How to ensure good gbrs

[Anonymous]

My child was and still is extremely shy. The teacher still managed to see that he needed to be in a program that would meet his needs. He was accepted to GT/AAP, went through the program and then went to TJ. The teachers truly do know how to observe the kids for behaviors indicating they need AAP.

It is not just the AART and the 2nd grade teacher who contribute to the GBRS. Among others, the K and 1st grade teachers are also involved. So they are observing the kids for three years, which is a fuller picture than a test.

[Anonymous]

Anonymous wrote:My child was and still is extremely shy. The teacher still managed to see that he needed to be in a program that would meet his needs. He was accepted to GT/AAP, went through the program and then went to TJ. The teachers truly do know how to observe the kids for behaviors indicating they need AAP.

It is not just the AART and the 2nd grade teacher who contribute to the GBRS. Among others, the K and 1st grade teachers are also involved. So they are observing the kids for three years, which is a fuller picture than a test.

You were lucky your child only had teachers like these. I think teaching is a great profession, but not all teachers are like that.

[Anonymous]

This can be a valid concern for parents of very shy/timid kids. A teacher in a crowded classroom may not readily distinguish between a child who has no answer and one who is too shy to speak. While you can't guarantee a good GBRS, it's not a bad idea to discuss it with the teacher early in the year. A good teacher will know how to draw out a shy kid or at least be aware that gifted behaviors may reveal themselves differently.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My child was and still is extremely shy. The teacher still managed to see that he needed to be in a program that would meet his needs. He was accepted to GT/AAP, went through the program and then went to TJ. The teachers truly do know how to observe the kids for behaviors indicating they need AAP.

It is not just the AART and the 2nd grade teacher who contribute to the GBRS. Among others, the K and 1st grade teachers are also involved. So they are observing the kids for three years, which is a fuller picture than a test.

You were lucky your child only had teachers like these. I think teaching is a great profession, but not all teachers are like that.

More than one teacher contributes observations to the GBRS. Most teachers are good observers, so if one is not as good, there are enough other commenters that it all balances out. This is not something I would over-worry about. Your child's daily behavior in class will show how he/she reacts in many learning situations. It's not something that can be planned for and directed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Buy a Porsche GT for the AART....works every time.

What about the 2nd grade teacher? Doesn't she have a bigger say?

Yes, the 2nd grade teacher does have a bigger say. That's why she gets the Porsche 918 instead.

[Anonymous]

All teachers in DD pre-school as well as her Sunday language school consistently used "really smart" to describe DD. But her current FCPS 1st grade teacher told me repeatedly that DD is just a "happy average kid" and I should be thankful of that. Somehow I think she is lost in the big class and I don't think this will translate well into high GBRS. I don't know what I can do about this. Probably nothing except a WISC test.

[Anonymous]

Anonymous wrote:All teachers in DD pre-school as well as her Sunday language school consistently used "really smart" to describe DD. But her current FCPS 1st grade teacher told me repeatedly that DD is just a "happy average kid" and I should be thankful of that. Somehow I think she is lost in the big class and I don't think this will translate well into high GBRS. I don't know what I can do about this. Probably nothing except a WISC test.

You can't compare what the teacher of a preschool 2+ years ago was saying to what will be translated at the school. The current teacher is comparing your child to other kids of the same age. That doesn't mean that your child is or isn't "really smart," because, in this area "really smart," is pretty much average, as kids in this area are smarter than other kids, on the whole, nationwide. It also doesn't mean your child will get a high GBRS. (Did you ask your child's first grade teacher about the GBRS???)

[Anonymous]

Anonymous wrote:

Anonymous wrote:All teachers in DD pre-school as well as her Sunday language school consistently used "really smart" to describe DD. But her current FCPS 1st grade teacher told me repeatedly that DD is just a "happy average kid" and I should be thankful of that. Somehow I think she is lost in the big class and I don't think this will translate well into high GBRS. I don't know what I can do about this. Probably nothing except a WISC test.

You can't compare what the teacher of a preschool 2+ years ago was saying to what will be translated at the school. The current teacher is comparing your child to other kids of the same age. That doesn't mean that your child is or isn't "really smart," because, in this area "really smart," is pretty much average, as kids in this area are smarter than other kids, on the whole, nationwide. It also doesn't mean your child will get a high GBRS. (Did you ask your child's first grade teacher about the GBRS???)

I don't know whether 1st grade teacher has filled up GBRS. When do parents normally ask this kind of information?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All teachers in DD pre-school as well as her Sunday language school consistently used "really smart" to describe DD. But her current FCPS 1st grade teacher told me repeatedly that DD is just a "happy average kid" and I should be thankful of that. Somehow I think she is lost in the big class and I don't think this will translate well into high GBRS. I don't know what I can do about this. Probably nothing except a WISC test.

You can't compare what the teacher of a preschool 2+ years ago was saying to what will be translated at the school. The current teacher is comparing your child to other kids of the same age. That doesn't mean that your child is or isn't "really smart," because, in this area "really smart," is pretty much average, as kids in this area are smarter than other kids, on the whole, nationwide. It also doesn't mean your child will get a high GBRS. (Did you ask your child's first grade teacher about the GBRS???)

I don't know whether 1st grade teacher has filled up GBRS. When do parents normally ask this kind of information?

I can't think of a single reason why you'd need to know the first grade GBRS now. It is about as helpful right now as what the preschool teacher said.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All teachers in DD pre-school as well as her Sunday language school consistently used "really smart" to describe DD. But her current FCPS 1st grade teacher told me repeatedly that DD is just a "happy average kid" and I should be thankful of that. Somehow I think she is lost in the big class and I don't think this will translate well into high GBRS. I don't know what I can do about this. Probably nothing except a WISC test.

You can't compare what the teacher of a preschool 2+ years ago was saying to what will be translated at the school. The current teacher is comparing your child to other kids of the same age. That doesn't mean that your child is or isn't "really smart," because, in this area "really smart," is pretty much average, as kids in this area are smarter than other kids, on the whole, nationwide. It also doesn't mean your child will get a high GBRS. (Did you ask your child's first grade teacher about the GBRS???)

I don't know whether 1st grade teacher has filled up GBRS. When do parents normally ask this kind of information?

Don't embarrass yourself by asking your child's first grade teacher about GBRS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Op here - my child doesn't like to stand out and will answer questions during group discussion but won't volunteer. Is this an issue?

My DS is the same way - very introverted and didn't like being in a class with 29 other kids. Got a GBRS of 12, test scores in the 140's and was accepted in to AAP. You might have to hope for good test scores if you think the GBRS might be tough.

This is my child. Child did well enough on NNAT that I already know the child is in pool next year. I am considering getting a WISC as I really can't imagine my child scoring high based on DC's personality. DC also suffers from social anxiety, so the personality the school sees is NOTHING like the true personality of DC.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op here - my child doesn't like to stand out and will answer questions during group discussion but won't volunteer. Is this an issue?

My DS is the same way - very introverted and didn't like being in a class with 29 other kids. Got a GBRS of 12, test scores in the 140's and was accepted in to AAP. You might have to hope for good test scores if you think the GBRS might be tough.

This is my child. Child did well enough on NNAT that I already know the child is in pool next year. I am considering getting a WISC as I really can't imagine my child scoring high based on DC's personality. DC also suffers from social anxiety, so the personality the school sees is NOTHING like the true personality of DC.

This was us as well. Good NNAT going into second but very much shy/socially anxious. In addition to discussing it with the teacher during Fall conference we also discussed it with our DD, who recognized her shyness as something she wants to improve. Together we worked on getting her to raise her hand, speak in class, etc. No miracles, but enough forward progress that the teacher noted the effort in her weekly take home folder. In the end, DD received a GBRS of 12 (four 3s), which focused on her academic performance and work ethic. She was accepted to Level IV. I suppose the lesson is that shyness doesn't preclude a good GBRS and/or that a GBRS of 12 is good enough.

[Anonymous]

I have 3 children. One is in 7th AAP, one in 3rd Gen Ed, and one in 2nd, heading to AAP next year.

Child 1) Had in-pool test scores. GBRS 9. Rough 2nd grade year. Academically he had straight 4's, but we were working through some behavior and inattention challenges. Newer teacher, seemed overwhelmed. Mentioned extremely strong academics but immaturity in our discussion after the fact. Not admitted. 3rd grade teacher suggested a parent referral early on in the year, entered AAP in 4th after first round acceptance. (Side note: ADHD diagnosis came in 4th)

Child 2) Scores not in pool. (Naglieri was very close, CogAT was not) GBRS 16. Child had IEP for autism and ADHD, but his teacher really got him, and saw his giftedness for what it was. Not admitted. Did not appeal.

Child 3) Scores both just shy of pool benchmark. GBRS 16. Admitted. No academic/behavioral issues.

So, in my small little family study, I can say that the only child of mine admitted in the first round was the one with the GBRS of 16, no behavior/attention issues, and out of pool test scores. I strongly feel that behavior/inattention, in spite of scores, will be a bigger barrier than shyness.

[Anonymous]

Anonymous wrote:I have 3 children. One is in 7th AAP, one in 3rd Gen Ed, and one in 2nd, heading to AAP next year.

Child 1) Had in-pool test scores. GBRS 9. Rough 2nd grade year. Academically he had straight 4's, but we were working through some behavior and inattention challenges. Newer teacher, seemed overwhelmed. Mentioned extremely strong academics but immaturity in our discussion after the fact. Not admitted. 3rd grade teacher suggested a parent referral early on in the year, entered AAP in 4th after first round acceptance. (Side note: ADHD diagnosis came in 4th)

Child 2) Scores not in pool. (Naglieri was very close, CogAT was not) GBRS 16. Child had IEP for autism and ADHD, but his teacher really got him, and saw his giftedness for what it was. Not admitted. Did not appeal.

Child 3) Scores both just shy of pool benchmark. GBRS 16. Admitted. No academic/behavioral issues.

So, in my small little family study, I can say that the only child of mine admitted in the first round was the one with the GBRS of 16, no behavior/attention issues, and out of pool test scores. I strongly feel that behavior/inattention, in spite of scores, will be a bigger barrier than shyness.

Thank you, PP, for sharing your experience. What I gathered from your post is that AAP selection within FCPS is really a random crapshot. Nothing is a shoe in.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have 3 children. One is in 7th AAP, one in 3rd Gen Ed, and one in 2nd, heading to AAP next year.

Child 1) Had in-pool test scores. GBRS 9. Rough 2nd grade year. Academically he had straight 4's, but we were working through some behavior and inattention challenges. Newer teacher, seemed overwhelmed. Mentioned extremely strong academics but immaturity in our discussion after the fact. Not admitted. 3rd grade teacher suggested a parent referral early on in the year, entered AAP in 4th after first round acceptance. (Side note: ADHD diagnosis came in 4th)

Child 2) Scores not in pool. (Naglieri was very close, CogAT was not) GBRS 16. Child had IEP for autism and ADHD, but his teacher really got him, and saw his giftedness for what it was. Not admitted. Did not appeal.

Child 3) Scores both just shy of pool benchmark. GBRS 16. Admitted. No academic/behavioral issues.

So, in my small little family study, I can say that the only child of mine admitted in the first round was the one with the GBRS of 16, no behavior/attention issues, and out of pool test scores. I strongly feel that behavior/inattention, in spite of scores, will be a bigger barrier than shyness.

Thank you, PP, for sharing your experience. What I gathered from your post is that AAP selection within FCPS is really a random crapshot. Nothing is a shoe in.

Actually, both NNAT and CogAT scores in the 140's or above with a GBRS of 15 or 16 is a definite shoe in, imo. Less than those will get in too, of course, but since you mentioned a shoe in...