For Experienced Parents : What NNAT/COGAT/GBRS scores made into AAP?

[Anonymous]

Anonymous wrote:It seems gbrs lower than 10 will overweight great test scores, and a high gbrs can bring low test scores into the program? What tests are for then? If I understand correctly, gbrs is pretty subjective, based on opinion of a teacher, while tests are more uniform and standardized..

GBRS is based on committee, not one teacher though the 2nd gr teacher carries a lot of weight.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It seems gbrs lower than 10 will overweight great test scores, and a high gbrs can bring low test scores into the program? What tests are for then? If I understand correctly, gbrs is pretty subjective, based on opinion of a teacher, while tests are more uniform and standardized..

GBRS is based on committee, not one teacher though the 2nd gr teacher carries a lot of weight.

.

Committee of whom? I suspect a child should be reviewed at least by people who work with, otherwise they cannot observe any behaviors. Since they are still humans, there could be bias. Tests are just less biased.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It seems gbrs lower than 10 will overweight great test scores, and a high gbrs can bring low test scores into the program? What tests are for then? If I understand correctly, gbrs is pretty subjective, based on opinion of a teacher, while tests are more uniform and standardized..

GBRS is based on committee, not one teacher though the 2nd gr teacher carries a lot of weight.

.

Committee of whom? I suspect a child should be reviewed at least by people who work with, otherwise they cannot observe any behaviors. Since they are still humans, there could be bias. Tests are just less biased.

If it was just based on tests, then parents of kids who are poor test takers but perhaps shine as unique, out of the box thinkers would miss an opportunity for admittance. If it was just based on the GBRS, the reverse would be true. Let me guess, your kid did good on the testing but the GBRS has you worried.

[Anonymous]

Nnat-160
Cogat-157
Gbrs-?
WISC:157
In first round

[Anonymous]

NNAT 124
COGAT 118
GBRS 16

Note: the AART who was also teaching DD sent me a note strongly suggesting I refer; she said she did not think the tests were representative of DD. DD had anxiety issues and (at that time) would panic during tests (documented by a psychologist).

[Anonymous]

Anonymous wrote:Committee of whom? I suspect a child should be reviewed at least by people who work with, otherwise they cannot observe any behaviors. Since they are still humans, there could be bias. Tests are just less biased.

The Local Screening Committee.

The (Gifted Behavior Rating Scale with Commentary) GBRSw/C is completed by a committee made up of administrators, classroom teachers, the Advanced Academic Resource Teacher (AART), and other support teachers within the school. All teachers receive training from the AART on how to collect evidence and how to complete the GBRSw/C. The school district has created videos to show teachers how these behaviors look in classrooms with students from diverse cultural, ethnic, and linguistic backgrounds. The videos are used as part of the training that all teachers receive on how to use the GBRSw/C. During the committee meeting, each child is discussed and members share work samples and examples to support their rating, and then the committee come to consensus for each category. The teachers’ observations are merged into a single GBRSw/C form and only one completed GBRSw/C may be submitted.

If you haven't already, you may wish to read the FAQ on the FCPS website:

http://www.fcps.edu/is/aap/faqs.shtml

Scroll down to How do teachers contribute to the screening process? and What is the Gifted Behavior Rating Scale and how is it completed?

[Anonymous]

Anonymous wrote:Nnat-160
Cogat-157
Gbrs-?
WISC:157
In first round

Those are scores that I think we'd ask why they didn't get in. Just curious about your child's personality.. did going to AAP help?

[Anonymous]

Anonymous wrote:It seems gbrs lower than 10 will overweight great test scores, and a high gbrs can bring low test scores into the program? What tests are for then? If I understand correctly, gbrs is pretty subjective, based on opinion of a teacher, while tests are more uniform and standardized..

When you have 4 kids out of 20 get in the AAP from each classroom, it's unlikely that all had in-pool standard scores (i.e. in the 95% nationally, 92% locally). So clearly, the larger proportion of kids in the AAP program are referred through the school, not through scores. That's why the GBRS is so important. (Statistics cited were just from my school, not sure how it works overall. Some years, we send 35-40% of our kids to the center. After they "tightened the rules", a few years ago, we still have at least 25% get in. Clearly, not just the top 5%.

What this does is it includes high achievers, regardless of their scores. The kid who did do the optional project, was enthusiastic in the classroom, seemed to learn easily and get the other kids to follow (might call them "popular") will get in based on GBRS. Certainly, it does leave room for some abuse and preferential treatment, but I guess no system is perfect...

[Anonymous]

Anonymous wrote:When you have 4 kids out of 20 get in the AAP from each classroom, it's unlikely that all had in-pool standard scores (i.e. in the 95% nationally, 92% locally).

Our school does not have 4 kids out of 20 get in to AAP from each classroom. Our school had 4 kids out of the entire grade (over 125 students) get in to AAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It seems gbrs lower than 10 will overweight great test scores, and a high gbrs can bring low test scores into the program? What tests are for then? If I understand correctly, gbrs is pretty subjective, based on opinion of a teacher, while tests are more uniform and standardized..

GBRS is based on committee, not one teacher though the 2nd gr teacher carries a lot of weight.

.

Committee of whom? I suspect a child should be reviewed at least by people who work with, otherwise they cannot observe any behaviors. Since they are still humans, there could be bias. Tests are just less biased.

If it was just based on tests, then parents of kids who are poor test takers but perhaps shine as unique, out of the box thinkers would miss an opportunity for admittance. If it was just based on the GBRS, the reverse would be true. Let me guess, your kid did good on the testing but the GBRS has you worried.

Yes, my kid did good above cut off on both tests, but we do not know GBRS yet, the profiles are not even compiled yet. I was hoping my "waiting" is done, seems not. Is that normal to ask for GBRS from APP teacher closer to February (when profiles are compelted), or it would come out as being pushy?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It seems gbrs lower than 10 will overweight great test scores, and a high gbrs can bring low test scores into the program? What tests are for then? If I understand correctly, gbrs is pretty subjective, based on opinion of a teacher, while tests are more uniform and standardized..

GBRS is based on committee, not one teacher though the 2nd gr teacher carries a lot of weight.

.

Committee of whom? I suspect a child should be reviewed at least by people who work with, otherwise they cannot observe any behaviors. Since they are still humans, there could be bias. Tests are just less biased.

If it was just based on tests, then parents of kids who are poor test takers but perhaps shine as unique, out of the box thinkers would miss an opportunity for admittance. If it was just based on the GBRS, the reverse would be true. Let me guess, your kid did good on the testing but the GBRS has you worried.

Yes, my kid did good above cut off on both tests, but we do not know GBRS yet, the profiles are not even compiled yet. I was hoping my "waiting" is done, seems not. Is that normal to ask for GBRS from APP teacher closer to February (when profiles are compelted), or it would come out as being pushy?

Pushy. Ask for it if your kid is denied and you are planning on appealing. You want to know the full picture before filing the appeal if only so that you can support areas where the file shows a bit of weakness.

[Anonymous]

Anonymous wrote:

Anonymous wrote:When you have 4 kids out of 20 get in the AAP from each classroom, it's unlikely that all had in-pool standard scores (i.e. in the 95% nationally, 92% locally).

Our school does not have 4 kids out of 20 get in to AAP from each classroom. Our school had 4 kids out of the entire grade (over 125 students) get in to AAP.

Not sure what it's like now, but DD's elementary school would generally have close to 30 kids qualify for level IV each year - school size around 900-1000.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Committee of whom? I suspect a child should be reviewed at least by people who work with, otherwise they cannot observe any behaviors. Since they are still humans, there could be bias. Tests are just less biased.

The Local Screening Committee.

The (Gifted Behavior Rating Scale with Commentary) GBRSw/C is completed by a committee made up of administrators, classroom teachers, the Advanced Academic Resource Teacher (AART), and other support teachers within the school. All teachers receive training from the AART on how to collect evidence and how to complete the GBRSw/C. The school district has created videos to show teachers how these behaviors look in classrooms with students from diverse cultural, ethnic, and linguistic backgrounds. The videos are used as part of the training that all teachers receive on how to use the GBRSw/C. During the committee meeting, each child is discussed and members share work samples and examples to support their rating, and then the committee come to consensus for each category. The teachers’ observations are merged into a single GBRSw/C form and only one completed GBRSw/C may be submitted.

If you haven't already, you may wish to read the FAQ on the FCPS website:

http://www.fcps.edu/is/aap/faqs.shtml

Scroll down to How do teachers contribute to the screening process? and What is the Gifted Behavior Rating Scale and how is it completed?

Rather than doing a scavenger hunt on fcps.edu , DC's AAP packet will list the folks on local school committee (teacher, AART, principal, asst principal, etc) - just ask for it from the school front office

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When you have 4 kids out of 20 get in the AAP from each classroom, it's unlikely that all had in-pool standard scores (i.e. in the 95% nationally, 92% locally).

Our school does not have 4 kids out of 20 get in to AAP from each classroom. Our school had 4 kids out of the entire grade (over 125 students) get in to AAP.

Not sure what it's like now, but DD's elementary school would generally have close to 30 kids qualify for level IV each year - school size around 900-1000.

Another excellent example of how Level IV AAP differs from school to school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When you have 4 kids out of 20 get in the AAP from each classroom, it's unlikely that all had in-pool standard scores (i.e. in the 95% nationally, 92% locally).

Our school does not have 4 kids out of 20 get in to AAP from each classroom. Our school had 4 kids out of the entire grade (over 125 students) get in to AAP.

Not sure what it's like now, but DD's elementary school would generally have close to 30 kids qualify for level IV each year - school size around 900-1000.

Another excellent example of how Level IV AAP differs from school to school.

School size is not the criteria. What matters is the # of kids in the grades who were in-pool or referred and got in.