Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why was it to your great surprise?

I have already posted about this here, but her scores were low compared to some of these people here. Her GBRS was great, very realistic, truthful and detailed. The works submitted by teacher and us also were great and tied up with the GBRS comments nicely. However, NNat and Cogat were low compared to some of this people on these boards.

She was not prepped in any way, shape or form btw - not saying everyone here prep their kids, but after being watching this board for a couple of weeks and searching on the internet, apparently it is a thing to prep kids for these tests and IQ test.

We all pre our child one way or others! When you buy them puzzle you are prepping them! Prepping is not only limited to sending your child to private Cogat classes.

Anonymous wrote:

Anonymous wrote:Why was it to your great surprise?

I have already posted about this here, but her scores were low compared to some of these people here. Her GBRS was great, very realistic, truthful and detailed. The works submitted by teacher and us also were great and tied up with the GBRS comments nicely. However, NNat and Cogat were low compared to some of this people on these boards.

She was not prepped in any way, shape or form btw - not saying everyone here prep their kids, but after being watching this board for a couple of weeks and searching on the internet, apparently it is a thing to prep kids for these tests and IQ test.

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:

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.

Did you start chatting too?

Anonymous wrote:

Anonymous wrote:Mine has been Level II for both math and language arts, is in the highest level classes/groups for each, and was accepted to Level IV AAP. We were a bit surprised at the orientation, though. Many kids who were not in the high math and reading groups with my kid still got in. And many other kids who were in those groups didn't get in.

This is OP. Yes, this was also my experience at orientation. My child's class has different leveled groups in three areas and I saw kids at orientation who were not in the top group for ANY of the three. Likewise, there is a kid who was not at orientation who is in all three top groups. For the latter, I am thinking they must have had a conflict and just couldn't make it.

Anonymous wrote:

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 ....

What is surprising, shocking even, to me is that anyone takes the time and energy to know which kids besides their own are receiving level II services.