what is a great HOPE rating?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Sharing DC's ratings here: 7 (out of 11) Always, 1 Almost Always, 1 Often, 1 Sometimes - Shows compassion for others, 1 Rarely - Is a leader within his/her group of peers LOL.

5 areas (out of 8) show exceptional talent.

No idea if it's good or not.

What about the write up space ? How much did they write

Nothing. It was left blank

[Anonymous]

Oh wow.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Sharing DC's ratings here: 7 (out of 11) Always, 1 Almost Always, 1 Often, 1 Sometimes - Shows compassion for others, 1 Rarely - Is a leader within his/her group of peers LOL.

5 areas (out of 8) show exceptional talent.

No idea if it's good or not.

Are you the person that stated teacher said good things about your child and being new to Fairfax? There are so many areas for the teacher to not select always. I wish there was the gbrs this year.

Yes. I honestly think it's slightly unfair. Since the 3 areas that didn't show exceptional talent are the ones DC is freshly exposed to, such as the world language. She is picking up fast enough as a beginner (getting all 4s in report card, but I guess not fast enough to show exceptional talent LOL)

[Anonymous]

Anonymous wrote:Sharing DC's ratings here: 7 (out of 11) Always, 1 Almost Always, 1 Often, 1 Sometimes - Shows compassion for others, 1 Rarely - Is a leader within his/her group of peers LOL.

5 areas (out of 8) show exceptional talent.

No idea if it's good or not.

Uhhh, how exactly can you know this already? I don't think any teachers have even started filling out HOPE scales at this point. Teachers don't start working on AAP submission materials like HOPE/GBRS until January, usually after the end of Quarter 2, so it's really more like February.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Sharing DC's ratings here: 7 (out of 11) Always, 1 Almost Always, 1 Often, 1 Sometimes - Shows compassion for others, 1 Rarely - Is a leader within his/her group of peers LOL.

5 areas (out of 8) show exceptional talent.

No idea if it's good or not.

Uhhh, how exactly can you know this already? I don't think any teachers have even started filling out HOPE scales at this point. Teachers don't start working on AAP submission materials like HOPE/GBRS until January, usually after the end of Quarter 2, so it's really more like February.

DC is a tranfer so we'll hear about a decision in December, the package already sent out so I can request it

[Anonymous]

Sharing DC's ratings here: 4 / 11 Always, 6 / 11 Almost Always, 1 Often.

5/8 show exceptional talent.

Anonymous wrote:

Anonymous wrote:Sharing DC's ratings here: 7 (out of 11) Always, 1 Almost Always, 1 Often, 1 Sometimes - Shows compassion for others, 1 Rarely - Is a leader within his/her group of peers LOL.

5 areas (out of 8) show exceptional talent.

No idea if it's good or not.

Are you the person that stated teacher said good things about your child and being new to Fairfax? There are so many areas for the teacher to not select always. I wish there was the gbrs this year.

[Anonymous]

Anonymous wrote:Sharing DC's ratings here: 4 / 11 Always, 6 / 11 Almost Always, 1 Often.

5/8 show exceptional talent.

Anonymous wrote:

Anonymous wrote:Sharing DC's ratings here: 7 (out of 11) Always, 1 Almost Always, 1 Often, 1 Sometimes - Shows compassion for others, 1 Rarely - Is a leader within his/her group of peers LOL.

5 areas (out of 8) show exceptional talent.

No idea if it's good or not.

Are you the person that stated teacher said good things about your child and being new to Fairfax? There are so many areas for the teacher to not select always. I wish there was the gbrs this year.

Did the teachers write anything about your child?
This scale will be so confusing the scores will have to be more important again. The teachers don’t even know how to fill it out.

[Anonymous]

Yes, they did. They filled the entire space with facts and observations from the classroom; basically that he was above grade level in the 5/8 areas of exceptional talent. The 3 remaining areas were world languages, visual arts, performing arts.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Sharing DC's ratings here: 4 / 11 Always, 6 / 11 Almost Always, 1 Often.

5/8 show exceptional talent.

Anonymous wrote:

Anonymous wrote:Sharing DC's ratings here: 7 (out of 11) Always, 1 Almost Always, 1 Often, 1 Sometimes - Shows compassion for others, 1 Rarely - Is a leader within his/her group of peers LOL.

5 areas (out of 8) show exceptional talent.

No idea if it's good or not.

Are you the person that stated teacher said good things about your child and being new to Fairfax? There are so many areas for the teacher to not select always. I wish there was the gbrs this year.

Did the teachers write anything about your child?
This scale will be so confusing the scores will have to be more important again. The teachers don’t even know how to fill it out.

Take a damn chill pill. It’s a new, more comprehensive rating scale. Teachers will be trained on how to complete it with the AART right there as a team. It’s ONE data point that is part of a comprehensive file.

If you’re all this worked up about some program in elementary school, you’ll have a stroke when it comes to the college application process.

[Anonymous]

Anonymous wrote:Yes, they did. They filled the entire space with facts and observations from the classroom; basically that he was above grade level in the 5/8 areas of exceptional talent. The 3 remaining areas were world languages, visual arts, performing arts.

How do teachers even know about world languages in a school that is not FLES? Do they get the art teacher's input for visual arts? And most ES don't have any sort of performing arts program, especially for younger grades. Those can't be accurately scored. What BS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes, they did. They filled the entire space with facts and observations from the classroom; basically that he was above grade level in the 5/8 areas of exceptional talent. The 3 remaining areas were world languages, visual arts, performing arts.

How do teachers even know about world languages in a school that is not FLES? Do they get the art teacher's input for visual arts? And most ES don't have any sort of performing arts program, especially for younger grades. Those can't be accurately scored. What BS.

Agreed. Inherently, for AAP the highest any rising 3rd grader would ever get in 5/8. Performing arts, visual arts, and world languages arent necessarily universal.

[Anonymous]

There are kids who are multi-lingual in ES and there are kids taking Language Immersion. DS is in language immersion and his write up for his GBRS mentioned how quickly he was picking up the language as evidence of his academic abilities. Kids who are bilingual and doing well in both languages will probably score well on that particular score.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes, they did. They filled the entire space with facts and observations from the classroom; basically that he was above grade level in the 5/8 areas of exceptional talent. The 3 remaining areas were world languages, visual arts, performing arts.

How do teachers even know about world languages in a school that is not FLES? Do they get the art teacher's input for visual arts? And most ES don't have any sort of performing arts program, especially for younger grades. Those can't be accurately scored. What BS.

Which kid is more deserving?
-Kid A scores 98%, likely with the aid of some form of prep or outside enrichment center.
-Kid B scores "only" 90% but is completely (or showing talent towards being) fluent in another language.

Personally, I think either kid would have a good argument for entry into the program and if I had to guess- they're trying to capture more minorities with this consideration.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, they did. They filled the entire space with facts and observations from the classroom; basically that he was above grade level in the 5/8 areas of exceptional talent. The 3 remaining areas were world languages, visual arts, performing arts.

How do teachers even know about world languages in a school that is not FLES? Do they get the art teacher's input for visual arts? And most ES don't have any sort of performing arts program, especially for younger grades. Those can't be accurately scored. What BS.

Which kid is more deserving?
-Kid A scores 98%, likely with the aid of some form of prep or outside enrichment center.
-Kid B scores "only" 90% but is completely (or showing talent towards being) fluent in another language.

Personally, I think either kid would have a good argument for entry into the program and if I had to guess- they're trying to capture more minorities with this consideration.

Whichever one is a URM.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, they did. They filled the entire space with facts and observations from the classroom; basically that he was above grade level in the 5/8 areas of exceptional talent. The 3 remaining areas were world languages, visual arts, performing arts.

How do teachers even know about world languages in a school that is not FLES? Do they get the art teacher's input for visual arts? And most ES don't have any sort of performing arts program, especially for younger grades. Those can't be accurately scored. What BS.

Agreed. Inherently, for AAP the highest any rising 3rd grader would ever get in 5/8. Performing arts, visual arts, and world languages arent necessarily universal.

Except that there are children in language immersion and there are schools with FLES. There are also children in schools like Hunter Woods and Bailey School for the Arts.