Reply to AAP hopefuls and in-school achievement testing

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Underachieving gifted kids with social problems aren't going to be served well in either AAP or gen ed.  He might be better off in AAP, though, since the teachers have a lot more training in handling kids with social issues like that than the teachers in gen ed.  [/quote]

I would think GBRS for Kids(gifted) with social issues will be low? Can they really make it to AAP?

Is there an expectation that kids (gifted) with social issues will make it to AAP hence AAP teachers are trained?[/quote]

Read the GBRS form. Social issues should have no affect GBRS score.[/quote]

The most common behavior pattern of children with emotional and behavioral disorders consists of antisocial, or externalizing behaviors. In the classroom, children with externalizing behaviors frequently do the following (adapted from Walker, 1997, p. 13):

Get out of their seats
Yell, talk out, and curse
Disturb peers
Hit or fight
Ignore the teacher
Complain
Argue excessively
Steal
Lie
Destroy property
Do not comply with directions
Have temper tantrums
Are excluded from peer-controlled activities
Do not respond to teacher corrections
Do not complete assignments

GBRS

[b]1. Exceptional Ability to Learn[/b]
Exhibits exceptional memory
Demonstrates in-depth knowledge
Displays persistent, intense focus on one or more topics
Is highly reflective and/or sensitive to his/her environment
Learns and adapts readily to new cultures
Learns quickly and easily
Acquires language at a rapid pace
Learns skills independently and makes connections without formal instruction

[b]2. Exceptional Application of Knowledge[/b]
Demonstrates highly developed reasoning
Employs complex problem-solving strategies
Uses and interprets advanced symbol systems in academics, visual arts, and/or performing arts
Understands, applies, transfers abstract concepts
Uses technology in advanced applications
Acts as an interpreter, translator, and/or facilitator to help others
Makes advanced connections and transfers learning to other subjects, situations, cultures
Communicates learned concepts through role playing and/or detailed artwork
[b]3. Exceptional Creative/Productive Thinking[/b]
Sees the familiar in unusual ways / Does not conform to typical ways of thinking or perceiving 
Is highly creative and/or inventive
Demonstrates unusual fluency and flexibility in thinking and problem-solving
Expresses ideas, feelings, experiences, and/or beliefs in original ways
Displays keen sense of humor
Is highly curious
Generates new ideas, new uses, new solutions easily
Perceives and manipulates patterns, colors, and/or symbols
[b]4. Exceptional Motivation to Succeed[/b]
Demonstrates ability to lead large and/or small groups
Meets exceptional personal and/or academic challenges
Explores, researches, questions topics, ideas, issues independently
Is poised with adults and engages them in adult conversations
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Strives to achieve high standards especially in areas of strength[/quote]

Still unrelated. A child could check off many lines on both lists or the opposite. The GBRS list does not require good behavior. It is a common misconception that "gifted" = a good student, good behavior, etc. [/quote]

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