AAP appeal with low GBRS

[Anonymous]

Anonymous wrote:Is your child the same gender and race as the teacher? If not, call the principal as say that you'd like to discuss bias in the evaluation.

That seems a bit below the belt

[Anonymous]

Anonymous wrote:

Anonymous wrote:Is your child the same gender and race as the teacher? If not, call the principal as say that you'd like to discuss bias in the evaluation.

That seems a bit below the belt

It's trolling.

[Anonymous]

Anonymous wrote:Kid got NNAT of 160, Cogat 144, WISC 154 (>99.9%), with every subcategory above 99.5% (newly taken for the appeal). Somehow his GBRS is 1C2F1O. The WISC score report went straight his teacher, his AART, and his principle as I believe that the GBRS is biased.

Or your kid is smart and not doing what is expected in the classroom while distracting other kids. Smart does not give a child or an adult a get out of behaving and doing the work card. Your child needs to learn to complete the work properly and correctly and not distract the other kids. You need to work on his behavior with him so that he can show what he is capable of doing in the classroom.

it is not a matter of your saying “He’s bored so he acts out” it is a matter of your working with him to understand how to behave and what is expected of him. Is he completing his classwork properly? Is he moving on to doing the extra work that Teachers have and not distracting other kids? Look at the CO and OO and address those issues.

The bias you think exists because of how your kid is behaving.

[blueseahorse30]

Anonymous wrote:

Anonymous wrote:Kid got NNAT of 160, Cogat 144, WISC 154 (>99.9%), with every subcategory above 99.5% (newly taken for the appeal). Somehow his GBRS is 1C2F1O. The WISC score report went straight his teacher, his AART, and his principle as I believe that the GBRS is biased.

I understand you’re upset about GBRS but why send WISC to all those ppl? It’s out of their hands at this point and you should appeal directly to central committee. Certainly feel free to set up a mtg to discuss your concerns w/ GBRS directly with them, but just sending them the WISC isn’t going to get you anywhere. They clearly had already seen the high NNAT and Cogat prior to writing up GBRS.

I mentioned I am in the appeal process but would appreciate more challenges they can provide for the kid on the classroom. I’m trying to setup a scenario that in the case the appeal is not successful, a principle placement is possible. Clearly his needs is very different compared to his classmates academically and socially.

[blueseahorse30]

Anonymous wrote:

Anonymous wrote:Kid got NNAT of 160, Cogat 144, WISC 154 (>99.9%), with every subcategory above 99.5% (newly taken for the appeal). Somehow his GBRS is 1C2F1O. The WISC score report went straight his teacher, his AART, and his principle as I believe that the GBRS is biased.

Or your kid is smart and not doing what is expected in the classroom while distracting other kids. Smart does not give a child or an adult a get out of behaving and doing the work card. Your child needs to learn to complete the work properly and correctly and not distract the other kids. You need to work on his behavior with him so that he can show what he is capable of doing in the classroom.

it is not a matter of your saying “He’s bored so he acts out” it is a matter of your working with him to understand how to behave and what is expected of him. Is he completing his classwork properly? Is he moving on to doing the extra work that Teachers have and not distracting other kids? Look at the CO and OO and address those issues.

The bias you think exists because of how your kid is behaving.

He’s scale is not just a smart kids, this is rated a highly to extremely gifted, not many teacher experience this kind kids before (1 in 10,000). He’s using too little time completing all his work in regular class and level II pull out with very little efforts needed. He constantly asked for harder worksheets but can not be provided most time. Of course most of classmates will not understand what is he thinking, his needs to go deeper and learn more on certain topics can never be met in a general classroom. He does not play well with his classmates, and plays well with 4th-5th grade kids in the neighborhood. He does not have the right peer group in class for his mental capacity, and what im afraid is that he might feel the peer pressure to underperform for social acceptance in the future if he can not be grouped with the right peer group.

[blueseahorse30]

blueseahorse30 wrote:

Anonymous wrote:

Anonymous wrote:Kid got NNAT of 160, Cogat 144, WISC 154 (>99.9%), with every subcategory above 99.5% (newly taken for the appeal). Somehow his GBRS is 1C2F1O. The WISC score report went straight his teacher, his AART, and his principle as I believe that the GBRS is biased.

Or your kid is smart and not doing what is expected in the classroom while distracting other kids. Smart does not give a child or an adult a get out of behaving and doing the work card. Your child needs to learn to complete the work properly and correctly and not distract the other kids. You need to work on his behavior with him so that he can show what he is capable of doing in the classroom.

it is not a matter of your saying “He’s bored so he acts out” it is a matter of your working with him to understand how to behave and what is expected of him. Is he completing his classwork properly? Is he moving on to doing the extra work that Teachers have and not distracting other kids? Look at the CO and OO and address those issues.

The bias you think exists because of how your kid is behaving.

He’s scale is not just a smart kids, this is rated a highly to extremely gifted, not many teacher experience this kind kids before (1 in 10,000). He’s using too little time completing all his work in regular class and level II pull out with very little efforts needed. He constantly asked for harder worksheets but can not be provided most time. Of course most of classmates will not understand what is he thinking, his needs to go deeper and learn more on certain topics can never be met in a general classroom. He does not play well with his classmates, and plays well with 4th-5th grade kids in the neighborhood. He does not have the right peer group in class for his mental capacity, and what im afraid is that he might feel the peer pressure to underperform for social acceptance in the future if he can not be grouped with the right peer group.

On a side note he is doing 4th and 5th grade math at home and enjoys doing AMC/math Olympiad questions.