Who Completes the GBRS? AART or Classroom Teacher?

[Anonymous]

My experience is from years ago -- DD in in 10th grade now. But what her school did is to ensure that the AART knew the students by having her teach 2nd grade math. There were 2 1/2 classes of grade 2...

So the AART and a teacher were familiar with everyone. The AP (not the P at this school then) was involved too. I am unsure of her role, but it may be to ensure year to year continuity. They did not seek input from the first grade teacher except through the "permanent record". That was because the 1st grade teacher left fcps.

In the end, I saw the commentary and the GBRS. They captured a reasonable view of my child -- including her anxiety issues as well as what she does well. Her score was 15.

[Anonymous]

Anonymous wrote:My experience is from years ago -- DD in in 10th grade now. But what her school did is to ensure that the AART knew the students by having her teach 2nd grade math. There were 2 1/2 classes of grade 2...

So the AART and a teacher were familiar with everyone. The AP (not the P at this school then) was involved too. I am unsure of her role, but it may be to ensure year to year continuity. They did not seek input from the first grade teacher except through the "permanent record". That was because the 1st grade teacher left fcps.

In the end, I saw the commentary and the GBRS. They captured a reasonable view of my child -- including her anxiety issues as well as what she does well. Her score was 15.

15 is a very high score. Did your teacher say she would support your child for AAP or any prior indication for the high score?

[Anonymous]

Anonymous wrote:

Anonymous wrote:My experience is from years ago -- DD in in 10th grade now. But what her school did is to ensure that the AART knew the students by having her teach 2nd grade math. There were 2 1/2 classes of grade 2...

So the AART and a teacher were familiar with everyone. The AP (not the P at this school then) was involved too. I am unsure of her role, but it may be to ensure year to year continuity. They did not seek input from the first grade teacher except through the "permanent record". That was because the 1st grade teacher left fcps.

In the end, I saw the commentary and the GBRS. They captured a reasonable view of my child -- including her anxiety issues as well as what she does well. Her score was 15.

15 is a very high score. Did your teacher say she would support your child for AAP or any prior indication for the high score?

Both teacher and AART said they would put a "strong package" together. This was after she did meh on the CogAT (teacher thinks it was related to anxiety regarding the instructions; DD had a question, teacher was not allowed to answer based on the rules. DD was upset (this is from the teacher. Yes I remember that conversation)).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My experience is from years ago -- DD in in 10th grade now. But what her school did is to ensure that the AART knew the students by having her teach 2nd grade math. There were 2 1/2 classes of grade 2...

So the AART and a teacher were familiar with everyone. The AP (not the P at this school then) was involved too. I am unsure of her role, but it may be to ensure year to year continuity. They did not seek input from the first grade teacher except through the "permanent record". That was because the 1st grade teacher left fcps.

In the end, I saw the commentary and the GBRS. They captured a reasonable view of my child -- including her anxiety issues as well as what she does well. Her score was 15.

15 is a very high score. Did your teacher say she would support your child for AAP or any prior indication for the high score?

Both teacher and AART said they would put a "strong package" together. This was after she did meh on the CogAT (teacher thinks it was related to anxiety regarding the instructions; DD had a question, teacher was not allowed to answer based on the rules. DD was upset (this is from the teacher. Yes I remember that conversation)).

Our teacher said that she would put a strong package together and support our packet, but what does it mean? Can they give 10-12 and say it's still a strong package? What's a strong GBRS score anyway? Looking at the categories, getting 4s in all of the categories might be extremely hard unless your child is a total genius.

[Anonymous]

Anonymous wrote:Its a committee, inc someone from admin.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My experience is from years ago -- DD in in 10th grade now. But what her school did is to ensure that the AART knew the students by having her teach 2nd grade math. There were 2 1/2 classes of grade 2...

So the AART and a teacher were familiar with everyone. The AP (not the P at this school then) was involved too. I am unsure of her role, but it may be to ensure year to year continuity. They did not seek input from the first grade teacher except through the "permanent record". That was because the 1st grade teacher left fcps.

In the end, I saw the commentary and the GBRS. They captured a reasonable view of my child -- including her anxiety issues as well as what she does well. Her score was 15.

15 is a very high score. Did your teacher say she would support your child for AAP or any prior indication for the high score?

Both teacher and AART said they would put a "strong package" together. This was after she did meh on the CogAT (teacher thinks it was related to anxiety regarding the instructions; DD had a question, teacher was not allowed to answer based on the rules. DD was upset (this is from the teacher. Yes I remember that conversation)).

Our teacher said that she would put a strong package together and support our packet, but what does it mean? Can they give 10-12 and say it's still a strong package? What's a strong GBRS score anyway? Looking at the categories, getting 4s in all of the categories might be extremely hard unless your child is a total genius.

I just saw our DC’s score last week. It was a 13. I was thrilled with that and thought the write up was accurate. I would say anything 12 or over is strong.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My experience is from years ago -- DD in in 10th grade now. But what her school did is to ensure that the AART knew the students by having her teach 2nd grade math. There were 2 1/2 classes of grade 2...

So the AART and a teacher were familiar with everyone. The AP (not the P at this school then) was involved too. I am unsure of her role, but it may be to ensure year to year continuity. They did not seek input from the first grade teacher except through the "permanent record". That was because the 1st grade teacher left fcps.

In the end, I saw the commentary and the GBRS. They captured a reasonable view of my child -- including her anxiety issues as well as what she does well. Her score was 15.

15 is a very high score. Did your teacher say she would support your child for AAP or any prior indication for the high score?

Both teacher and AART said they would put a "strong package" together. This was after she did meh on the CogAT (teacher thinks it was related to anxiety regarding the instructions; DD had a question, teacher was not allowed to answer based on the rules. DD was upset (this is from the teacher. Yes I remember that conversation)).

Our teacher said that she would put a strong package together and support our packet, but what does it mean? Can they give 10-12 and say it's still a strong package? What's a strong GBRS score anyway? Looking at the categories, getting 4s in all of the categories might be extremely hard unless your child is a total genius.

My child IS a total genius and got a horrible GBRS. Her FSIQ on the WISC-V is 149. Her GBRS was 9. So there is that . . . . I don't think these teachers know anything and don't trust them. We will give AAP a year and see if homeschooling is really what is best.

[Anonymous]

My daughter's teacher agreed she should be in AAP when we mentioned it but only gave our child an 11 GBRS. I was very disappointed.

[Anonymous]

Anonymous wrote:My daughter's teacher agreed she should be in AAP when we mentioned it but only gave our child an 11 GBRS. I was very disappointed.

Are you going to a center school? I don't know if it's true but what I've heard was typically center schools rarely give 15 or 16. And the central committee knows that 15/16 from a local school and 11/12/13 from a central school might actually mean very similar.

[Anonymous]

Anonymous wrote:My daughter's teacher agreed she should be in AAP when we mentioned it but only gave our child an 11 GBRS. I was very disappointed.

The teacher might have been pushing for a higher score, and the rest of the committee might not have felt that your child's performance and work samples justified a higher score. I wouldn't blame the teacher for a committee decision.

[Anonymous]

Our teacher said that we have a strong file without telling me a GBRS score because the file wasn't submitted to the central committee at that point.

I will get a copy of our file next week, but I have no idea what the strong file means and what's a strong GBRS. I am thinking 14+ but who knows.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My daughter's teacher agreed she should be in AAP when we mentioned it but only gave our child an 11 GBRS. I was very disappointed.

The teacher might have been pushing for a higher score, and the rest of the committee might not have felt that your child's performance and work samples justified a higher score. I wouldn't blame the teacher for a committee decision.

Second grade teacher's voice weights most in general

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My experience is from years ago -- DD in in 10th grade now. But what her school did is to ensure that the AART knew the students by having her teach 2nd grade math. There were 2 1/2 classes of grade 2...

So the AART and a teacher were familiar with everyone. The AP (not the P at this school then) was involved too. I am unsure of her role, but it may be to ensure year to year continuity. They did not seek input from the first grade teacher except through the "permanent record". That was because the 1st grade teacher left fcps.

In the end, I saw the commentary and the GBRS. They captured a reasonable view of my child -- including her anxiety issues as well as what she does well. Her score was 15.

15 is a very high score. Did your teacher say she would support your child for AAP or any prior indication for the high score?

Both teacher and AART said they would put a "strong package" together. This was after she did meh on the CogAT (teacher thinks it was related to anxiety regarding the instructions; DD had a question, teacher was not allowed to answer based on the rules. DD was upset (this is from the teacher. Yes I remember that conversation)).

Our teacher said that she would put a strong package together and support our packet, but what does it mean? Can they give 10-12 and say it's still a strong package? What's a strong GBRS score anyway? Looking at the categories, getting 4s in all of the categories might be extremely hard unless your child is a total genius.

My child IS a total genius and got a horrible GBRS. Her FSIQ on the WISC-V is 149. Her GBRS was 9. So there is that . . . . I don't think these teachers know anything and don't trust them. We will give AAP a year and see if homeschooling is really what is best.

That's crazy. That is why I'm glad FCPS does a holisitic approach and not just NNAT, CogAT, and GBRS like people always say they should just do. Imagine if the committee didn't allow you to submit that WISC? I don't have my child's file yet but will ask this week. I hope I don't feel blindsided.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My daughter's teacher agreed she should be in AAP when we mentioned it but only gave our child an 11 GBRS. I was very disappointed.

Are you going to a center school? I don't know if it's true but what I've heard was typically center schools rarely give 15 or 16. And the central committee knows that 15/16 from a local school and 11/12/13 from a central school might actually mean very similar.

Do not oh have any data to support such statement? This sounds like something you'd write to get a reaction. Why would the center schools intentionally put their pupils at a disadvantage? The central committee is there to review files, not to subjectively and invisibility adjust scores.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My daughter's teacher agreed she should be in AAP when we mentioned it but only gave our child an 11 GBRS. I was very disappointed.

Are you going to a center school? I don't know if it's true but what I've heard was typically center schools rarely give 15 or 16. And the central committee knows that 15/16 from a local school and 11/12/13 from a central school might actually mean very similar.

Do not oh have any data to support such statement? This sounds like something you'd write to get a reaction. Why would the center schools intentionally put their pupils at a disadvantage? The central committee is there to review files, not to subjectively and invisibility adjust scores.

This is what administrators of my friend's school (center school) said. They apparently said they rarely give 15 or 16 as if they have a high standard and it takes a lot more to get 4s on GBRS categories. They also probably said that to lower parents expectations. That compared to local schools nearby that other friends got 15 or 16 easily and they all made it and moved to that school.