Why does FCPS for giving highest weightage to GBRS and discard all other standardized tests?

[Anonymous]

Anonymous wrote:The scores are good but why not do the one time retake before applying again next year. Also be on top of next years teacher. And when you do the initial submission write up talk about the points from the gbrs form on why your child display those characteristics. Sorry we had the same problem last year.

No, leave the poor teachers alone.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The scores are good but why not do the one time retake before applying again next year. Also be on top of next years teacher. And when you do the initial submission write up talk about the points from the gbrs form on why your child display those characteristics. Sorry we had the same problem last year.

No, leave the poor teachers alone.

OP did that and look how it worked out for them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The scores are good but why not do the one time retake before applying again next year. Also be on top of next years teacher. And when you do the initial submission write up talk about the points from the gbrs form on why your child display those characteristics. Sorry we had the same problem last year.

No, leave the poor teachers alone.

We left our teachers alone and regret it. Found out that all of the "You don't have to do anything" jargon because "we evaluate every child" was bull. My 140 COGAT child who excels at math and is doing 100's multiplication in 2nd grade for fun wasn't even in level 2 services, and therefore not in the break-out groups with the AART and therefore not on their radar, and not getting any worthwhile samples for school submission. Shame on us for not advocating sooner.

We got in on the 1st attempt without having to appeal, but the GRBS wasnt great and the school samples paled in comparison to DC's capabilities.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The scores are good but why not do the one time retake before applying again next year. Also be on top of next years teacher. And when you do the initial submission write up talk about the points from the gbrs form on why your child display those characteristics. Sorry we had the same problem last year.

No, leave the poor teachers alone.

We left our teachers alone and regret it. Found out that all of the "You don't have to do anything" jargon because "we evaluate every child" was bull. My 140 COGAT child who excels at math and is doing 100's multiplication in 2nd grade for fun wasn't even in level 2 services, and therefore not in the break-out groups with the AART and therefore not on their radar, and not getting any worthwhile samples for school submission. Shame on us for not advocating sooner.

We got in on the 1st attempt without having to appeal, but the GRBS wasnt great and the school samples paled in comparison to DC's capabilities.

What a bizarre post. Regret what?

[Anonymous]

Heartily agree. You have to get in there and advocate for your child - politely, of course. At the start of second grade make sure you are asking about what the teacher is doing to challenge your child. Make sure you are sharing the exceptional things your child is doing at home (in a casual way, don't be obnoxious). Ask what else you can be doing to help your child reach their potential, and if the teacher says "nothing they are doing fine," push back and say "that's great, but our child really is ready for a challenge." Ask to talk to the teacher periodically, they are busy, but a 10-15 minute meeting once a month is reasonable.

Also talk to the AART early and cover a lot of the same as above with them.

Our child did not get in on the first try, but did get in on appeal. Our child had great scores, but the GBRS were lackluster. The teacher really had no idea what is going on in our child's brain because they are quiet and non-disruptive, and we had like one 10 minute chat with the teacher that first half of second grade. Well there is a lot going on in our child's mind! We covered those activities and behaviors robustly in the appeal cover letter and had our child sit down and do new work samples at home (did not rely on school stuff). We basically explained why the GBRS were a very incomplete picture of why our child needs AAP. We overcame the GBRS, but lord if I could go back a year, I would do things totally differently.

[Anonymous]

Once a month?! You have got to be joking. You and your type are the reason we can’t keep great teachers.

[Anonymous]

Anonymous wrote:I’m sorry to the OP but I am genuinely curious about the heartbroken part. How do 2nd graders even know about AAP? From older siblings? Peers? Parents? I have one 2nd grader and he doesn’t seem to have a clue about it.

NP. 2nd graders know when all of their best friends are leaving for the center, or will be in different classes for the rest of elementary school, and they can't join them because they didn't get selected.

[Anonymous]

Anonymous wrote:Once a month?! You have got to be joking. You and your type are the reason we can’t keep great teachers.

How much time do you believe is appropriate for a teacher to dedicate to 1:1 communication with the parents of their students?

[Anonymous]

Anonymous wrote:Heartily agree. You have to get in there and advocate for your child - politely, of course. At the start of second grade make sure you are asking about what the teacher is doing to challenge your child. Make sure you are sharing the exceptional things your child is doing at home (in a casual way, don't be obnoxious). Ask what else you can be doing to help your child reach their potential, and if the teacher says "nothing they are doing fine," push back and say "that's great, but our child really is ready for a challenge." Ask to talk to the teacher periodically, they are busy, but a 10-15 minute meeting once a month is reasonable.

Also talk to the AART early and cover a lot of the same as above with them.

Our child did not get in on the first try, but did get in on appeal. Our child had great scores, but the GBRS were lackluster. The teacher really had no idea what is going on in our child's brain because they are quiet and non-disruptive, and we had like one 10 minute chat with the teacher that first half of second grade. Well there is a lot going on in our child's mind! We covered those activities and behaviors robustly in the appeal cover letter and had our child sit down and do new work samples at home (did not rely on school stuff). We basically explained why the GBRS were a very incomplete picture of why our child needs AAP. We overcame the GBRS, but lord if I could go back a year, I would do things totally differently.

This post is totally nuts.

[Anonymous]

I think 10-15 minutes a month with the teacher Sept, Oct, Nov, and Dec in the lead up to his/her drafting of GBRS is very reasonable. An hour or less.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Once a month?! You have got to be joking. You and your type are the reason we can’t keep great teachers.

How much time do you believe is appropriate for a teacher to dedicate to 1:1 communication with the parents of their students?

PP stated once a month. In perspective, that is 10 correspondences throughout the year. Seems reasonable to me.


For all the stated emphasis by FFX county on Equity, all I'm looking for is equality in terms of time and dedication to my kid. Other parents are already doing this to gain an advantage, prompting the rest to follow suit. I wish I had and am advocating others to do so.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Once a month?! You have got to be joking. You and your type are the reason we can’t keep great teachers.

How much time do you believe is appropriate for a teacher to dedicate to 1:1 communication with the parents of their students?

PP stated once a month. In perspective, that is 10 correspondences throughout the year. Seems reasonable to me.


For all the stated emphasis by FFX county on Equity, all I'm looking for is equality in terms of time and dedication to my kid. Other parents are already doing this to gain an advantage, prompting the rest to follow suit. I wish I had and am advocating others to do so.

You're delusional. Or trolling...

[Anonymous]

Badgering the teacher is inappropriate, but overly weighting the GBRS is also inappropriate. I've said this in other threads, but there shouldn't even be a need for a selection panel for AAP. Any kid who has 2 out of the 3 of the following should be admitted into AAP:
-test scores above 98th percentile
-achievement test scores showing that the kid is above grade level in both math and language arts
-teacher endorsement

It's beyond ridiculous for kids with 99th percentile test scores and very high iready scores to be rejected from AAP.

[Anonymous]

Anonymous wrote:I think 10-15 minutes a month with the teacher Sept, Oct, Nov, and Dec in the lead up to his/her drafting of GBRS is very reasonable. An hour or less.

This is absolutely happening. Not under the guise of preparing for GBRS, of course, but involved parents are absolutely checking in with the teacher.

Does this inequitably influence GBRS between the more resourced families and others? Maybe

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Once a month?! You have got to be joking. You and your type are the reason we can’t keep great teachers.

How much time do you believe is appropriate for a teacher to dedicate to 1:1 communication with the parents of their students?

PP stated once a month. In perspective, that is 10 correspondences throughout the year. Seems reasonable to me.


For all the stated emphasis by FFX county on Equity, all I'm looking for is equality in terms of time and dedication to my kid. Other parents are already doing this to gain an advantage, prompting the rest to follow suit. I wish I had and am advocating others to do so.

You're delusional. Or trolling...

Neither. I'm just finally seeing how the game is played. Talked with other parents after I realized my kid wasn't getting opportunities. Apparently they have regular communications with Teachers, and were pushing to get their kids into break-out groups. 3 different parents of kids who I would consider peers told me similarly that they needed to advocate for their kids or push to get them in. Maybe it's specific to our school or a localized anomaly, but it certainly put my kid at a disadvantage. I started engaging and (for the 2nd half of the year), my child was finally placed in the math and reading break-outs. Too late to get any decent school samples for AAP package I might add... This isn't even a center school.