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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Yup, I got called from his teacher many times for disrupting class, and come up names for other kids… this is why I suspect might be a social and behavior issue here cause his to get rejected.  How do I roll this ball up if the appeal fails?  I hope the appeal will work.[/quote]I am in the similar situation. DC got rejected despite high ability testing result. It would be worthwhile to get your child tested for ADHD. My DC is a twice exceptional kid, gifted with ADHD.[/quote]
Thank you, he’s taking the WISC V, I think they’ll have ways to evaluate.  He’s hyper and disruptive, but I never suspected ADHD since he did not have a concentration issue.  He can sit and work on things for hours, but as soon as he’s done and if I’m not keep up with him, he would end up on top of a tree or the shed or chasing the house cat…  when in a car ride, 20 mins he can ask me 50 questions… so if the class work is not keeping him busy in class, he’ll find other things to do, but not always constructive…[/quote]

He sounds like a classroom nightmare, OP. I'm sorry to say it, but disciplinary issues are not desirable in any classroom, especially in AAP where the teacher moves at a rapid pace. Get his behaviors under control and reapply next year.[/quote]

DP.  There are a lot of 2E and classroom nightmare kids in AAP.  At a good center with experienced teachers, they are familiar with these kids and do great with them [/quote]

Those experienced AAP teachers can’t help him get IN to the program though. If he’s causing havoc, the GBRS will reflect that. [/quote]

Obviously those kids have gotten into AAP.  That's how the teachers have gotten experience.  The GBRS will reflect a child, havoc doesn't keep a child out of AAP.[/quote]

Yes, and if the child is horsing around so much, there’s no way a teacher can fairly say he’s motivated to learn.[/quote]

That's not true.  OP earlier said

"He asked for harder math and science worksheets which school was not able to provide, and he ended up self taught multiplication and division, and learned negative addition and subtraction…"
and OP also had some examples of "motivated to learn" type behaviors.  The problem is that not all 2nd grade teachers understand how to evaluate that category, and instead equate motivation and compliance.  
If a kid has gifted level test scores and the kid is above grade level in all subjects but the teacher isn't seeing giftedness, then it's a teacher problem and not a student problem.

Several years ago, my kid got in with a low GBRS, CogAT and WISC > 140, three+ grade levels ahead in math per iready, 2+ grade levels ahead in reading in iready, the math teacher stating that he's basically the most gifted child she's ever seen, and the reading specialist gushing about how great my child was.

The classroom teacher nailed my kid on GBRS, giving him perfect scores in the first two sections and low scores in motivation and creativity.  When the kids had free time in class, rather than doing her stupid word search or coloring worksheets, my kid opted to compose music, figure out the addition and subtraction rules for numbers written in binary, or read Percy Jackson.  For this teacher, motivation = compliance and being eager for more busywork, and creativity = pretty coloring sheets and cutesy fiction stories.  [/quote]

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