Anonymous wrote:

Anonymous wrote:

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...

she could be bored because she's bright but not that motivated. However, that doesn't indicate a need for AAP.

There is nothing from what this parent posted that would indicate the need for AAP or that she's bored because she is bright. (At a minimum, she'd be getting above-grade level instruction.)

Anonymous wrote:Gifted kids are rarely bored. It's a myth that a child is bored in school because she's so gifted.

+1,000,000 (former teacher here)

Gifted kids are rarely bored. It's a myth that a child is bored in school because she's so gifted.

Anonymous wrote:

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...

she could be bored because she's bright but not that motivated. However, that doesn't indicate a need for AAP.

Anonymous wrote:OP again - Thanks for all of your help, and by help I mean crapping all over my thread with your assumptions. Yes, my daughter is bored and unexcited about school. It took me until 5th grade to get there, but lucky her, she's a fast learner and got to my level of misery by 2nd grade. But unfortunately for her, she's two to four years away from having her analytics kick in. The things I can do now in math, finance, analysis, etc I could do at 13 but not at 8. But please go right on being helpful and showing us you've got it all figured out.

I'm not sure why you think people are crapping all over your thread. Maybe you were hoping people would say that you should definitely appeal. But really, the scores and GBRS you posted aren't what most people have who get accepted to the program. All of the NNAT and CogAT scores are probably what--in the 70th-low 80s percentile, right? And anecdotally, I think the committee probably looks for a GBRS more like 12/13 or higher--particularly with lower test scores (and I mean lower than pool-eligible, not lower than the county-wide average). Some kids found eligible don't test well and have a really high GBRS. Others have high test scores and a lower GBRS. (Or all are high). Your child's scores seem quite consistent--definitely above average, but not necessarily AAP-level. Maybe the WISC will show something different. Maybe you can see what got her to a GBRS of 9, if you think she performs at a higher level and you can submit information to refute it. OR, maybe those analytics will kick in next year and her 3rd grade teacher will see the potential and give her a higher GBRS to make her center-eligible for 4th grade.

There are a couple of whole threads where people posted scores of their kids who got in (or didn't). That might help you see where some of the lines were drawn.

Anonymous wrote:

Anonymous wrote:OP again - Thanks for all of your help, and by help I mean crapping all over my thread with your assumptions. Yes, my daughter is bored and unexcited about school. It took me until 5th grade to get there, but lucky her, she's a fast learner and got to my level of misery by 2nd grade. But unfortunately for her, she's two to four years away from having her analytics kick in. The things I can do now in math, finance, analysis, etc I could do at 13 but not at 8. But please go right on being helpful and showing us you've got it all figured out.

If she's a fast learner, why isn't she working at advanced math and language arts levels? Are you thinking any bored child should be admitted into AAP? You should entitled and annoyed and I have no idea why when you asked a question and were provided answers that seems genuinely trying to help you interpret your child's scores. Perhaps your annoyance is because you wanted people to say that your child needs AAP.

"sound"

Anonymous wrote:OP again - Thanks for all of your help, and by help I mean crapping all over my thread with your assumptions. Yes, my daughter is bored and unexcited about school. It took me until 5th grade to get there, but lucky her, she's a fast learner and got to my level of misery by 2nd grade. But unfortunately for her, she's two to four years away from having her analytics kick in. The things I can do now in math, finance, analysis, etc I could do at 13 but not at 8. But please go right on being helpful and showing us you've got it all figured out.

If she's a fast learner, why isn't she working at advanced math and language arts levels? Are you thinking any bored child should be admitted into AAP? You should entitled and annoyed and I have no idea why when you asked a question and were provided answers that seems genuinely trying to help you interpret your child's scores. Perhaps your annoyance is because you wanted people to say that your child needs AAP.

Any child could be bored by school. It doesn't mean that child is bright, dumb or average. Just how much the curriculum aligns with what interests her.

That is actually the most consistent collection of scores and associated GBRS I have seen on this board in awhile.

Since you came back, can you explain what you think the discrepancy between her scores, GBRS, reading and math level, and AAP admission would be? It made sense to everyone else.

OP again - Thanks for all of your help, and by help I mean crapping all over my thread with your assumptions. Yes, my daughter is bored and unexcited about school. It took me until 5th grade to get there, but lucky her, she's a fast learner and got to my level of misery by 2nd grade. But unfortunately for her, she's two to four years away from having her analytics kick in. The things I can do now in math, finance, analysis, etc I could do at 13 but not at 8. But please go right on being helpful and showing us you've got it all figured out.

Anonymous wrote:

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.

No, there is a box to check in the AAP file for whether the child is actually working at a higher math or reading level. This child is not.

Honestly the curriculum moves so slowly in the early years and wtih so much repetition that boredom really only indicates average intelligence.

Anonymous wrote:I find the statement "She is bored all day" to be highly subjective.

It is a statement that is thrown around as if proof that the offspring of the person saying it must clearly be gifted.

I find the statement "She is bored all day" to be highly subjective.