Anonymous
01/19/2018 07:58
Subject: Re:AAP hopefuls and in-school achievement testing
Define 'not good behavior'.
Anonymous
01/18/2018 15:13
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Underachieving gifted kids with social problems aren't going to be served well in either AAP or gen ed. He might be better off in AAP, though, since the teachers have a lot more training in handling kids with social issues like that than the teachers in gen ed.
I would think GBRS for Kids(gifted) with social issues will be low? Can they really make it to AAP?
Is there an expectation that kids (gifted) with social issues will make it to AAP hence AAP teachers are trained?
Read the GBRS form. Social issues should have no affect GBRS score.
The most common behavior pattern of children with emotional and behavioral disorders consists of antisocial, or externalizing behaviors. In the classroom, children with externalizing behaviors frequently do the following (adapted from Walker, 1997, p. 13):
Get out of their seats
Yell, talk out, and curse
Disturb peers
Hit or fight
Ignore the teacher
Complain
Argue excessively
Steal
Lie
Destroy property
Do not comply with directions
Have temper tantrums
Are excluded from peer-controlled activities
Do not respond to teacher corrections
Do not complete assignments
GBRS
1. Exceptional Ability to Learn
Exhibits exceptional memory
Demonstrates in-depth knowledge
Displays persistent, intense focus on one or more topics
Is highly reflective and/or sensitive to his/her environment
Learns and adapts readily to new cultures
Learns quickly and easily
Acquires language at a rapid pace
Learns skills independently and makes connections without formal instruction
2. Exceptional Application of Knowledge
Demonstrates highly developed reasoning
Employs complex problem-solving strategies
Uses and interprets advanced symbol systems in academics, visual arts, and/or performing arts
Understands, applies, transfers abstract concepts
Uses technology in advanced applications
Acts as an interpreter, translator, and/or facilitator to help others
Makes advanced connections and transfers learning to other subjects, situations, cultures
Communicates learned concepts through role playing and/or detailed artwork
3. Exceptional Creative/Productive Thinking
Sees the familiar in unusual ways / Does not conform to typical ways of thinking or perceiving
Is highly creative and/or inventive
Demonstrates unusual fluency and flexibility in thinking and problem-solving
Expresses ideas, feelings, experiences, and/or beliefs in original ways
Displays keen sense of humor
Is highly curious
Generates new ideas, new uses, new solutions easily
Perceives and manipulates patterns, colors, and/or symbols
4. Exceptional Motivation to Succeed
Demonstrates ability to lead large and/or small groups
Meets exceptional personal and/or academic challenges
Explores, researches, questions topics, ideas, issues independently
Is poised with adults and engages them in adult conversations
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Strives to achieve high standards especially in areas of strength
Still unrelated. A child could check off many lines on both lists or the opposite. The GBRS list does not require good behavior. It is a common misconception that "gifted" = a good student, good behavior, etc.
How are you basing your assumption on? Do you have any evidence that GBRS is high for student whose behavior is not good?
Anonymous
01/18/2018 14:25
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Underachieving gifted kids with social problems aren't going to be served well in either AAP or gen ed. He might be better off in AAP, though, since the teachers have a lot more training in handling kids with social issues like that than the teachers in gen ed.
I would think GBRS for Kids(gifted) with social issues will be low? Can they really make it to AAP?
Is there an expectation that kids (gifted) with social issues will make it to AAP hence AAP teachers are trained?
Read the GBRS form. Social issues should have no affect GBRS score.
The most common behavior pattern of children with emotional and behavioral disorders consists of antisocial, or externalizing behaviors. In the classroom, children with externalizing behaviors frequently do the following (adapted from Walker, 1997, p. 13):
Get out of their seats
Yell, talk out, and curse
Disturb peers
Hit or fight
Ignore the teacher
Complain
Argue excessively
Steal
Lie
Destroy property
Do not comply with directions
Have temper tantrums
Are excluded from peer-controlled activities
Do not respond to teacher corrections
Do not complete assignments
GBRS
1. Exceptional Ability to Learn
Exhibits exceptional memory
Demonstrates in-depth knowledge
Displays persistent, intense focus on one or more topics
Is highly reflective and/or sensitive to his/her environment
Learns and adapts readily to new cultures
Learns quickly and easily
Acquires language at a rapid pace
Learns skills independently and makes connections without formal instruction
2. Exceptional Application of Knowledge
Demonstrates highly developed reasoning
Employs complex problem-solving strategies
Uses and interprets advanced symbol systems in academics, visual arts, and/or performing arts
Understands, applies, transfers abstract concepts
Uses technology in advanced applications
Acts as an interpreter, translator, and/or facilitator to help others
Makes advanced connections and transfers learning to other subjects, situations, cultures
Communicates learned concepts through role playing and/or detailed artwork
3. Exceptional Creative/Productive Thinking
Sees the familiar in unusual ways / Does not conform to typical ways of thinking or perceiving
Is highly creative and/or inventive
Demonstrates unusual fluency and flexibility in thinking and problem-solving
Expresses ideas, feelings, experiences, and/or beliefs in original ways
Displays keen sense of humor
Is highly curious
Generates new ideas, new uses, new solutions easily
Perceives and manipulates patterns, colors, and/or symbols
4. Exceptional Motivation to Succeed
Demonstrates ability to lead large and/or small groups
Meets exceptional personal and/or academic challenges
Explores, researches, questions topics, ideas, issues independently
Is poised with adults and engages them in adult conversations
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Strives to achieve high standards especially in areas of strength
Still unrelated. A child could check off many lines on both lists or the opposite. The GBRS list does not require good behavior. It is a common misconception that "gifted" = a good student, good behavior, etc.
Anonymous
01/17/2018 20:24
Subject: Re:AAP hopefuls and in-school achievement testing
Ps. I'm using the definition of average vs. above average used on the NNAT and CogAT, since that's what you are using.
Anonymous
01/17/2018 20:21
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:Anonymous wrote:Anonymous wrote:
+1 My child is a very normal above average kid. But if gen ed could be a bit more challenging it would be good.
Funny how you have a normal AND above average kid all at the same time.
I'm no saying exceptional. FYI above average is very common and normal. Most kids a are smart.
FYI you need to learn what average means. Normal = Typical = Average. (Within 1 stdev of the mean on the normal curve)
If you are average, you can't be above average, and no, normal kids are not above average.
You seem to be one of those ppl who conveniently shift your position in order to make yourself look good.
There is nothing wrong with being average, above average, etc.
Anonymous
01/17/2018 20:09
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:Social issues are not the same thing as behavioral issues. Quirky kids who are a bit off and struggle to make friends have social issues. Kids with aspergers or anxiety have social issues. There are a lot of social issues that can go hand-in-hand with giftedness.
+1
My kid is not highly gifted, only a 136 on the Cogat. He has social issues including anxiety. Also behavior issues such as talking out of turn, acting silly, etc. Not yelling or fighting or temper tantrums.
Anonymous
01/17/2018 20:02
Subject: AAP hopefuls and in-school achievement testing
Social issues are not the same thing as behavioral issues. Quirky kids who are a bit off and struggle to make friends have social issues. Kids with aspergers or anxiety have social issues. There are a lot of social issues that can go hand-in-hand with giftedness.
Anonymous
01/17/2018 19:24
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:Anonymous wrote:
+1 My child is a very normal above average kid. But if gen ed could be a bit more challenging it would be good.
Funny how you have a normal AND above average kid all at the same time.
I'm no saying exceptional. FYI above average is very common and normal. Most kids a are smart.
Anonymous
01/17/2018 17:14
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:Anonymous wrote:Anonymous wrote:Underachieving gifted kids with social problems aren't going to be served well in either AAP or gen ed. He might be better off in AAP, though, since the teachers have a lot more training in handling kids with social issues like that than the teachers in gen ed.
I would think GBRS for Kids(gifted) with social issues will be low? Can they really make it to AAP?
Is there an expectation that kids (gifted) with social issues will make it to AAP hence AAP teachers are trained?
Read the GBRS form. Social issues should have no affect GBRS score.
The most common behavior pattern of children with emotional and behavioral disorders consists of antisocial, or externalizing behaviors. In the classroom, children with externalizing behaviors frequently do the following (adapted from Walker, 1997, p. 13):
Get out of their seats
Yell, talk out, and curse
Disturb peers
Hit or fight
Ignore the teacher
Complain
Argue excessively
Steal
Lie
Destroy property
Do not comply with directions
Have temper tantrums
Are excluded from peer-controlled activities
Do not respond to teacher corrections
Do not complete assignments
GBRS
1. Exceptional Ability to Learn
Exhibits exceptional memory
Demonstrates in-depth knowledge
Displays persistent, intense focus on one or more topics
Is highly reflective and/or sensitive to his/her environment
Learns and adapts readily to new cultures
Learns quickly and easily
Acquires language at a rapid pace
Learns skills independently and makes connections without formal instruction
2. Exceptional Application of Knowledge
Demonstrates highly developed reasoning
Employs complex problem-solving strategies
Uses and interprets advanced symbol systems in academics, visual arts, and/or performing arts
Understands, applies, transfers abstract concepts
Uses technology in advanced applications
Acts as an interpreter, translator, and/or facilitator to help others
Makes advanced connections and transfers learning to other subjects, situations, cultures
Communicates learned concepts through role playing and/or detailed artwork
3. Exceptional Creative/Productive Thinking
Sees the familiar in unusual ways / Does not conform to typical ways of thinking or perceiving
Is highly creative and/or inventive
Demonstrates unusual fluency and flexibility in thinking and problem-solving
Expresses ideas, feelings, experiences, and/or beliefs in original ways
Displays keen sense of humor
Is highly curious
Generates new ideas, new uses, new solutions easily
Perceives and manipulates patterns, colors, and/or symbols
4. Exceptional Motivation to Succeed
Demonstrates ability to lead large and/or small groups
Meets exceptional personal and/or academic challenges
Explores, researches, questions topics, ideas, issues independently
Is poised with adults and engages them in adult conversations
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Strives to achieve high standards especially in areas of strength
Anonymous
01/17/2018 17:04
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:
+1 My child is a very normal above average kid. But if gen ed could be a bit more challenging it would be good.
Funny how you have a normal AND above average kid all at the same time.
Anonymous
01/17/2018 16:49
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:Anonymous wrote:I used to work as a school counselor in a school that had a program for "highly gifted" (140 and above IQ). These kids had many problems socially and 1/3 had anxiety, OCD, behavioral issues and other challenges. While it might have given them a more challenging academic program the impact of putting them all together and isolating them from their same age peers was not worth it. It is the same logic behind why we don't have kids skipping grades.
I agree. I know a so called "gifted kid".On one hand, he is not listening at all and not doing well in school.Being aggressive and bossy, he has no any close friends.He doesn't know how to communicate. When he is mad, he pushes others.Usually he seems like to live in a isolated world. On the other hand, he is doing incredibly great on NNAT/Cogat test.He got 140s for both of them.
Honestly, it's a headache and pretty challenge to be his mom. We all should feel lucky that we just have an average kid
+1 My child is a very normal above average kid. But if gen ed could be a bit more challenging it would be good.
Anonymous
01/17/2018 16:41
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:Anonymous wrote:
I know that years ago in FX and Montgomery Co.s you could advance several grades in Math. Now you can only advance one grade level. That is stealing learning opportunities from these children. In the long run these children are being brutally underserved.
Unfortunately, those children are only having their needs met if their parents enroll them in special gifted math programs, like Russian School of Math or AoPS academy. Public school is unwilling to do anything for them.
That's right!
The sad part, is that because the school is not budging, these kids are missing on social time and bonding through sports etc., in order to reach their potential in their areas of giftedness. They are not only missing out in math, but also in science, as they are intertwined. Not only are they missing out on the social aspect of sports, but also on the physical aspect, that being health and exerting energy. Because of lack of sports they may behave poorly, and they get in a vicious cycle.
A child that is gifted in Liberal Arts has an easier time, because they can read away, and the school also encourages reading and writing more than they do math.
Anonymous
01/17/2018 16:25
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:Anonymous wrote:Anonymous wrote:Underachieving gifted kids with social problems aren't going to be served well in either AAP or gen ed. He might be better off in AAP, though, since the teachers have a lot more training in handling kids with social issues like that than the teachers in gen ed.
I would think GBRS for Kids(gifted) with social issues will be low? Can they really make it to AAP?
Is there an expectation that kids (gifted) with social issues will make it to AAP hence AAP teachers are trained?
Read the GBRS form. Social issues should have no affect GBRS score.
NP. My impression of reading the GBRS was that a well behaved older girl would do well.
Anonymous
01/17/2018 16:23
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:Anonymous wrote:Underachieving gifted kids with social problems aren't going to be served well in either AAP or gen ed. He might be better off in AAP, though, since the teachers have a lot more training in handling kids with social issues like that than the teachers in gen ed.
I would think GBRS for Kids(gifted) with social issues will be low? Can they really make it to AAP?
Is there an expectation that kids (gifted) with social issues will make it to AAP hence AAP teachers are trained?
Read the GBRS form. Social issues should have no affect GBRS score.
Anonymous
01/17/2018 16:07
Subject: AAP hopefuls and in-school achievement testing
Anonymous wrote:
I know that years ago in FX and Montgomery Co.s you could advance several grades in Math. Now you can only advance one grade level. That is stealing learning opportunities from these children. In the long run these children are being brutally underserved.
Unfortunately, those children are only having their needs met if their parents enroll them in special gifted math programs, like Russian School of Math or AoPS academy. Public school is unwilling to do anything for them.