Anonymous wrote:Anonymous wrote:Anonymous wrote:For the record, I did not parent refer, as my kids had 16 GBRS and 99%tile on NNAT and CogAT. However, as AAP is not really GT anymore, why should OP not refer? Your child will fit in awesomely in an AAP center, DC sounds motivated in all aspects of life and sounds like a hardworker! Go for it! I would request a conference with DCs current teacher and ask is DC consistently going beyond what is necesary for the assignment? Also ask if the teacher would support your referal with a high GBRS; go in with evidence of your DCs awesome work and going beyond consistently and the work the above into the conversation. I did this with my 2nd grader at the P-T conference. She has super high scores and is advanced across the board, however I asked if she was consistent in her effort and if the teacher were to complete a GBRS, at this stage, what would it look like. Teacher replied that she would give DC a very high GBRS. I wanted to make sure that my DC is working to their ability, and the tests implied that DC has the aptitiude to do a lot. Good Luck!!
Asking for a high GBRS?
Fairfax County, we have officially reached a new low.
Are you dumb or stupid? I didn't ask for q high GBRS, I asked what the teacher thought. Please go back to school and learn some reading comprehension skills. You really are an idiot!
Anonymous wrote:Anonymous wrote:For the record, I did not parent refer, as my kids had 16 GBRS and 99%tile on NNAT and CogAT. However, as AAP is not really GT anymore, why should OP not refer? Your child will fit in awesomely in an AAP center, DC sounds motivated in all aspects of life and sounds like a hardworker! Go for it! I would request a conference with DCs current teacher and ask is DC consistently going beyond what is necesary for the assignment? Also ask if the teacher would support your referal with a high GBRS; go in with evidence of your DCs awesome work and going beyond consistently and the work the above into the conversation. I did this with my 2nd grader at the P-T conference. She has super high scores and is advanced across the board, however I asked if she was consistent in her effort and if the teacher were to complete a GBRS, at this stage, what would it look like. Teacher replied that she would give DC a very high GBRS. I wanted to make sure that my DC is working to their ability, and the tests implied that DC has the aptitiude to do a lot. Good Luck!!
Asking for a high GBRS?
Fairfax County, we have officially reached a new low.
Anonymous wrote:For the record, I did not parent refer, as my kids had 16 GBRS and 99%tile on NNAT and CogAT. However, as AAP is not really GT anymore, why should OP not refer? Your child will fit in awesomely in an AAP center, DC sounds motivated in all aspects of life and sounds like a hardworker! Go for it! I would request a conference with DCs current teacher and ask is DC consistently going beyond what is necesary for the assignment? Also ask if the teacher would support your referal with a high GBRS; go in with evidence of your DCs awesome work and going beyond consistently and the work the above into the conversation. I did this with my 2nd grader at the P-T conference. She has super high scores and is advanced across the board, however I asked if she was consistent in her effort and if the teacher were to complete a GBRS, at this stage, what would it look like. Teacher replied that she would give DC a very high GBRS. I wanted to make sure that my DC is working to their ability, and the tests implied that DC has the aptitiude to do a lot. Good Luck!!
Anonymous wrote:Anonymous wrote:My DS was in pool, but was not found eligible in the inital eval. His test scores were very high, but his GBRS was only 9 that 2nd grade year (his teacher mentioned his social immaturity, though that technically was not a category on the GBRS). On the advice of his 3rd grade teacher, we parent referred in 3rd (for a start in 4th) and breezed through. We did not have additional testing done, but assumed that since his teacher was pushing us to refer, that her GBRS, with his same test scores would be enough. I think it is important to ask the teachers who would write the GBRS what their opinion is, the GBRS carries a good amount of weight, even when scores are well above the threshold, though I have heard that high WISC scores may have more ability to overpower a medium GBRS than very high CogAT or Naglieri.
OP here, thanks for the feedback. In your DS case, it was easier to reapply since his test scores were initially high and you just need a good GBRS. I think in my DS case, it may be the opposite.
Anonymous wrote:My DS was in pool, but was not found eligible in the inital eval. His test scores were very high, but his GBRS was only 9 that 2nd grade year (his teacher mentioned his social immaturity, though that technically was not a category on the GBRS). On the advice of his 3rd grade teacher, we parent referred in 3rd (for a start in 4th) and breezed through. We did not have additional testing done, but assumed that since his teacher was pushing us to refer, that her GBRS, with his same test scores would be enough. I think it is important to ask the teachers who would write the GBRS what their opinion is, the GBRS carries a good amount of weight, even when scores are well above the threshold, though I have heard that high WISC scores may have more ability to overpower a medium GBRS than very high CogAT or Naglieri.
Anonymous wrote:Anonymous wrote:Anonymous wrote:I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.
I'm not the op, but you're also placing a lot of stock in one or two tests -- that are not actually IQ tests -- given to small children. You should check out the book Nurtureshock, which has a very interesting chapter about giftedness identification and how most systems do it too early, and likely miss many gifted kids.
OP here, thank you for the book recommendation. DS had always been a high achiever, both in his school work and his sports activities. He does extra school work "for fun" (how many 10 year olds do that ?). He's very self-motivated and is extremely conscientious. He actually told me this year that school work is too easy and he wishes it could be a little tougher. I don't know if he is truly "gifted" but I don't doubt that he has the ability to learn at a more accelerated pace.
Anonymous wrote:Anonymous wrote:I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.
I'm not the op, but you're also placing a lot of stock in one or two tests -- that are not actually IQ tests -- given to small children. You should check out the book Nurtureshock, which has a very interesting chapter about giftedness identification and how most systems do it too early, and likely miss many gifted kids.
Anonymous wrote:Anonymous wrote:I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.
I'm not the op, but you're also placing a lot of stock in one or two tests -- that are not actually IQ tests -- given to small children. You should check out the book Nurtureshock, which has a very interesting chapter about giftedness identification and how most systems do it too early, and likely miss many gifted kids.
Anonymous wrote:I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.
Anonymous wrote:I'm not trying to be snarky, but why do you think anything will have changed in terms of aptitude? Giftedness is innate, it's not enough to do well in all subjects.