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[quote=Anonymous][quote=Anonymous][quote=Anonymous]

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. T[b]he 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.[/b] 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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So, you're basically illustrating that the GBRS is a bad metric.  If kids who are actually gifted are getting lower ratings for not doing the busywork or for being introverts, then the GBRS is horribly flawed.  Also, if the teachers are so overwhelmed with packed classes and don't have the opportunity to really know their students, then why is their input more important than the test scores?  Why are they placing so much emphasis on such a flawed measure?

If an IQ 149 kid is rejected, and the teacher gave a relatively low GBRS, all that proves is that the teacher wouldn't know giftedness if it bit her in the a**.  It doesn't say anything at all about the level of giftedness of the kid.  [/quote]

My kid is an introvert. We have actively worked with him on being willing to raise his hand and participate. He has never had a problem with finishing his work at school, even though it is boring and easy. He knows very well that we will not tolerate his Teachers telling us that he is not doing the work he is assigned. His job is to make his best effort at school. That means doing all assigned work, no matter how easy it is. His GBRS were 3CO and 1FO even though he is an introvert who is not excited to raise his hand. He does the assigned work, pulls out the extra material and does that, or he makes up his own extra work. He is not the only one doing this.

The Teachers can only judge your kids on what they do. If they are not doing the assigned work, then they are not going to be judge favorably. I fail to see why this is hard for parents to get. I would guess that some of these high scores are a surprise to the Teacher because they are not seeing that behavior in the classroom.  The system has plenty of flaws, but expecting Teachers to assume that kids are gifted and should be in AAP when they are not willing to do the work that they are assigned is crazy. Because there are other kids in class who are not doing the work because it is above them. And there are kids not doing the work because they have ADHD. And I am sure there are other reasons for kids not doing work.

Take a look at those GBRS's, ask what the Teachers were seeing, and work with your child to change their behavior and participation in class. Or continue to blame the Teachers and be bitter that your kids genius is not being recognized.[/quote]

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