Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here-
Any insights would be welcome.
They do seem inconsistent to me.
Is the GBRS helpful at all or just not useful?
DC is not challenged and bored all day.

Is she working at advanced levels for math and language arts? Does she have any pulls outs by the AART? What is her DRA score? What were the comments to the GBRS? (FYI: They can only state positive comments but were they overflowing or just a moderate amount?) What were the work samples? Why do you think she needs the program other than being bored and not challenged?

The school says she is not advanced at math or language arts (see the bottom of the original post). I don't understand who would think this child needs to be in an special advanced program.

I think OP was referring to the report card - math and language arts aren't being TAUGHT at a higher grade level.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here-
Any insights would be welcome.
They do seem inconsistent to me.
Is the GBRS helpful at all or just not useful?
DC is not challenged and bored all day.

Is she working at advanced levels for math and language arts? Does she have any pulls outs by the AART? What is her DRA score? What were the comments to the GBRS? (FYI: They can only state positive comments but were they overflowing or just a moderate amount?) What were the work samples? Why do you think she needs the program other than being bored and not challenged?

The school says she is not advanced at math or language arts (see the bottom of the original post). I don't understand who would think this child needs to be in an special advanced program.

I was the one asked if she was working at advanced levels. If she isn't how can she be bored. FWIW, my AAP kid never once reported being bored in school prior to going into AAP. My younger child has also never reported being bored at school and does receive advanced instruction (though I'm sure sits through things he already knows). Being bored isn't the standard, in any event. There's nothing you've said that would indicate that your child will get in. Of course, she can blow the WISC out of the water and then that would change everything. But she's not getting advanced instructions, a mediocre GBRS, above average but out of pool test scores and since you said nothing about work samples, the GBRS commentary, or other support, I'm guessing nothing stuck out to you other than you believe she should be in. There are plenty of people who posted scores on another post and they were much higher (both GBRS and testing) and their kids didn't get in, which surprised many. Nothing surprising about what you've said so far...

I think the scores are consistent and do not indicate a need for AAP. I'm not sure why OP is confused.

Anonymous wrote:OP here-
Any insights would be welcome.
They do seem inconsistent to me.
Is the GBRS helpful at all or just not useful?
DC is not challenged and bored all day.

What part seems inconsistent to you? The scores and GBRS are all "bright average".

Anonymous wrote:

Anonymous wrote:OP here-
Any insights would be welcome.
They do seem inconsistent to me.
Is the GBRS helpful at all or just not useful?
DC is not challenged and bored all day.

Is she working at advanced levels for math and language arts? Does she have any pulls outs by the AART? What is her DRA score? What were the comments to the GBRS? (FYI: They can only state positive comments but were they overflowing or just a moderate amount?) What were the work samples? Why do you think she needs the program other than being bored and not challenged?

The school says she is not advanced at math or language arts (see the bottom of the original post). I don't understand who would think this child needs to be in an special advanced program.

I think you are wasting your money paying for a WISC. I bet you will come in with a FSIQ of 115-120, a bright child who will have a lot of similar level kids in the general ed class.

These scores have close to zero chance.

Hello OP,

I commend you for trying to find out WHY your child might be bored in the classroom by getting her tested on the WISC.
Just relax for tonight and don't worry too much about these scores. The WISC report will give you a lot more information beyond than just the numbers you have now.

Let us know how the WISC scores turn out.

Anonymous wrote:OP here-
Any insights would be welcome.
They do seem inconsistent to me.
Is the GBRS helpful at all or just not useful?
DC is not challenged and bored all day.

Is she working at advanced levels for math and language arts? Does she have any pulls outs by the AART? What is her DRA score? What were the comments to the GBRS? (FYI: They can only state positive comments but were they overflowing or just a moderate amount?) What were the work samples? Why do you think she needs the program other than being bored and not challenged?

OP here-
Any insights would be welcome.
They do seem inconsistent to me.
Is the GBRS helpful at all or just not useful?
DC is not challenged and bored all day.

Anonymous wrote:DC is in 2nd grade and was rejected for AAP. Is there anything I can infer from these scores? She's taking the WISC tomorrow.

NNAT 107
CogAT 119 verbal SAS
CogAT 122 quantitative SAS
CogAT 110 nonverbal SAS

GBRS 9

Working at advanced level
Math N
Verbal N

Your child bright and is getting her needs met in the general education classroom.

Agree with pp. My child had one very low cogat subset score compared to the others. She was eventually diagnosed with ADD. The wisc test - same result and same lie score in one sub section.

Overall, those scores are slightly above average. The Cogat NV and NNAT look to be consistent. The GBRS looks to be consistent with all of the scores. I'd guess she should do well in school.

Are you trying to guess whether the WISC will be higher? If she has attention issues, I guess it may be, but everything looks consistent to me so I'd guess the WISC would be in the same ballpark.

Can you clarify what you're trying to find out? I can't tell if you think your child belongs in AAP because she works at a higher level but her scores aren't showing it and you're wondering if something might be going on as might be evidenced by her scores? Are you asking if we think from her scores she belongs in AAP? I assume you can look at the scores and then look at the information that accompanied the test results and see where your child fell, so that is why I am unclear as to what you're asking.

DC is in 2nd grade and was rejected for AAP. Is there anything I can infer from these scores? She's taking the WISC tomorrow.

NNAT 107
CogAT 119 verbal SAS
CogAT 122 quantitative SAS
CogAT 110 nonverbal SAS

GBRS 9

Working at advanced level
Math N
Verbal N