Just got AAP screening file from AAP teacher and My DC's GBRS was 9, NAT 145 and VQN 93.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Amazing all the different stories. Our DD had 114 nnat, 117 COGat, and 135 WISC: 7 GBRS. In AAP and doing well. Makes you kind of wonder if there really is any logic behind the decisions.

All numbers said no way until she took the wisc. what compelled you to go that extra step.

I also wonder here too- where DD's grades all 5s in K and 4s in 1st and 2nd grade? Pulled out for advanced math etc?

[Anonymous]

OP, DC scores were very similar, also with a 9 GBRS. Did a WISC before the initial file was sent in because I didn't know if AAP would be the right fit. WISC was over 140 and got in 1st round. If you don't get it, you should try the WISC and appeal. In our case teachers just didn't get DC because he was unusual and didn't like to participate.

[Anonymous]

Anonymous wrote:Does this mean the files have been sent to the Central Screening Committees from the schools so we can ask to see the files now?

Yes, I'd check DC's AAP teacher.

[Anonymous]

This string of posts crystallizes for me the problem with the selection system. Now, let me preface this by saying I really believe Fairfax is doing the best they can within their budget (which does not allow for WISCing all the 2nd graders). How many times have we heard this scenario? Middle-of-the-road county scores (120's or lower); then the teachers assigns a low-ish GBRS (supposed to be based on classroom observation only, but hey, teachers are human, they see that the scores were low, and that colors the GBRS analysis). Rejection first round. Then the WISC, which is the gold standard of reliability. Often this kid will score 130 plus. My point is this: The county administered test and GBRS are missing a whole lot of kids that belong in AAP. The parents with the means and wherewithall get the WISC, the other kids simply miss out.

[Anonymous]

You will get in either first round or on an appeal..

[Anonymous]

Anonymous wrote:FCPS teacher ... with those scores, anecdotally, your child will get in (regardless of GBRS).

your comment is appreciated!!

[Anonymous]

Anonymous wrote:FCPS teacher ... with those scores, anecdotally, your child will get in (regardless of GBRS).

NNAT 145 is good. But - vqn 93 is below cutoff for CogAT, and GBRS 9 is not great. I'm not sure how this is a sure shot...

[Anonymous]

OP: How did you find out the GBRS?

[Anonymous]

Just a note: GBRS is filled out by a team, not just one teacher. More than one teacher who has observed the child in a class situation contribute to the form. Less likely to be bias when three or four school staff members work on the form.

[Anonymous]

The GBRSw/C is a record of observable classroom behaviors. It is not a recommendation or favorable support for or against full-time AAP placement or for other advanced academic services.

The local school screening committee consists of at least three of the following: a teacher who works with the student, the advanced academic resource teacher, an administrator, English for Speakers of Other Languages (ESOL) teacher, and other specialists as needed. The local school committee completes the GBRSw/C and prepares screening files for all second grade pool candidates, as well as referrals.

Just some information from the FCPS parent AAP info package. The GBRS has input from at least three staff members.

[Anonymous]

Anonymous wrote:

The GBRSw/C is a record of observable classroom behaviors. It is not a recommendation or favorable support for or against full-time AAP placement or for other advanced academic services.

The local school screening committee consists of at least three of the following: a teacher who works with the student, the advanced academic resource teacher, an administrator, English for Speakers of Other Languages (ESOL) teacher, and other specialists as needed. The local school committee completes the GBRSw/C and prepares screening files for all second grade pool candidates, as well as referrals.

Just some information from the FCPS parent AAP info package. The GBRS has input from at least three staff members.

I appreciate what you are saying here, but it's entirely possible, if not likely, that only one of those three has anything resembling regular interaction with the student.

[Anonymous]

At my child's school the AART had at least weekly interaction with the first and second graders, so by the time the GBRS was being filled out she had been seeing the kids regularly for at least a year and a half. Also, the counsellor would come into the classroom for special programs and also sometimes came into the cafeteria and ate lunch with the kids.
I do think that it is rare that only one person on the team has had any interaction at all with a child, although I'm sure it is possible.

[Anonymous]

Anonymous wrote:At my child's school the AART had at least weekly interaction with the first and second graders, so by the time the GBRS was being filled out she had been seeing the kids regularly for at least a year and a half. Also, the counsellor would come into the classroom for special programs and also sometimes came into the cafeteria and ate lunch with the kids.
I do think that it is rare that only one person on the team has had any interaction at all with a child, although I'm sure it is possible.

There is no way that type of counselor interaction (group based, casual setting based, etc.) will allow a counselor to provide adequate and proper input. I can understand if the child has some struggles that are identified and being addressed (twice exceptional) but otherwise, the counselor providing group presentations on bullying (for example) will not allow him/her to provide accurate information.

[Anonymous]

Anonymous wrote:OP: How did you find out the GBRS?

requested the school AAP teacher a copy of the screening file the compiled for my DC.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP: How did you find out the GBRS?

requested the school AAP teacher a copy of the screening file the compiled for my DC.

**AART**