GBRS

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you can afford WISC, go for it. The result will help you to make better decision whether you should appeal of not. The CoAgt and NNTA scores sometimes conflict with GBRS, thats why you will need additional factor such as WISC score.

You should know that the WISC costs around $400, so I wouldn't do it just to see how he does. Only do the WISC if you think your child would do well and be happy in AAP, because even if you have the WISC done, he still might not get in (9 is pretty low). I have one child in AAP and one not.

Don't do the WISC just to see if you can use it for an AAP application. Use the WISC because you want to know how your child's strengths and weaknesses regardless of their AAP status.

My older is in Gen Ed and my younger is in AAP. We did get the WISC for the younger one and was amazed at how much information was in there so we paid another $400 to get our older one tested.
Probably one of the best things we could have done as it now helps us better navigate their very different educational needs.

I'm not going to do the WISC (OP here). I think I have a pretty good grasp of DC's strengths and weaknesses. I am also seeing things at home that the teacher is not (understandable in a group of 26 children). For example, DC was rated not reading above grade level, though at the highest DRA for 2d grade (but was rated above grade level for math). I absolutely disagree. DC just read the first Harry Potter and understood it. Did a very solid book report on it and when we watched the movie was able to recall Chapter names and details. That's just one example. DC gets mostly perfect scores on her word studies, too. Also, the report cards are mostly 4's with some 3's. So, I'm still confused by the rating but also think it's just wrong (again, not a genius but I expected slightly higher).

Is it worth appealing with my own thoughts/views, as well as including additional samples (and w/o any further testing)? Or would that not matter at all? I am fully expecting a "no" letter given the rating received.

And before anyone says to "know your child" and "maybe he's not cut out for it", I get that. I do. But, I think DC can handle it. That said, I'm not going to spin my wheels if there is no chance. We'll move on and see what the future brings.

There's nothing to lose by appealing - this forum shares that strong scores om NNAT, Cogat, WISC (in that order, WISC trumps lower Cogat) can mitigate lower GBRS scores (9 isn't so bad), especially if your DC is introverted.

OP makes a good point- what evidence outside a WISC/SB test has overcome marginal GBRS scores?

[Anonymous]

Anonymous wrote:I doubt the principal even knows my kids' names.

+a million billion!!!!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you can afford WISC, go for it. The result will help you to make better decision whether you should appeal of not. The CoAgt and NNTA scores sometimes conflict with GBRS, thats why you will need additional factor such as WISC score.

You should know that the WISC costs around $400, so I wouldn't do it just to see how he does. Only do the WISC if you think your child would do well and be happy in AAP, because even if you have the WISC done, he still might not get in (9 is pretty low). I have one child in AAP and one not.

Don't do the WISC just to see if you can use it for an AAP application. Use the WISC because you want to know how your child's strengths and weaknesses regardless of their AAP status.

My older is in Gen Ed and my younger is in AAP. We did get the WISC for the younger one and was amazed at how much information was in there so we paid another $400 to get our older one tested.
Probably one of the best things we could have done as it now helps us better navigate their very different educational needs.

I'm not going to do the WISC (OP here). I think I have a pretty good grasp of DC's strengths and weaknesses. I am also seeing things at home that the teacher is not (understandable in a group of 26 children). For example, DC was rated not reading above grade level, though at the highest DRA for 2d grade (but was rated above grade level for math). I absolutely disagree. DC just read the first Harry Potter and understood it. Did a very solid book report on it and when we watched the movie was able to recall Chapter names and details. That's just one example. DC gets mostly perfect scores on her word studies, too. Also, the report cards are mostly 4's with some 3's. So, I'm still confused by the rating but also think it's just wrong (again, not a genius but I expected slightly higher).

Is it worth appealing with my own thoughts/views, as well as including additional samples (and w/o any further testing)? Or would that not matter at all? I am fully expecting a "no" letter given the rating received.

And before anyone says to "know your child" and "maybe he's not cut out for it", I get that. I do. But, I think DC can handle it. That said, I'm not going to spin my wheels if there is no chance. We'll move on and see what the future brings.

OP, it's up to you with private testing however, my DC received 8 GBRS with NNAT score of high 130s, was not accepted. Did not appeal but applied following year with recommendation from AART and Stanford binet test score since DC is stronger in math. Money I spent on testing was the best investment for my DC. You really find out your DC's weaknesses and strengths. I knew DC was a bright child but score showed much more. AAP through middle school and now at TJ.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Write a letter describing your observations of your child and have it ready in case you need to appeal.

Was the HP book report for a school assignment? You could include that in the appeal as evidence of reading and writing level. What other books has your child read at school? It helps if the teacher has been seeing all year that the books the class reads are not challenging for your child.

No, it was reading at home but it was used in a book report for school (recently so after GBRS scores were done). Also reading other chapter books and is interested in the biographies (loves the "Who is . . .? books and the choose your own ending history books).

Did your child have a big jump in her reading and writing ability after the AAP packets were turned in? Maybe that could be your new information that is needed for the appeal (if you even need to appeal).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Write a letter describing your observations of your child and have it ready in case you need to appeal.

Was the HP book report for a school assignment? You could include that in the appeal as evidence of reading and writing level. What other books has your child read at school? It helps if the teacher has been seeing all year that the books the class reads are not challenging for your child.

No, it was reading at home but it was used in a book report for school (recently so after GBRS scores were done). Also reading other chapter books and is interested in the biographies (loves the "Who is . . .? books and the choose your own ending history books).

Did your child have a big jump in her reading and writing ability after the AAP packets were turned in? Maybe that could be your new information that is needed for the appeal (if you even need to appeal).

That's a good idea. Thanks.

[Anonymous]

Call me crazy, call me paranoid but I'm not sure my kid will be admitted to the program. I am very displeased with the LLIV services at DDs base school (as well as the bogus differentiated offerings in GE). Principal is aware of our displeasure with the program (and the school in general) but doesn't want students to leave for center schools (which is LLIV was hastily created two years ago to retain the somewhat brighter kids).

How much "clout" do principals have in the initial decision process?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Write a letter describing your observations of your child and have it ready in case you need to appeal.

Was the HP book report for a school assignment? You could include that in the appeal as evidence of reading and writing level. What other books has your child read at school? It helps if the teacher has been seeing all year that the books the class reads are not challenging for your child.

No, it was reading at home but it was used in a book report for school (recently so after GBRS scores were done). Also reading other chapter books and is interested in the biographies (loves the "Who is . . .? books and the choose your own ending history books).

Did your child have a big jump in her reading and writing ability after the AAP packets were turned in? Maybe that could be your new information that is needed for the appeal (if you even need to appeal).

That's a good idea. Thanks.

Just keep in mind that letters from parents, even with examples, will NOT be very persuasive on appeal if what's described is not observable in the classroom. Sadly, there are more than a few parents who will greatly exaggerate their kids' behaviors and accomplishments, and the selection committee knows this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Write a letter describing your observations of your child and have it ready in case you need to appeal.

Was the HP book report for a school assignment? You could include that in the appeal as evidence of reading and writing level. What other books has your child read at school? It helps if the teacher has been seeing all year that the books the class reads are not challenging for your child.

No, it was reading at home but it was used in a book report for school (recently so after GBRS scores were done). Also reading other chapter books and is interested in the biographies (loves the "Who is . . .? books and the choose your own ending history books).

Did your child have a big jump in her reading and writing ability after the AAP packets were turned in? Maybe that could be your new information that is needed for the appeal (if you even need to appeal).

That's a good idea. Thanks.

Just keep in mind that letters from parents, even with examples, will NOT be very persuasive on appeal if what's described is not observable in the classroom. Sadly, there are more than a few parents who will greatly exaggerate their kids' behaviors and accomplishments, and the selection committee knows this.

I'm sure that is so. And that stinks. The thing is, the commentary seems to support my view, but the numbers do not. But, I don't think I'm going to get an explanation for that. Oh well.

[Anonymous]

Anonymous wrote:Call me crazy, call me paranoid but I'm not sure my kid will be admitted to the program. I am very displeased with the LLIV services at DDs base school (as well as the bogus differentiated offerings in GE). Principal is aware of our displeasure with the program (and the school in general) but doesn't want students to leave for center schools (which is LLIV was hastily created two years ago to retain the somewhat brighter kids).

How much "clout" do principals have in the initial decision process?

From what I've seen reported at DCUM, principals can pupil place at LLIV.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Write a letter describing your observations of your child and have it ready in case you need to appeal.

Was the HP book report for a school assignment? You could include that in the appeal as evidence of reading and writing level. What other books has your child read at school? It helps if the teacher has been seeing all year that the books the class reads are not challenging for your child.

No, it was reading at home but it was used in a book report for school (recently so after GBRS scores were done). Also reading other chapter books and is interested in the biographies (loves the "Who is . . .? books and the choose your own ending history books).

Did your child have a big jump in her reading and writing ability after the AAP packets were turned in? Maybe that could be your new information that is needed for the appeal (if you even need to appeal).

That's a good idea. Thanks.

Just keep in mind that letters from parents, even with examples, will NOT be very persuasive on appeal if what's described is not observable in the classroom. Sadly, there are more than a few parents who will greatly exaggerate their kids' behaviors and accomplishments, and the selection committee knows this.

I'm sure that is so. And that stinks. The thing is, the commentary seems to support my view, but the numbers do not. But, I don't think I'm going to get an explanation for that. Oh well.

That's b/c the commentary is limited to only glowing comments. The school may not provide anything other than a glowing written support. So the number is the largely telling fact.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Is it worth appealing with my own thoughts/views, as well as including additional samples (and w/o any further testing)? Or would that not matter at all? I am fully expecting a "no" letter given the rating received.

And before anyone says to "know your child" and "maybe he's not cut out for it", I get that. I do. But, I think DC can handle it. That said, I'm not going to spin my wheels if there is no chance. We'll move on and see what the future brings.

I posted earlier about being denied on appeal, even with high test scores with a 9. In hindsight, I wish we could have afforded the WISC. It all worked out as DS's 3rd grade teacher saw within a few weeks he needed AAP, so I figured her GBRS would be better for him. It was only an 11, but with his high scores that was enough. It did mean he did not start until 4th.


How do i get my reply to go outside of the quote?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Is it worth appealing with my own thoughts/views, as well as including additional samples (and w/o any further testing)? Or would that not matter at all? I am fully expecting a "no" letter given the rating received.

And before anyone says to "know your child" and "maybe he's not cut out for it", I get that. I do. But, I think DC can handle it. That said, I'm not going to spin my wheels if there is no chance. We'll move on and see what the future brings.

I posted earlier about being denied on appeal, even with high test scores with a 9. In hindsight, I wish we could have afforded the WISC. It all worked out as DS's 3rd grade teacher saw within a few weeks he needed AAP, so I figured her GBRS would be better for him. It was only an 11, but with his high scores that was enough. It did mean he did not start until 4th.


How do i get my reply to go outside of the quote?

Start typing after "

" at the end of the paragraph.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Is it worth appealing with my own thoughts/views, as well as including additional samples (and w/o any further testing)? Or would that not matter at all? I am fully expecting a "no" letter given the rating received.

And before anyone says to "know your child" and "maybe he's not cut out for it", I get that. I do. But, I think DC can handle it. That said, I'm not going to spin my wheels if there is no chance. We'll move on and see what the future brings.

I posted earlier about being denied on appeal, even with high test scores with a 9. In hindsight, I wish we could have afforded the WISC. It all worked out as DS's 3rd grade teacher saw within a few weeks he needed AAP, so I figured her GBRS would be better for him. It was only an 11, but with his high scores that was enough. It did mean he did not start until 4th.


How do i get my reply to go outside of the quote?

Start typing after "

" at the end of the paragraph.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Write a letter describing your observations of your child and have it ready in case you need to appeal.

Was the HP book report for a school assignment? You could include that in the appeal as evidence of reading and writing level. What other books has your child read at school? It helps if the teacher has been seeing all year that the books the class reads are not challenging for your child.

No, it was reading at home but it was used in a book report for school (recently so after GBRS scores were done). Also reading other chapter books and is interested in the biographies (loves the "Who is . . .? books and the choose your own ending history books).

Did your child have a big jump in her reading and writing ability after the AAP packets were turned in? Maybe that could be your new information that is needed for the appeal (if you even need to appeal).

That's a good idea. Thanks.

Just keep in mind that letters from parents, even with examples, will NOT be very persuasive on appeal if what's described is not observable in the classroom. Sadly, there are more than a few parents who will greatly exaggerate their kids' behaviors and accomplishments, and the selection committee knows this.

True, but if it's reading, the parent should be able to highlight mid-year and end-of-year DRA scores to highlight a big jump in reading ability.

[Anonymous]

Anonymous wrote:I doubt the principal even knows my kids' names.

That is not always a bad thing. BTDT