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.

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.

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.

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?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

blueseahorse30 wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

There is no Advanced Math in 2nd grade, he might be getting LII services but that is not Advanced Math.

You need to check his GBRS and address the issues raised ther specifically. Based on your description, I would guess mainly Occasionally Observes. His test scores are solid but not the 140 and higher that tend to be head scratchers for folks here.

You may be right, its L2 services. I wish i had been more involved in school! Is it worth taking the WISC 5 ? I am still waiting for the school to give me the package to see what went wrong.

The process is so subjective even with the packet, you may never know why. Really.

The process is so subjective that even your school's very experienced AART might be completely mystified by the rejection. BTDT.

If the GBRS is not good, the WISC is unlikely to help. The only thing that might help on appeals is if you can write a letter convincing the committee that there are solid reasons why your child is not demonstrating gifted traits in the classroom, but how your child absolutely needs AAP to have their needs met. The most likely outcome, though, is that your kid won't get in this year, and you'll just have to hope the 3rd grade teacher likes your kid a lot more than the 2nd grade teacher did. FWIW, one of my kids had a low GBRS in 2nd, but then a very high one when reapplying in 3rd.

If the GBRS is good, the WISC is still unlikely to help. The only time a WISC seems to help is if your child had one low score on the CogAT for either Verbal or Quant, like less than 115, but the WISC shows that your child is actually strong in that area.

The mystifying part is that on CogAT he got all 99% in the 140s…, and a perfect score on NNAT 160….

Do you get the feeling that his daily work efforts align with the test scores? My thought is that the teacher wants to see a consistency between both, and that could be an issue.

This is why teacher recs are so inconsistent and biased.

On the contrary, they probably more accurately reflect the level of the student. Anybody can prep for a test.

You can't prep to that level on cogats. It sounds like a teacher who prefers girls and filled out GBRS accordingly.

Yes you can.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

There is no Advanced Math in 2nd grade, he might be getting LII services but that is not Advanced Math.

You need to check his GBRS and address the issues raised ther specifically. Based on your description, I would guess mainly Occasionally Observes. His test scores are solid but not the 140 and higher that tend to be head scratchers for folks here.

You may be right, its L2 services. I wish i had been more involved in school! Is it worth taking the WISC 5 ? I am still waiting for the school to give me the package to see what went wrong.

The process is so subjective even with the packet, you may never know why. Really.

The process is so subjective that even your school's very experienced AART might be completely mystified by the rejection. BTDT.

If the GBRS is not good, the WISC is unlikely to help. The only thing that might help on appeals is if you can write a letter convincing the committee that there are solid reasons why your child is not demonstrating gifted traits in the classroom, but how your child absolutely needs AAP to have their needs met. The most likely outcome, though, is that your kid won't get in this year, and you'll just have to hope the 3rd grade teacher likes your kid a lot more than the 2nd grade teacher did. FWIW, one of my kids had a low GBRS in 2nd, but then a very high one when reapplying in 3rd.

If the GBRS is good, the WISC is still unlikely to help. The only time a WISC seems to help is if your child had one low score on the CogAT for either Verbal or Quant, like less than 115, but the WISC shows that your child is actually strong in that area.