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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]
A poor NNAT or CoGAT certainly does NOT mean a child is underachieving. You’re assuming that a poor test score reflects achievement. My child received what I considered poor NNAT/CoGAT  score and he is certainly not an underachiever. Yet his WISC shows giftedness. [/quote]

A low GBRS could easily indicate some degree of underachieving or a disconnect with the regular classroom.  I don't think any kids were rejected with both a high GBRS and a gifted level WISC in the original application package.  [/quote]

You lumped in GBRS with NNAT and Cogat scores in your original post...you said low NNAT/CoGAT/GBRS...you assumed low scores on the tests equaled low achievement. Also, I also believe that low GBRS doesn’t necessarily indicate low achievement. It simple means the teacher isn’t seeing what she considers gifted behaviors. Gifted behaviors also don’t always correlate with high achievement. [/quote]

Oh good grief!  There were two different posters: One who lumped NNAT/CogAT/GBRS, and one who stated that gifted children who underachieve still belong in AAP.  I stand by my statement that kids who are underachieving but gifted "need AAP" the most.  As soon as a child is verified as gifted, the NNAT, CogAT, and GBRS should be meaningless.  It doesn't matter whether that child is underachieving or not.  That child still clearly belongs in an AAP classroom.  I'm not sure what the committee is thinking when they're rejecting kids with 130+ WISC.

A gifted level IQ with mediocre screening test scores and a poor GBRS (or poor grades, poor DRA, etc.) could indicate a kid who is completely bored and disengaged with the gen ed classroom.  It could mean that the child is somehow failing to meet his or her potential.  It still doesn't matter, and the child belongs in a gifted program due to actually being gifted.  [/quote]

Someone gets it! [/quote]

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