Anonymous wrote:I am wondering about the correlation here. Have been surprised, shocked even, to hear both about some of the kids who did and did not get in at my child's school. Was your child receiving level II services in math, language arts, or both, and was he or she found eligible for level IV? And if your school doesn't do level II, was your child in the highest reading group, math group, other groups as applicable? At least there is an appeal process ....
Anonymous wrote:Why was it to your great surprise?
Anonymous wrote:Mine did, but I only found out during parents-teacher conference last November. I am new to all of this and maybe they sent me a letter before and I didn't realize what it meant? Do they inform/request permission of parents to do this? Anyway, I KNEW she was above grade level for reading and writing but I didn't know they even offered this kind of service of pulling out a child to work with them. I thought the differentiation extended only to grouping children within the same level together .
I will be much better prepared as a parent when my second child enters K for sure!
Anonymous wrote:Anonymous wrote:Anonymous wrote:It is up to the opinion of the committee where to draw the line. I believe this is where it gets very subjective. For example, student X is an excellent student at the top of all the groups but really shows no true "gifted" behaviors.
The problem is that deciding whether a child does or does not exhibit "gifted behaviors" is a load of subjective BS. Years ago, my child's 2nd grade teacher said that my child constantly had so many ideas buzzing around in her head that my child struggled to organize her thoughts. That teacher gave my child a low-ish GBRS, largely due to sloppiness and a perceived notion on the teacher's part that my child lacked motivation to turn in "pretty" work. A friend in the same class got a high GBRS, with the teacher stating that the child was really organized, eager to participate, and turned in work that was neatly done. So, basically some teachers are idiots who equate people-pleasing, high executive function, and pretty handwriting with giftedness.
There have been plenty of posters with children who received very low GBRS in 2nd grade and then very high in 3rd. This change is much more likely due to teacher bias and subjectivity than it is due to a radical change in behavior on the part of the child.
+1000. GBRS is just BS, cooked up by 2nd grade teacher and AART. They should only look at GBRS if one or both of NNAT & CogAT scores are low and that too should give only certain weightage. In our kids school the AAART teacher probably will give GBRS of 16 only to kids of people who keep chatting with her outside the main door where she stands daily.
Anonymous wrote:Anonymous wrote:It is up to the opinion of the committee where to draw the line. I believe this is where it gets very subjective. For example, student X is an excellent student at the top of all the groups but really shows no true "gifted" behaviors.
The problem is that deciding whether a child does or does not exhibit "gifted behaviors" is a load of subjective BS. Years ago, my child's 2nd grade teacher said that my child constantly had so many ideas buzzing around in her head that my child struggled to organize her thoughts. That teacher gave my child a low-ish GBRS, largely due to sloppiness and a perceived notion on the teacher's part that my child lacked motivation to turn in "pretty" work. A friend in the same class got a high GBRS, with the teacher stating that the child was really organized, eager to participate, and turned in work that was neatly done. So, basically some teachers are idiots who equate people-pleasing, high executive function, and pretty handwriting with giftedness.
There have been plenty of posters with children who received very low GBRS in 2nd grade and then very high in 3rd. This change is much more likely due to teacher bias and subjectivity than it is due to a radical change in behavior on the part of the child.
Anonymous wrote:It is up to the opinion of the committee where to draw the line. I believe this is where it gets very subjective. For example, student X is an excellent student at the top of all the groups but really shows no true "gifted" behaviors.