Reply to 2nd grade teacher who placed lots of students in AAP. AMA

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]This is the flaw with GBRS.  [b]It's entirely possible for a child who is gifted but completely disengaged to get a very low GBRS[/b].  Since GBRS is now the end all and be all, those kids won't get into AAP, despite being the kids who need gifted programming the most.

The high achieving, high GBRS kids will bloom wherever they're planted.  The unengaged gifted kids are the ones who are demonstrating that their needs can't be met in gen ed.  [/quote]

Anything's possible.  But it sounds like OP was doing the GBRS wrong, which is probably more common and more problematic. [/quote]

No. It sounds like the OP was not doing the GBRS the way you wanted them done and your child wasn't accepted into AAP. [/quote]

DP.  Please don't be petty.  Those of us who are questioning OP isn't because of sour grapes. Two my kids got 16 and 4COs in their GBRS (and they both had extremely high scores).  OP's GBRS assessment seems to be flawed in identifying gifted kids. [/quote]

To you, but it doesn't. This has nothing to do with shyness and everything to do with kids not demonstrating important parts of the criteria. OP specifically said that the kids she gave poor GBRS to who had high test scores did not demonstrate knowledge of the material in their written or verbal work. We don't have specific examples but I know from look at my sons work that he has math sheets with the answers and a few sentence explanation of how he got that answer. He has work sheets were he drew visual representations of his answers. The kids the OP mentioned probably did not have those things.

It sounds to me like you all are arguing that the fact that the kid got the correct answer is all that matters. What OP is seems to be saying is that is not all that matters. The kids have to be able to show that they understand the concept.These kids did not. You can come up with whatever explanations that you want but the kids are not showing that they understand the fundamental principles of what they are learning. This has nothing to do with being shy or introverted, because they can write these things out as well. Either the kids decided they didn't need to follow the directions on the multitude of assignments, like every math sheet I saw in first and second had some section of drawing a picture or writing sentences to explain your answer, or they couldn't. Neither is acceptable.

Test scores are not king. Just because a kid is gifted doesn't mean they belong in AAP. Gifted kids who are learning the material, can explain the material, and are ahead belong in AAP. A Gifted kid who is not able to explain the material may not understand the fundamentals and does not belong in AAP. There is no guarantee that a kid who will not write out their explanation in Gen Ed will suddenly do what they are asked to do in AAP.

I earned a PhD. I lost track of the number of ridiculous hoops that you have to jump through and changes and adjustments you have to make while in Grad School. I had a choice, I could do what my Committee told me or encouraged me or I could not earn my Doctorate. I was an adult so I understood my options. A large number of people drop out of PhD programs because of the hoops, the vast majority are plenty smart and capable of completing the work, but the steps seem endless. The kids we are talking about are in first and second grade. They don't understand the implications of not jumping through the hoops but their parents do and should be checking to make sure that their kids are doing the work as instructed. If a kid says "But I just get that 2+2 is 4, why do I have to draw the picture of 2 cats and 2 cats making 4 cats?" The answer is "Because drawing the picture helps your Teacher know that you know the answer and why that is the answer." Not, "I know it is easy and you don't have to do it." Or "I know, it is boring and ridiculous" or whatever other message you are sending that allows your kid to think that no writing out an answer is ok. And yes, there are parents on this forum who argue why kids shouldn't have to show their work or that their kid is too bored to do the assigned work.

The GBRS criteria are out there, the idea that people try to argue that all that matters are the test scores and grades is silly. The OP has made it clear what we already know, the kids need to demonstrate that they understand the principles of the material. They can do that verbally or in writing. If they don't, then they are not meeting one part of the criteria. Asking Teachers to extrapolate that correct answers on exams while not showing their work in the way the Teachers are asking is not the write answer. [/quote]

A kid doesn't get all 4s in 2nd grade without drawing 4 cats.  You're being disingenuous with your long explanation that ignores that. [/quote]

What does their ability to draw cats have to do with anything?[/quote]

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