Appeal Questions

[Anonymous]

Anonymous wrote:

Anonymous wrote:They do not care about your kid's DRA or iReady scores. Get a WISC, and submit it if it's 128 or higher.

Agree. I see so many parents pointing out DRA and other reading scores. There is no correlation between reading level and giftedness.

I agree with you... but then why is the reading level in the packet? It doesn’t seem to matter.

[Anonymous]

My daughter’s NNAT was 120 (89 percentile) and her COGAT is:
V: 111
Q: 129
NV: 126
Componsite (VQN): 127

She didn't get in but we included work and we wrote letter. GBRC is bad although comments are good (3Os). I don’t understand as they don’ t match. dra:24.
Would you suggest taking WIsC? If so where? GMu or private?

[Anonymous]

I don’t think she will get in unless you expect an amazingly high WISC. Her GBRS is the worst anyone has posted by far, her reading is below grade level, and none of her test scores are high.

[Anonymous]

Anonymous wrote:My daughter’s NNAT was 120 (89 percentile) and her COGAT is:
V: 111
Q: 129
NV: 126
Componsite (VQN): 127

She didn't get in but we included work and we wrote letter. GBRC is bad although comments are good (3Os). I don’t understand as they don’ t match. dra:24.
Would you suggest taking WIsC? If so where? GMu or private?

Why do you feel this child belongs in AAP? I think that is what you’d have to demonstrate (a very high WISC being part of that) because the scores and GBRS both indicate this is a child whose needs can be met in the gen ed classroom.

[Anonymous]

Anonymous wrote:I don’t think she will get in unless you expect an amazingly high WISC. Her GBRS is the worst anyone has posted by far, her reading is below grade level, and none of her test scores are high.

It would be tough to overcome the low GBRS. But her Q score is almost at 132, which is usually the cut off for in pool.

[Anonymous]

Anonymous wrote:My daughter’s NNAT was 120 (89 percentile) and her COGAT is:
V: 111
Q: 129
NV: 126
Componsite (VQN): 127

She didn't get in but we included work and we wrote letter. GBRC is bad although comments are good (3Os). I don’t understand as they don’ t match. dra:24.
Would you suggest taking WIsC? If so where? GMu or private?

My DC last year had similar but several points higher scores but 14 GBRS and DRA in mid to high 30s. Got in on appeal with a WISC >132 as well as some great work samples and a strong parent letter (opinions vary on how much these matter). No harm in applying but good to keep realistic expectations, especially if it is hard to discuss why this child can’t have needs met in gen ed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Agree. I see so many parents pointing out DRA and other reading scores. There is no correlation between reading level and giftedness.

I agree with you... but then why is the reading level in the packet? It doesn’t seem to matter.

I don't think DRA helps a child get in, but a low DRA is a red flag for the committee unless there's an IEP or LD to explain it. The principal at the AAP open house last year urged parents not to send their kids to the center unless the kid was above grade level in reading.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Agree. I see so many parents pointing out DRA and other reading scores. There is no correlation between reading level and giftedness.

I agree with you... but then why is the reading level in the packet? It doesn’t seem to matter.

I don't think DRA helps a child get in, but a low DRA is a red flag for the committee unless there's an IEP or LD to explain it. The principal at the AAP open house last year urged parents not to send their kids to the center unless the kid was above grade level in reading.

I agree. Also there may be some instances where a low DRA illustrates why some test subsections vary vastly from others or something. But I don’t think a high DRA weighs in favor of getting in the way a high CoGat or WISC would.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Agree. I see so many parents pointing out DRA and other reading scores. There is no correlation between reading level and giftedness.

I agree with you... but then why is the reading level in the packet? It doesn’t seem to matter.

I don't think DRA helps a child get in, but a low DRA is a red flag for the committee unless there's an IEP or LD to explain it. The principal at the AAP open house last year urged parents not to send their kids to the center unless the kid was above grade level in reading.

I agree. Also there may be some instances where a low DRA illustrates why some test subsections vary vastly from others or something. But I don’t think a high DRA weighs in favor of getting in the way a high CoGat or WISC would.

I think she gets easily distracted by other kids in the class environment. If she focuses she does much better job. When she is playing with straight 4 students on the report card, I can see the difference easily. She grasps the information much faster. The problem is focusing. I don’t think that she is challenged enough or she may need some more motivation. The piano teacher says that she has exceptional memory. She is creative too but unfortunately she was not emotionally connected with the teacher so I think the teacher does not see her potential. Her Q is almost 130 and I know she can do much better if she can focus. The gen- ed will not challenge her enough to push her boundaries or show her real potential. The GBRC is extremely low which I was not expecting as the teacher has never told us she is bad. How much does GBRC weigh in AAP decision. Also would you suggest GMU or private for WISC? Any pros cons? I see that GMU only does level 5. Should we get level 4 or 5 in WISC test?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Agree. I see so many parents pointing out DRA and other reading scores. There is no correlation between reading level and giftedness.

I agree with you... but then why is the reading level in the packet? It doesn’t seem to matter.

I don't think DRA helps a child get in, but a low DRA is a red flag for the committee unless there's an IEP or LD to explain it. The principal at the AAP open house last year urged parents not to send their kids to the center unless the kid was above grade level in reading.

I agree. Also there may be some instances where a low DRA illustrates why some test subsections vary vastly from others or something. But I don’t think a high DRA weighs in favor of getting in the way a high CoGat or WISC would.

I think she gets easily distracted by other kids in the class environment. If she focuses she does much better job. When she is playing with straight 4 students on the report card, I can see the difference easily. She grasps the information much faster. The problem is focusing. I don’t think that she is challenged enough or she may need some more motivation. The piano teacher says that she has exceptional memory. She is creative too but unfortunately she was not emotionally connected with the teacher so I think the teacher does not see her potential. Her Q is almost 130 and I know she can do much better if she can focus. The gen- ed will not challenge her enough to push her boundaries or show her real potential. The GBRC is extremely low which I was not expecting as the teacher has never told us she is bad. How much does GBRC weigh in AAP decision. Also would you suggest GMU or private for WISC? Any pros cons? I see that GMU only does level 5. Should we get level 4 or 5 in WISC test?

Are you the same poster from another thread? As was explained there - you don’t have choice of “level” of WISC. The current WISC test is in its 5th version/edition. It is the WISC-V. Nothing to do with levels, relates in no way to AAP levels. GMU does WISC-V because that is the current version of the test. If you are going to pay to do a WISC I would do the WISC-V at GMU. Also, low GRBS does nit mean “bad”.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Agree. I see so many parents pointing out DRA and other reading scores. There is no correlation between reading level and giftedness.

I agree with you... but then why is the reading level in the packet? It doesn’t seem to matter.

I don't think DRA helps a child get in, but a low DRA is a red flag for the committee unless there's an IEP or LD to explain it. The principal at the AAP open house last year urged parents not to send their kids to the center unless the kid was above grade level in reading.

I agree. Also there may be some instances where a low DRA illustrates why some test subsections vary vastly from others or something. But I don’t think a high DRA weighs in favor of getting in the way a high CoGat or WISC would.

I think she gets easily distracted by other kids in the class environment. If she focuses she does much better job. When she is playing with straight 4 students on the report card, I can see the difference easily. She grasps the information much faster. The problem is focusing. I don’t think that she is challenged enough or she may need some more motivation. The piano teacher says that she has exceptional memory. She is creative too but unfortunately she was not emotionally connected with the teacher so I think the teacher does not see her potential. Her Q is almost 130 and I know she can do much better if she can focus. The gen- ed will not challenge her enough to push her boundaries or show her real potential. The GBRC is extremely low which I was not expecting as the teacher has never told us she is bad. How much does GBRC weigh in AAP decision. Also would you suggest GMU or private for WISC? Any pros cons? I see that GMU only does level 5. Should we get level 4 or 5 in WISC test?

Are you the same poster from another thread? As was explained there - you don’t have choice of “level” of WISC. The current WISC test is in its 5th version/edition. It is the WISC-V. Nothing to do with levels, relates in no way to AAP levels. GMU does WISC-V because that is the current version of the test. If you are going to pay to do a WISC I would do the WISC-V at GMU. Also, low GRBS does nit mean “bad”.

Thanks. Yeah, it makes sense to take the current version then. Regarding GBRC, my point was in fact there is no consistency between the grade and the comments. Comments are saying he does that frequently but grade is “occasionally “

[Anonymous]

English is not your first language, right? It sounds like there are some nuances on the GBRS form that you are not understanding.

[Anonymous]

My DC was found not eligible.
NNAT 124
CogAT 120 (Q115, NV114, V126)
GBRS all C's with amazing comments but with only Math checked as advanced (He is in above grade level in LA per Q2 report, so not sure why it wasn't checked. He is currently in advanced math.)
Good school work samples (although messy handwriting)

I am hoping WISC or other IQ test will do the trick here for appeal...

[Anonymous]

I wonder if they just read the comments and completely disregarded the number of Cs, Fs, etc since it was the first year with the new form...

[Anonymous]

Anonymous wrote:My DC was found not eligible.
NNAT 124
CogAT 120 (Q115, NV114, V126)
GBRS all C's with amazing comments but with only Math checked as advanced (He is in above grade level in LA per Q2 report, so not sure why it wasn't checked. He is currently in advanced math.)
Good school work samples (although messy handwriting)

I am hoping WISC or other IQ test will do the trick here for appeal...

If those tests were cold (no preparation) then you are looking at a WISC in the low 120s. That hasn't been high enough in previous years.