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[quote=Anonymous]DS is in a language immersion class. One of his classmates is fluent in two languages and learning a third in school. It is a wonderful gift but it does not immediately translate to gifted.

The comments in the GBRSs are always worded to be positive, you have to read a bit between the lines to see where the Teachers are identifying an area where the student really stands out and where the student is served fine in the regular classroom. The CO scores stand out from the FO and I would imagine the OO comments.

This is why I asked about what was said at Conferences or comments that might have been made on report cards or in progress reports. If you are being told that you child is not doing extra work in the classroom or not completing assignments in the classroom then you can bet that they are likely to have lower GBRSs. And we can argue that a kid who is advanced is going to be bored by the worksheet or assignment that they are given until we are blue in the face, the kid still has to complete the work. If they are not, then the GBRSs are going to be low and that is going to hurt a kids chances.

And we can skip the BS that the Teachers love the kids who are vocal, know it all, suck ups. The Teachers have full classes and can only act on the info that they have in front of them. The loud kid, raising their hand, and doing work above grade level is going to be more visible than the kid who is refusing to do the assigned work and not doing extra work. The kid who is bored and reusing to do the work assigned is not going to be seen as gifted or bored. They are going to be seen as a kid not doing the work. For many kids their refusal is because they are struggling or have a learning disability. If you are hearing form the Teachers that your child is not engaging, then you should be talking with your child about completing their work and engaging, even if they are not excited about the material.

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