How to combat low GBRS

[Anonymous]

Anonymous wrote:I never said the committee was all knowing. I said she can’t assume The teacher just doesn’t think much of him. Maybe he exhibits as a 9 legitimately.

So you think teacher gave him 9 because she was thinking highly him?

[Anonymous]

Anonymous wrote:I never said the committee was all knowing. I said she can’t assume The teacher just doesn’t think much of him. Maybe he exhibits as a 9 legitimately.

or maybe she wouldn't know a gifted child if it bit her in the butt. Half these kids the committee gives low scores too end up being brighter than the people evaluating them. When kids with 130 and above IQs get low GBRS scores it's absurd. I've had teachers send me emails with spelling errors. I wouldn't put too much faith in the GBRS being accurate.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I never said the committee was all knowing. I said she can’t assume The teacher just doesn’t think much of him. Maybe he exhibits as a 9 legitimately.

or maybe she wouldn't know a gifted child if it bit her in the butt. Half these kids the committee gives low scores too end up being brighter than the people evaluating them. When kids with 130 and above IQs get low GBRS scores it's absurd. I've had teachers send me emails with spelling errors. I wouldn't put too much faith in the GBRS being accurate.

Absolutely, that is possible. The opposite is equally as possible. After all, all kids with medicore GBRS aren't gifted. All kids whose parents think they are gifted aren't gifted. You would agree, would you not, that some kids with medicore GBRS have scores at that level which are completely warranted? And you would agree, would you not, that the majority of the parents who are reading through the posts in this AAP forum are likely NOT thinking their kids should get a medicore GBRS? Just as I said MAYBE he is legitimately a 9, and you said MAYBE he isn't...we're saying the same thing. I'm simply saying that she can't just assume the kid doesn't think much of him. She may like him a lot...thinking he is gifted (or not) doesn't mean she doesn't "think much of him." If she reports back that his IQ is a 100, would you then think the teacher was right?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I never said the committee was all knowing. I said she can’t assume The teacher just doesn’t think much of him. Maybe he exhibits as a 9 legitimately.

or maybe she wouldn't know a gifted child if it bit her in the butt. Half these kids the committee gives low scores too end up being brighter than the people evaluating them. When kids with 130 and above IQs get low GBRS scores it's absurd. I've had teachers send me emails with spelling errors. I wouldn't put too much faith in the GBRS being accurate.

Absolutely, that is possible. The opposite is equally as possible. After all, all kids with medicore GBRS aren't gifted. All kids whose parents think they are gifted aren't gifted. You would agree, would you not, that some kids with medicore GBRS have scores at that level which are completely warranted? And you would agree, would you not, that the majority of the parents who are reading through the posts in this AAP forum are likely NOT thinking their kids should get a medicore GBRS? Just as I said MAYBE he is legitimately a 9, and you said MAYBE he isn't...we're saying the same thing. I'm simply saying that she can't just assume the kid doesn't think much of him. She may like him a lot...thinking he is gifted (or not) doesn't mean she doesn't "think much of him." If she reports back that his IQ is a 100, would you then think the teacher was right?

Touche. Point taken. I personally have kids who got 10s and 11s from teachers. My kids IQs are in the 140s so I'm disturbed by the lack of ability of FCPS teachers to rate a gifted child.

[Anonymous]

I wouldn't get too caught up in the GBRS "number." The commentary is more important in giving a picture of how the child behaves in the classroom.

[Anonymous]

I don't blame the teachers if the kids with high IQs just sit there and don't do anything at all in class. But if the kid also is above grade level in language arts and math, consistently gets top grades, is a solid writer, and gets high test scores, I really have to wonder how the teacher isn't seeing gifted characteristics.

OP didn't say whether OP's son is above grade level in all measures. A kid who is solidly above grade level and a solid student with a 130-ish cogat should get higher than a GBRS of 9. If OP's kid isn't above grade level and isn't a very good student, the 9 seems pretty accurate.

[Anonymous]

Anonymous wrote:I don't blame the teachers if the kids with high IQs just sit there and don't do anything at all in class. But if the kid also is above grade level in language arts and math, consistently gets top grades, is a solid writer, and gets high test scores, I really have to wonder how the teacher isn't seeing gifted characteristics.

OP didn't say whether OP's son is above grade level in all measures. A kid who is solidly above grade level and a solid student with a 130-ish cogat should get higher than a GBRS of 9. If OP's kid isn't above grade level and isn't a very good student, the 9 seems pretty accurate.

My DS is in pool with both NNAT and Cogat, I don't know what his GBRS is. However, to distinigush him from another child who is not in pool, by their test scores, gets top grades, etc., it's only 2nd grade. It's not supposed to be hard. Kids are supposed to be "above grade level."

[Anonymous]

Anonymous wrote: it's only 2nd grade. It's not supposed to be hard. Kids are supposed to be "above grade level."

Whaaaa? Most kids by definition are supposed to be on grade level. A lot of kids are not above grade level from DRA or MRA results.

If they're not using achievement measures to determine GBRS, and they're not using ability/intelligence measures, then the whole thing is pretty arbitrary and meaningless. "Larlo is way above grade level with 99th percentile scores, but he just isn't being creative enough and we don't think he's motivated enough.. GBRS 9" That's a load of BS.

[Anonymous]

Anonymous wrote:

Anonymous wrote: it's only 2nd grade. It's not supposed to be hard. Kids are supposed to be "above grade level."

Whaaaa? Most kids by definition are supposed to be on grade level. A lot of kids are not above grade level from DRA or MRA results.

If they're not using achievement measures to determine GBRS, and they're not using ability/intelligence measures, then the whole thing is pretty arbitrary and meaningless. "Larlo is way above grade level with 99th percentile scores, but he just isn't being creative enough and we don't think he's motivated enough.. GBRS 9" That's a load of BS.

The GBRS isn't about test scores or scores on the NNAT or Cogat. It's supposed to be about in-class behaviors.

https://www.fcps.edu/sites/default/files/media/forms/AAPGiftedBehaviorRatingScale_0.pdf

[Anonymous]

Anonymous wrote:
The GBRS isn't about test scores or scores on the NNAT or Cogat. It's supposed to be about in-class behaviors.

https://www.fcps.edu/sites/default/files/media/forms/AAPGiftedBehaviorRatingScale_0.pdf

It's hard to argue that a kid who is way above grade level in all subjects isn't displaying an "Exceptional Ability to Learn" or an "Exceptional Application of Knowledge." Likewise, if a kid is on or below grade level and doesn't have extenuating circumstances (like ESOL), it would be hard to argue that the kid is showing an "Exceptional Ability to Learn" or "Exceptional Application of Knowledge."

Either way, if a kid has a gifted IQ and is above grade level, I find it hard to believe that the kid isn't displaying some of that in school. It seems much more likely that the teacher doesn't understand giftedness (or just doesn't like the kid) than it is that the kid is just sitting there doing nothing.

[Anonymous]

GBRS involves DRA/MRA/class behavior etc. There are several skills/traits school committee looks for before giving the number. Since you have the file, you would know where your child scored low.

NNAT/Cogat is just one aspect of admission criteria.

Cogat is still good and chances are of getting in AAP are good if you have submitted good parent package. although your chances will improve greatly if your DC does WISC with great score (FSIQ > 130).

[Anonymous]

Anonymous wrote:GBRS involves DRA/MRA/class behavior etc. There are several skills/traits school committee looks for before giving the number. Since you have the file, you would know where your child scored low.

NNAT/Cogat is just one aspect of admission criteria.

Cogat is still good and chances of getting in AAP are good if you have submitted good parent package. Although your chances will improve greatly, if your DC gives WISC with great score (FSIQ > 130).

Also teacher commentary weighs lot of weight, does it sound reasonably good?

[Anonymous]

Not OP and don't post here very often, but my DD has a 34 DRA. In K and 1st got all 4's all year. Her GBRS was 16 in K and 14 in 1st. In 2nd she gets mostly 4s. Is getting level II for math and reading in 2nd and also did in 1st. She has a 130 WISC which we submitted. She was only given an 11 GBRS. So, I can only assume her teacher and the committee don't like her very much.

[Anonymous]

Anonymous wrote:Not OP and don't post here very often, but my DD has a 34 DRA. In K and 1st got all 4's all year. Her GBRS was 16 in K and 14 in 1st. In 2nd she gets mostly 4s. Is getting level II for math and reading in 2nd and also did in 1st. She has a 130 WISC which we submitted. She was only given an 11 GBRS. So, I can only assume her teacher and the committee don't like her very much.

DRA/MRA is just part of GBRS score, there are other factors goes in to decide the score.

[Anonymous]

Anonymous wrote:Not OP and don't post here very often, but my DD has a 34 DRA. In K and 1st got all 4's all year. Her GBRS was 16 in K and 14 in 1st. In 2nd she gets mostly 4s. Is getting level II for math and reading in 2nd and also did in 1st. She has a 130 WISC which we submitted. She was only given an 11 GBRS. So, I can only assume her teacher and the committee don't like her very much.

Is your child a minority?