Reply to Overcoming truly awful HOPE

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[quote=Anonymous][quote=Anonymous][b]Kids can have high test scores and not be curious in class. The Teacher might be seeing a child who doesn’t do the extra work or read books above grade level during school. If the child is choosing to do only what is asked in class, then they might not look like a kid who needs something other than the regular class.[/b] The question to ask the teacher is what is your child like in class? Do they get up and do the extra work that is offered? Are they reading extra material to learn more about a subject? Are they finding ways to combine subject material in class?

I know that HOPE doesn’t have comments, my son had GBRSs. The comments focused on all the extra things he did and how he brought in information learned at home to school subjects. He had a friend with similar test scores whose parent told me that the GBRSs made it clear that their bright kid, and he is a bright kid, had no interest in doing anything extra in class. He did great in Advanced Math but asked regularly to drop into the regular math class. He wanted to stop LIII pullouts. Not because the class was too hard but because he knew the other group of kids didn’t do as much work. He decided on Math 7H instead of Algebra 1 H in 7th grade because he didn’t want the challenge. The difference wasn’t test scores or grades but curiosity displayed in class. He would have been fine in LIV but he was fine in the regular class. [/quote]

But that is absurd.  Kids who have high aptitude and achievement scores, but are underachieving in the classroom are the ones who need gifted programming the most.  Kids who are doing extra work in the classroom are the types to bloom wherever they're planted.  Gifted kids who aren't displaying it in the regular classroom are the ones who cannot have their needs met in gen ed and need something more.

There are a lot of reasons why a kid might earn a low HOPE score, but still need AAP.  The kid could be shy.  They could be intimidated by the rowdy kids and chaos.  They might be so bored that they're checked out.  The teacher might not "get" them, or there might be a personality conflict with the teacher.  None of these should outweigh the 99th percentile across the board scores.

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