GBRS - Did it change your view?

[Anonymous]

Anonymous wrote:If the GBRS is consistent with what the teacher says in the conferences, no.

If what the teacher says to the bureaucracy is different than what he/she says face-to-face, well, yes.

????

[Anonymous]

Some teachers are patronizing in te conference and say everything is awesome. But gbrs reflects something different. Teachers should be more objective in conferences in highligting the strengths and weaknesses

[Anonymous]

Often, extra credit home work DD/DS does reflects well in GBRS. But some kids have busy practicing sessions with sports, music or other activities, they may not have time to do EC home work

[Anonymous]

Anonymous wrote:Often, extra credit home work DD/DS does reflects well in GBRS. But some kids have busy practicing sessions with sports, music or other activities, they may not have time to do EC home work

But that inability to find extra time to do extra credit homework could be indicative of future problems with a potentially increased workload...

[Anonymous]

Anonymous wrote:

Anonymous wrote:Often, extra credit home work DD/DS does reflects well in GBRS. But some kids have busy practicing sessions with sports, music or other activities, they may not have time to do EC home work

But that inability to find extra time to do extra credit homework could be indicative of future problems with a potentially increased workload...

Increased work load is quite different from high ability to absorb complicated material

[Anonymous]

Anonymous wrote:GBRS is very subjective. If a child is doing well in school and gets good score in both (NNAT and Coget), however gets low GBRS, its questionable.

GBRS is definitely subjective - can be tuned up or down a little depending on how the school views the child/parents - unfortunate but true.
You just have to read some of the numbers on this site to see this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Often, extra credit home work DD/DS does reflects well in GBRS. But some kids have busy practicing sessions with sports, music or other activities, they may not have time to do EC home work

But that inability to find extra time to do extra credit homework could be indicative of future problems with a potentially increased workload...

I don't think first and second graders should have to do extra credit homework, and as they get older they can pick which other extra curricular activities they really want to do to make room for heavier homework demands.

[Anonymous]

But, they remain eminently more qualified than you. You're viewing your child through a parent lense. They're viewing your child with more detachment. They also have formal education and experience and the ability to make relative comparisons to a broader range of children. Or, more simply, you bring biases, they don't. So, again, their input and evaluation of your child is more valuable than your own.

All but the very newest teachers have seen many, many children in the classroom setting and over longer spans of time. They may not be perfect (who is?), but they bring their background and experience to the table when observing the students in their classes. Their perspectives are a valuable addition to the screening process.

[Anonymous]

Anonymous wrote:

But, they remain eminently more qualified than you. You're viewing your child through a parent lense. They're viewing your child with more detachment. They also have formal education and experience and the ability to make relative comparisons to a broader range of children. Or, more simply, you bring biases, they don't. So, again, their input and evaluation of your child is more valuable than your own.

All but the very newest teachers have seen many, many children in the classroom setting and over longer spans of time. They may not be perfect (who is?), but they bring their background and experience to the table when observing the students in their classes. Their perspectives are a valuable addition to the screening process.

Yes, their input is helpful in the screening process, but they are not always right or always qualified. That's why there needs to be a balance so when you have someone who for whatever reason isn't up to the task, a child's future isn't adversely impacted.

[Anonymous]

Yes, and that is why the GBRS is filled out by a team of educators and not just by one person. As part of the application package, it helps to provide a more complete picture of a child, beyond simple test scores. It gives the committee a "look" at the individual child in class during the school day. The parent can provide similar information about the child at home with the parent questionnaire.

[Anonymous]

Anonymous wrote:Yes, and that is why the GBRS is filled out by a team of educators and not just by one person. As part of the application package, it helps to provide a more complete picture of a child, beyond simple test scores. It gives the committee a "look" at the individual child in class during the school day. The parent can provide similar information about the child at home with the parent questionnaire.

My response was to the blanket statement about teachers being more qualified than parents to assess. My only point is that that's not always the case and parent input is important. Just as there are crappy doctors, lawyers...there are crappy teachers. Also, the second grade teacher has the most input and provides the samples that the team of educators uses to make the determination. If he/she provides negative feedback, being the one with the most contact with the child, no one will override him/her on the team. But apparently the teams at your school work perfectly, if we all were so lucky.

[Anonymous]

Most of us are biased into thinking your kids are gifted. We should be biased in favor of our children. I admitted to the 2nd grade teacher that I believe that my DD belonged in AAP, but admitted my bias. I gave her every chance to tell me that she did not think DD was as smart as I think she is. The teacher encouraged me to parental refer (DD missed the pool by about 10 points). She is doing well in AAP now in the fifth grade.

[Anonymous]

This was posted in another thread, but has good information:

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:

Anonymous wrote:

Anonymous wrote:Often, extra credit home work DD/DS does reflects well in GBRS. But some kids have busy practicing sessions with sports, music or other activities, they may not have time to do EC home work

But that inability to find extra time to do extra credit homework could be indicative of future problems with a potentially increased workload...

Increased work load is quite different from high ability to absorb complicated material

True, but since there is often more work in AAP (in our experience) this extra tackling can be used to show many things. I am only saying that I certainly can understand why it could be used as a tool.

[Anonymous]

Yes, their input is helpful in the screening process, but they are not always right or always qualified. That's why there needs to be a balance so when you have someone who for whatever reason isn't up to the task, a child's future isn't adversely impacted.
You of course believe your child is gifted. Yes, the teachers are the ones who can see whether or not your kid is in fact gifted. Yours must not be if only you can see it. your kid belongs in Gen Ed regardless of what you may think.