What is not a crapshoot, they always provide the same info. When is, but it's school-by-school. Having a strong AART (I really loved ours) makes a huge difference. Ours made it a goal to get to know every kid who was likely to be in-pool or be referred, she helped parents through the process like a high school counselor might help a kid applying to college, and was generally great. And our packets were definitely completed in early February or late January based on when my kids would report having subs because the teacher had a couple days worth of meetings. |
By "strong AART" do you mean someone who actually helps your kid get in? Ours is very ethical and neutral and does not help in anyway beyond giving us info. When you say "they always provide the same info", it doesn't seem to be the case if some schools are including second quarter report cards. |
By strong AART I mean one who actually makes an effort to get to know the kids and who offers all parents information. Outside of helpful information like "The parent stuff you submitted for the packet presents a clear picture of your child" she is very neutral. But she says she tries to put together the strongest possible packet for each kid. So in some ways she's rooting for each applicant from our school, I guess? But not one over the other or anything. |
They just got back from winter break. They haven’t started yet. It is sometime in February. Only first quarter grades are included. The HOPE score is probably the single most important so your teacher’s opinion matters. I would be more concerned about a low HOPE score than second quarter grades. |
When you say teacher's opinion matters, it means whether they think your child is sufficiently advanced or gifted, right? Not whether they like the child or not? Also what about the AART? |
I think we'd be lying to ourselves if we say that the opinion of a teacher liking or disliking a student doesn't matter. Of course it matters. |
That's not what I meant. Of course if the teacher can't stand your kid they will not be doing much to help them, even if they are "gifted". But if the teacher thinks your kid is a bit dysregulated occasionally but otherwise thinks they are very academically talented, wouldn't the latter be more important? |
As the parent of two kids who are/were in AAP with 2s in behavior, yes, the latter is more important. |
I have two kids who got in with the old GBRS rating. The teacher gave your kid a rating with consistently, occasionally and frequently. The teacher needed to think your child consistently did high work. I can’t remember the categories. |
Pp here. So if your child is disruptive and not listening, your kid can’t be consistently performing. |
Not necessarily true. Teacher said DC does "great work". Just recently noticed some talking recently during instruction. DC was sad to learn that the teacher had talked with me and was determined not to get in trouble again. This isn't the behavior of a routinely disruptive child. I will say also that nothing they are learning is anything DC doesn't already know. No work has come home that is impressive. All review. So I could imagine there is some boredom. Of course will not tell the teacher that. |