my child's 2nd grade teacher said that my child constantly had so many ideas buzzing around in her head that my child struggled to organize her thoughts. That teacher gave my child a low-ish GBRS, largely due to sloppiness and a perceived notion on the teacher's part that my child lacked motivation to turn in "pretty" work. A friend in the same class got a high GBRS, with the teacher stating that the child was really organized, eager to participate, and turned in work that was neatly done. So, basically some teachers are idiots who equate people-pleasing, high executive function, and pretty handwriting with giftedness.

There have been plenty of posters with children who received very low GBRS in 2nd grade and then very high in 3rd. This change is much more likely due to teacher bias and subjectivity than it is due to a radical change in behavior on the part of the child.

+1000. GBRS is just BS, cooked up by 2nd grade teacher and AART. They should only look at GBRS if one or both of NNAT & CogAT scores are low and that too should give only certain weightage. In our kids school the AAART teacher probably will give GBRS of 16 only to kids of people who keep chatting with her outside the main door where she stands daily.

Did you start chatting too?

[Anonymous]

Mine did, but I only found out during parents-teacher conference last November. I am new to all of this and maybe they sent me a letter before and I didn't realize what it meant? Do they inform/request permission of parents to do this? Anyway, I KNEW she was above grade level for reading and writing but I didn't know they even offered this kind of service of pulling out a child to work with them. I thought the differentiation extended only to grouping children within the same level together .

I will be much better prepared as a parent when my second child enters K for sure!

[Anonymous]

Anonymous wrote:Mine did, but I only found out during parents-teacher conference last November. I am new to all of this and maybe they sent me a letter before and I didn't realize what it meant? Do they inform/request permission of parents to do this? Anyway, I KNEW she was above grade level for reading and writing but I didn't know they even offered this kind of service of pulling out a child to work with them. I thought the differentiation extended only to grouping children within the same level together .

I will be much better prepared as a parent when my second child enters K for sure!

And she was found eligible for level IV - to my great surprise. I cannot repeat that enough.

[Anonymous]

Why was it to your great surprise?

[Anonymous]

Anonymous wrote:Why was it to your great surprise?

I have already posted about this here, but her scores were low compared to some of these people here. Her GBRS was great, very realistic, truthful and detailed. The works submitted by teacher and us also were great and tied up with the GBRS comments nicely. However, NNat and Cogat were low compared to some of this people on these boards.

She was not prepped in any way, shape or form btw - not saying everyone here prep their kids, but after being watching this board for a couple of weeks and searching on the internet, apparently it is a thing to prep kids for these tests and IQ test.

[Anonymous]

Anonymous wrote:I am wondering about the correlation here. Have been surprised, shocked even, to hear both about some of the kids who did and did not get in at my child's school. Was your child receiving level II services in math, language arts, or both, and was he or she found eligible for level IV? And if your school doesn't do level II, was your child in the highest reading group, math group, other groups as applicable? At least there is an appeal process ....

What is surprising, shocking even, to me is that anyone takes the time and energy to know which kids besides their own are receiving level II services.