AAP Appeal

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yup, I got called from his teacher many times for disrupting class, and come up names for other kids… this is why I suspect might be a social and behavior issue here cause his to get rejected. How do I roll this ball up if the appeal fails? I hope the appeal will work.

I am in the similar situation. DC got rejected despite high ability testing result. It would be worthwhile to get your child tested for ADHD. My DC is a twice exceptional kid, gifted with ADHD.

Thank you, he’s taking the WISC V, I think they’ll have ways to evaluate. He’s hyper and disruptive, but I never suspected ADHD since he did not have a concentration issue. He can sit and work on things for hours, but as soon as he’s done and if I’m not keep up with him, he would end up on top of a tree or the shed or chasing the house cat… when in a car ride, 20 mins he can ask me 50 questions… so if the class work is not keeping him busy in class, he’ll find other things to do, but not always constructive…

He sounds like a classroom nightmare, OP. I'm sorry to say it, but disciplinary issues are not desirable in any classroom, especially in AAP where the teacher moves at a rapid pace. Get his behaviors under control and reapply next year.

+1

Where did the paper come from? Did he sneak it from the teachers’s stash? Was that off-task from what the teacher was asking of the students?

My child’s Teachers have always provided paper for kids to write or draw on once they have completed the class assignment and extra options. DS wrote and illustrated several books at school once he completed his work. He didn’t make paper airplanes or cut out snow flakes or the like. He did do some origami from time to time as well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yup, I got called from his teacher many times for disrupting class, and come up names for other kids… this is why I suspect might be a social and behavior issue here cause his to get rejected. How do I roll this ball up if the appeal fails? I hope the appeal will work.

I am in the similar situation. DC got rejected despite high ability testing result. It would be worthwhile to get your child tested for ADHD. My DC is a twice exceptional kid, gifted with ADHD.

Thank you, he’s taking the WISC V, I think they’ll have ways to evaluate. He’s hyper and disruptive, but I never suspected ADHD since he did not have a concentration issue. He can sit and work on things for hours, but as soon as he’s done and if I’m not keep up with him, he would end up on top of a tree or the shed or chasing the house cat… when in a car ride, 20 mins he can ask me 50 questions… so if the class work is not keeping him busy in class, he’ll find other things to do, but not always constructive…

He sounds like a classroom nightmare, OP. I'm sorry to say it, but disciplinary issues are not desirable in any classroom, especially in AAP where the teacher moves at a rapid pace. Get his behaviors under control and reapply next year.

DP. There are a lot of 2E and classroom nightmare kids in AAP. At a good center with experienced teachers, they are familiar with these kids and do great with them

Those experienced AAP teachers can’t help him get IN to the program though. If he’s causing havoc, the GBRS will reflect that.

Obviously those kids have gotten into AAP. That's how the teachers have gotten experience. The GBRS will reflect a child, havoc doesn't keep a child out of AAP.

Yes, and if the child is horsing around so much, there’s no way a teacher can fairly say he’s motivated to learn.

That's not true. OP earlier said

"He asked for harder math and science worksheets which school was not able to provide, and he ended up self taught multiplication and division, and learned negative addition and subtraction…"
and OP also had some examples of "motivated to learn" type behaviors. The problem is that not all 2nd grade teachers understand how to evaluate that category, and instead equate motivation and compliance.
If a kid has gifted level test scores and the kid is above grade level in all subjects but the teacher isn't seeing giftedness, then it's a teacher problem and not a student problem.

Several years ago, my kid got in with a low GBRS, CogAT and WISC > 140, three+ grade levels ahead in math per iready, 2+ grade levels ahead in reading in iready, the math teacher stating that he's basically the most gifted child she's ever seen, and the reading specialist gushing about how great my child was.

The classroom teacher nailed my kid on GBRS, giving him perfect scores in the first two sections and low scores in motivation and creativity. When the kids had free time in class, rather than doing her stupid word search or coloring worksheets, my kid opted to compose music, figure out the addition and subtraction rules for numbers written in binary, or read Percy Jackson. For this teacher, motivation = compliance and being eager for more busywork, and creativity = pretty coloring sheets and cutesy fiction stories.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yup, I got called from his teacher many times for disrupting class, and come up names for other kids… this is why I suspect might be a social and behavior issue here cause his to get rejected. How do I roll this ball up if the appeal fails? I hope the appeal will work.

I am in the similar situation. DC got rejected despite high ability testing result. It would be worthwhile to get your child tested for ADHD. My DC is a twice exceptional kid, gifted with ADHD.

Thank you, he’s taking the WISC V, I think they’ll have ways to evaluate. He’s hyper and disruptive, but I never suspected ADHD since he did not have a concentration issue. He can sit and work on things for hours, but as soon as he’s done and if I’m not keep up with him, he would end up on top of a tree or the shed or chasing the house cat… when in a car ride, 20 mins he can ask me 50 questions… so if the class work is not keeping him busy in class, he’ll find other things to do, but not always constructive…

He sounds like a classroom nightmare, OP. I'm sorry to say it, but disciplinary issues are not desirable in any classroom, especially in AAP where the teacher moves at a rapid pace. Get his behaviors under control and reapply next year.

DP. There are a lot of 2E and classroom nightmare kids in AAP. At a good center with experienced teachers, they are familiar with these kids and do great with them

Those experienced AAP teachers can’t help him get IN to the program though. If he’s causing havoc, the GBRS will reflect that.

Obviously those kids have gotten into AAP. That's how the teachers have gotten experience. The GBRS will reflect a child, havoc doesn't keep a child out of AAP.

Yes, and if the child is horsing around so much, there’s no way a teacher can fairly say he’s motivated to learn.

That's not true. OP earlier said

"He asked for harder math and science worksheets which school was not able to provide, and he ended up self taught multiplication and division, and learned negative addition and subtraction…"
and OP also had some examples of "motivated to learn" type behaviors. The problem is that not all 2nd grade teachers understand how to evaluate that category, and instead equate motivation and compliance.
If a kid has gifted level test scores and the kid is above grade level in all subjects but the teacher isn't seeing giftedness, then it's a teacher problem and not a student problem.

Several years ago, my kid got in with a low GBRS, CogAT and WISC > 140, three+ grade levels ahead in math per iready, 2+ grade levels ahead in reading in iready, the math teacher stating that he's basically the most gifted child she's ever seen, and the reading specialist gushing about how great my child was.

The classroom teacher nailed my kid on GBRS, giving him perfect scores in the first two sections and low scores in motivation and creativity. When the kids had free time in class, rather than doing her stupid word search or coloring worksheets, my kid opted to compose music, figure out the addition and subtraction rules for numbers written in binary, or read Percy Jackson. For this teacher, motivation = compliance and being eager for more busywork, and creativity = pretty coloring sheets and cutesy fiction stories.

Congratulations? I'm sure the "most gifted child" the teacher has ever seen is truly amazing.

Kid sounds like a trouble-maker to me, and I'll bet the GBRS reflects that. I hope OP will report back. Good luck with the appeal!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So he did practice questions and a week of practice in school and scored a 133?

No offense but that is not a score that screams LIV. Get the GBRSs and look at them. From what you have said, he has some behavior issues. It is very likely that his Teacher is not seeing the gifted behaviors.

Appeal if you would like but I would be more focused on working on improving his behavior and what he is doing in the classroom because it sounds like there are problems there.

+1000

This isn't a teacher problem IMO.

You are mixing him up with someone else asking here. He got 160 on NNAT and 144 on CogAT.

Get the Wisc v score... If less than 145 FSI, don't bother to appeal..

[Anonymous]

Much depends on what the teacher has to say, then the principal has to submit your kids name. If the principal doesn’t like or want your kid in the program, they won’t get in. I had a kid not be referred by a principal that our family has some previous issues with, then the following year the AART and his teacher both came to us asking us to parent refer him.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yup, I got called from his teacher many times for disrupting class, and come up names for other kids… this is why I suspect might be a social and behavior issue here cause his to get rejected. How do I roll this ball up if the appeal fails? I hope the appeal will work.

I am in the similar situation. DC got rejected despite high ability testing result. It would be worthwhile to get your child tested for ADHD. My DC is a twice exceptional kid, gifted with ADHD.

Thank you, he’s taking the WISC V, I think they’ll have ways to evaluate. He’s hyper and disruptive, but I never suspected ADHD since he did not have a concentration issue. He can sit and work on things for hours, but as soon as he’s done and if I’m not keep up with him, he would end up on top of a tree or the shed or chasing the house cat… when in a car ride, 20 mins he can ask me 50 questions… so if the class work is not keeping him busy in class, he’ll find other things to do, but not always constructive…

He got his whole class cutting the snow flakes after the CogAT test since there were that folding and cutting question…. And he made his whole class flying paper airplanes to test which design goes farther, if I’m a teacher don’t understand what was going on in his head would find it very disruptive.

My DC had the teacher lead airplane folding experiments during kindergarten PE and snowflake cutting during kindergarten science at our high ses center. Those are probably good things to mention besides other gifted behaviors, but may not be strong enough to be the main factor on parent referral.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So he did practice questions and a week of practice in school and scored a 133?

No offense but that is not a score that screams LIV. Get the GBRSs and look at them. From what you have said, he has some behavior issues. It is very likely that his Teacher is not seeing the gifted behaviors.

Appeal if you would like but I would be more focused on working on improving his behavior and what he is doing in the classroom because it sounds like there are problems there.

+1000

This isn't a teacher problem IMO.

You are mixing him up with someone else asking here. He got 160 on NNAT and 144 on CogAT.

Get the Wisc v score... If less than 145 FSI, don't bother to appeal..

This is a crazy post. Ignore. Appeal, with or without a WISC score. And see what happens.

[Anonymous]

Anonymous wrote:We are going to take the WISC V, with both scores qualify for Mensa I don’t understand why he can’t get in. He is hyper and active and all over the place which is a typical trait for gifted. Not sure what his teach wrote, which I have requested from the school already, if it turns out that he disrupts classes then that’s a good thing to counter in a cover letter.

I think it would be illegal to discriminate based on something like ADHD. Your best bet is to appeal and consider a getting private diagnosis to bolster your case.

[Anonymous]

Is it worth appealing with a WISC (not taken yet so depending on score) with a 160 NNAT, 131 VQN and 14 GBRS or should we just wait until next year?

[Anonymous]

Anonymous wrote:Is it worth appealing with a WISC (not taken yet so depending on score) with a 160 NNAT, 131 VQN and 14 GBRS or should we just wait until next year?

Depends on WISC but I probably would.

[Anonymous]

Anonymous wrote:Is it worth appealing with a WISC (not taken yet so depending on score) with a 160 NNAT, 131 VQN and 14 GBRS or should we just wait until next year?

Appeal, with or without the WISC.

[Anonymous]

Ok, I got his GBRS, it’s 12, 1c,2f,1o, he got dinged on motivation, but the comments are all positive… I do see some report cards in the material where teacher mentioned his classroom behavior. So NNAT 160, CogAT 144, with GBRS 12. We will take the WISC V and appeal.

[Anonymous]

Anonymous wrote:Ok, I got his GBRS, it’s 12, 1c,2f,1o, he got dinged on motivation, but the comments are all positive… I do see some report cards in the material where teacher mentioned his classroom behavior. So NNAT 160, CogAT 144, with GBRS 12. We will take the WISC V and appeal.

What category was the OO?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Ok, I got his GBRS, it’s 12, 1c,2f,1o, he got dinged on motivation, but the comments are all positive… I do see some report cards in the material where teacher mentioned his classroom behavior. So NNAT 160, CogAT 144, with GBRS 12. We will take the WISC V and appeal.

What category was the OO?

Motivation

[Anonymous]

Anonymous wrote:Ok, I got his GBRS, it’s 12, 1c,2f,1o, he got dinged on motivation, but the comments are all positive… I do see some report cards in the material where teacher mentioned his classroom behavior. So NNAT 160, CogAT 144, with GBRS 12. We will take the WISC V and appeal.

How do you calculate a GBRS of 12 from 1C,2F,1O - I'm curious about whether the different ratings (CFO) convert to numbers.

Thanks