Gifted Issues Discussion homepage Forums Identification, Testing & Assessment bummed, denied for gt math

I found out yesterday (via email) that the application we'd made to have ds10 retested/reviewed for the math gt program was denied. 6 months ago I would have been perhaps more receptive to this, based on their 'rubric', he hasn't been hitting 'exceeds peers by 2 grade levels or 2 standard deviations in testing' at least not at the school.

I have a phone meeting planned with the gt teacher to consider appealing, at least I have that option.
Since Nov., he has been working in epgy algebra and just sitting watching him with the example problems, it seems very clear to me that his ability to take in and ENJOY new/much harder mathematical material is pretty darn high and I think it would be a poor placement for him to be in pre-algebra next year (if he gets in, apparently you have to get 95% on your math sol, which he usually does, but certainly there is a chance he will not). So he might just be in a repeat of 5th grade math, which was a repeat of 3/4th grade math.
I know his regular teacher doesn't think much of him, so I feel certain she did not recommend him well on his application (of which I have no proof). I suppose further that my statements about his work, and the copies of what he's been working on at home had very little weight also. Lastly I suspect that the district just doesn't feel like spending the money to test a kid if they don't strictly have to.
I say all this to get it off my chest before this phone call.
I am almost certainly going to appeal based on the algebra being technically 3 grade levels ahead of his current grade. I feel it is absurd of the committee to have ignored this information because they probably thought they couldn't 'trust' it.
I really don't know what else makes logical sense.
I will try not to be mean to the poor lady who is going to call today.

Perfect. I'm so glad that you are taking this opportunity. I would say that you are correct in that they didn't give your information full weight. The purpose of the phone call is to detect what format they will be able to take this info in through. Do they need a video of your son doing the EPGY and seeing the obvious enjoyment? Ask the expert's help in translating your observations into demonstrable and impressive proof that they are used to dealing with.

Phone calls are hard, because they can't see your face and read your posture. You can overcome this to some extent by:

Getting completely dressed as you would for an in-person interview. Make up if you feel best in it. Shoes, too.

Take a few centering breaths and try to remember that the world is filled with good, caring people who want to do what's best for all children, and need your support to help them do what is best.

Try to do a lot of reflecting 'so what I hear you say is'

Take notes while she is talking, and mutter while you write. It helps her get that you are listening, and slows you down. Over the phone or speech rate is the most pertinent nonverbal.

Fast talking can sound like excited talking which can sound like negative emotion talking. Think Yoda. Think the Dali Lama. Those guys don't rush their speech.

I have had enough phone contact with Davidson Moms to venture that all most all of us 'talk much faster' than the regular population. Half the time I find it hard to keep up!

Best Wishes, and may what's Right Prevail!
Grinity

Thanks Grinity, as usual you make great points.
The call yesterday went ok, although I was more frustrated sounding than I wanted to be, but oh well. I was frustrated.
Fortunately this person's role is as the liaison between the folks who actually do the deciding and the parents and she is also pretty understanding.

She did pretty point-blank tell me that the teacher's assessment of ds10's work is as "a solid math student, capable of picking up new concepts" but not necessarily applying them in novel situations. I am not aware of ds being exposed to any novel work at the school, wouldn't that be nice?
He has probably brought home 2 homework assignments the entire year, so I might conclude that she doesn't seem to think he needs much repetition or practice, but then he tells me he finishes his homework in class (so doesn't she see that?).
She also said that the teacher's assessment was combined with the information from the house, and I guess averaged out. 5th grade work + 8th grade work = Not exceeding by 2 grade levels.
Without a single area where he exceeds by 2 grade levels he was not considered for anything, not even an achievement or ability test to be more conclusive.

Anyway, I said that although the committee might think they are following their rules it doesn't sound right to me. He had 94th percentile scores on the naglieri, which they put as an "exceeds in math", and I had tried to point out in my request that I wanted more testing because he was diagnosed with depression at the time of testing....figuring this would be considered. Apparently not. I suppose I could be mistaken about that, that a child who feels good is going to do better on this sort of testing, but I think it is a pretty reasonable conclusion.

"Good" news is I can appeal, it might takes weeks or months to get to the top of the queue, I will have to go in and present this material again, and additional work ds has done.
Which all sounds ok, except for the waiting part.
I of course have been wavering/doubting what is needed or right for ds way before this (since he was born, of course) but I think it is still a good idea to get in one more formal test to find out. (To quote Gene Kranz in Apollo 13, I don't want to 'make things worse by guessing')

I am wondering if it would be less stressful to just go back to some kind of outside test, I kind of get the impression that ds is 'over' the whole thing at this point, and I guess I am sick of pursuing it myself, but I thought, hey retest with a single test, and whatever the results, leave it at that and move on.

******
She also said there isn't any higher option in 6th grade than pre-algebra, as far as she knows. I have heard differently. For instance I talked to one mom where her child was asked to move up for math acceleration.. Basically if they think they should do something, they have the flexibility to do it.
She also said they are restructuring the middle school gt program so she is not sure what would be offered, so in the end the whole thing could be for nothing.

I really can not believe how complicated this has gotten.