Reply to GBRS, Work sample and overall level 4 portfolio

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]But the other part is that I think some kids may need *some* instruction on how to go a little deeper. What I mean by that is that if you teach my daughter the basics - she learns and demonstrates the basics. If you give her some direction on how to think more deeply - she will. But by herself, it may not occur to her.  [/quote]

Different state with a PG child, gifted meeting, our child's teacher complained she never went beyond the rubric.  Was our child ever asked? The answer was no. They won't do it automatically, most especially with boring work. And the ask was ridiculous. The instructions say write 4 sentences. My kid would absolutely die to violate an instruction. Speaking of, DC also has issues with poorly written instructions that lead to illogical results. Unfortunately the teachers just aren't capable of writing using clear and logical language.

Teachers look for that classical ideal of a high achieving learner. Something they can relate to. They don't care and it doesn't seem to matter to the program about max capabilities.
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Really? Because I know plenty of kids who complete the work assigned and then use the extra time to read up on the subject or write their own math problems or do work that is beyond the required work. Say what you will about the kids who are not in-pool for test scores but who complete their work and then go and do the additional work but they are showing an interest in deeper learning even if their test scores are not as high. Those are the kids who are going to end up in AAP. They are curious and motivated to do more then what is asked.

Your child might be uber smart but they are not showing an internal drive to learn more, ie they are not curious or motivated to learn. They probably are bored, ES work is not difficult for most kids who are smart and learn in a traditional method but they are not showing a drive to do anything about being bored.

DS is smart. He completes his work and does the extra work that is assigned. He reads the books his Teachers have available on the subjects that they are working on. He does the extra worksheets. He asks to do more in math. Part of that is his curiosity and part of it is that we have always commented on effort scores and not grades because that is what matters to us. His GBRS included comments about his willingness to pick up an extra book and read more on his own and how he would work that information into his school work and conversations. His GBRS included comments about material he had learned at home and was able to relate to his classwork. If you don't think Teachers notice these things then you are missing the bigger picture.

And my kid is not an extrovert who raises his hand. His Teachers from preschool through second grade consistently told us that they were working on encouraging him to participate more. He was quiet and would not volunteer answers in class. He would not want to present to the rest of the class. He was one of 30 kids in his class in K-2. All of his Teachers ended up telling us that they were specifically calling on him in order to get him comfortable with participating. Something finally clicked at the end of 2nd grade and he started voluntarily participating and this is no longer an issue.

Maybe he had phenomenal Teachers but he was very much the quiet, smart kid who did his work and then did more because he had time and he was interested in learning. His Teachers saw him and his GBRSs reflected what they saw.

[b]It is not surprising to me that a child who is scoring high on tests and doing the bare minimum is not getting into AAP, they are not showing the curiosity and independent drive that the schools are looking for[/b][/quote]

DP, but it really depends on the teacher and school.  Some teachers view wanting to do even more busywork worksheets and doing a neater job with your coloring as motivation.  My kid in 2nd decided to teach himself the rules for adding numbers in binary.  He opted to do this instead of a word search.  Rather than being amazed that a 2nd grader even knew what base 2 was or had the understanding to figure out addition rules (which he wrote out quite clearly), the teacher was annoyed that he didn't do her word search.  She also had no clue what binary even was, so had no way to appreciate it.  Likewise, he was hardcore into Percy Jackson and spent a ton of time reading that in class.  The teacher viewed him as unmotivated because he would rather read Percy Jackson than do extra pretty coloring work on the coloring sheet she gave the class.

Mine was a 140+ CogAT, 140+ WISC, iready math 3+ years above, iready reading 2 years above, 10 GBRS type of kid,  largely because the 2nd grade teacher was a moron.  He still got accepted to AAP.  [/quote]

So the system worked for your kid. The committee ignored the GBRS and looked at the other elements of the packet. The committee saw the discrepancies and ignored the outlier in the GBRSs.  I would guess that your kids teacher was an outlier. I hope your kids teacher was an outlier.

The Worksheets and extra work my kids classroom has had has not been coloring sheets and word searches but more difficult worksheets and then options for reading or creative writing or coloring quietly at your desk. DS used to bring home pages of a story that he was writing and illustrating after he finished his LA work and math worksheets that included using negative numbers and logic problems. The busy work didn't suck, maybe that made it more palatable to do.

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