GBRS - Did it change your view?

[Anonymous]

If you found out your childl's GBRS did you start feeling differently about your DC's second grade teacher?

[Anonymous]

Anonymous wrote:If you found out your childl's GBRS did you start feeling differently about your DC's second grade teacher?

Clearly you don't know much about the process. Your question implies that the teacher alone determines the GBRS. The GBRS that is reported in the file is generated after a lengthy dialogue with the AART, an administrator, the teacher and often another staff member such as the counselor. They all give input as they review the criteria for each section of the GBRS. They look at work samples and share their observations of the student in a variety of situations.

[Anonymous]

May be. If teacher tells my DC is smart, intelligent, creative etc in teacher conference and on reports, but if GBRS does not reflect them, then slightly it may change my view. But I still have great respect towards the teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If you found out your childl's GBRS did you start feeling differently about your DC's second grade teacher?

Clearly you don't know much about the process. Your question implies that the teacher alone determines the GBRS. The GBRS that is reported in the file is generated after a lengthy dialogue with the AART, an administrator, the teacher and often another staff member such as the counselor. They all give input as they review the criteria for each section of the GBRS. They look at work samples and share their observations of the student in a variety of situations.

I get the process...but I also know the person with the most day to day information is the teacher. The AART and administrator will provide a small, small piece of it, only. The counselor will provide a completely different perspective. It is the second grade teacher who provides a lot of input.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you found out your childl's GBRS did you start feeling differently about your DC's second grade teacher?

Clearly you don't know much about the process. Your question implies that the teacher alone determines the GBRS. The GBRS that is reported in the file is generated after a lengthy dialogue with the AART, an administrator, the teacher and often another staff member such as the counselor. They all give input as they review the criteria for each section of the GBRS. They look at work samples and share their observations of the student in a variety of situations.

I get the process...but I also know the person with the most day to day information is the teacher. The AART and administrator will provide a small, small piece of it, only. The counselor will provide a completely different perspective. It is the second grade teacher who provides a lot of input.

+1.

A lot of time the counselor has never met the child, nor has the administrator.

[Anonymous]

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.

[Anonymous]

GBRS made me realize that the teacher just wasn't getting DC. I thought I was crazy because my perception of DC was so different than hers. The WISC showed me that I was right all along about DC, that DC really was smart. Not bitter at teacher... it just made me realize that these teachers aren't experts in picking out 'gifted' behaviors. They don't have any training in this. They are teachers, trying to do the best they can.

[Anonymous]

Anonymous wrote:GBRS made me realize that the teacher just wasn't getting DC. I thought I was crazy because my perception of DC was so different than hers. The WISC showed me that I was right all along about DC, that DC really was smart. Not bitter at teacher... it just made me realize that these teachers aren't experts in picking out 'gifted' behaviors. They don't have any training in this. They are teachers, trying to do the best they can.

This is how I feel about my child's current 1st grade teacher. She doesn't get her and we've had a rocky relationship with her. She seemed shocked when I showed her the NNAT results. I really hope that the 2nd grade teacher is a much better fit and has the most input into the GBRS next year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:GBRS made me realize that the teacher just wasn't getting DC. I thought I was crazy because my perception of DC was so different than hers. The WISC showed me that I was right all along about DC, that DC really was smart. Not bitter at teacher... it just made me realize that these teachers aren't experts in picking out 'gifted' behaviors. They don't have any training in this. They are teachers, trying to do the best they can.

This is how I feel about my child's current 1st grade teacher. She doesn't get her and we've had a rocky relationship with her. She seemed shocked when I showed her the NNAT results. I really hope that the 2nd grade teacher is a much better fit and has the most input into the GBRS next year.

I'm curious why you showed her DD's NNAT results? I wasn't sure if it related to something specific or you were hoping she'd see your child in a different light.

[Anonymous]

Anonymous wrote:

Anonymous wrote:GBRS made me realize that the teacher just wasn't getting DC. I thought I was crazy because my perception of DC was so different than hers. The WISC showed me that I was right all along about DC, that DC really was smart. Not bitter at teacher... it just made me realize that these teachers aren't experts in picking out 'gifted' behaviors. They don't have any training in this. They are teachers, trying to do the best they can.

This is how I feel about my child's current 1st grade teacher. She doesn't get her and we've had a rocky relationship with her. She seemed shocked when I showed her the NNAT results. I really hope that the 2nd grade teacher is a much better fit and has the most input into the GBRS next year.

Why did you have to show her the NNAT result? Each teacher gets a list of her/his whole class' scores.

[Anonymous]

Anonymous wrote:GBRS made me realize that the teacher just wasn't getting DC. I thought I was crazy because my perception of DC was so different than hers. The WISC showed me that I was right all along about DC, that DC really was smart. Not bitter at teacher... it just made me realize that these teachers aren't experts in picking out 'gifted' behaviors. They don't have any training in this. They are teachers, trying to do the best they can.

True, of course, they have more experience and expertise in identifying gifted behavior than you do, so there's that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:GBRS made me realize that the teacher just wasn't getting DC. I thought I was crazy because my perception of DC was so different than hers. The WISC showed me that I was right all along about DC, that DC really was smart. Not bitter at teacher... it just made me realize that these teachers aren't experts in picking out 'gifted' behaviors. They don't have any training in this. They are teachers, trying to do the best they can.

True, of course, they have more experience and expertise in identifying gifted behavior than you do, so there's that.

Don't agree. My DC's first grade teacher was a second year teacher who could barely handle the class. She ended up leaving at the end of the school year, can't say she was more qualified. Also, first and second year teachers were not uncommon in DC's school. They are young and straight out of college just trying to get a hang of teaching, no I don't trust their qualification to identify gifted behavior.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:GBRS made me realize that the teacher just wasn't getting DC. I thought I was crazy because my perception of DC was so different than hers. The WISC showed me that I was right all along about DC, that DC really was smart. Not bitter at teacher... it just made me realize that these teachers aren't experts in picking out 'gifted' behaviors. They don't have any training in this. They are teachers, trying to do the best they can.

True, of course, they have more experience and expertise in identifying gifted behavior than you do, so there's that.

Don't agree. My DC's first grade teacher was a second year teacher who could barely handle the class. She ended up leaving at the end of the school year, can't say she was more qualified. Also, first and second year teachers were not uncommon in DC's school. They are young and straight out of college just trying to get a hang of teaching, no I don't trust their qualification to identify gifted behavior.

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.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:GBRS made me realize that the teacher just wasn't getting DC. I thought I was crazy because my perception of DC was so different than hers. The WISC showed me that I was right all along about DC, that DC really was smart. Not bitter at teacher... it just made me realize that these teachers aren't experts in picking out 'gifted' behaviors. They don't have any training in this. They are teachers, trying to do the best they can.

True, of course, they have more experience and expertise in identifying gifted behavior than you do, so there's that.

Don't agree. My DC's first grade teacher was a second year teacher who could barely handle the class. She ended up leaving at the end of the school year, can't say she was more qualified. Also, first and second year teachers were not uncommon in DC's school. They are young and straight out of college just trying to get a hang of teaching, no I don't trust their qualification to identify gifted behavior.

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.

Just because you are biased re: your kids doesn't mean every one is. I am very objective about my DCs , I spend a lot of time with them academically and know their strengths and weaknesses very well. DS's K and second grade teachers were more qualified than I was to decide, first grade teacher, no way. That is the problem with the GBRS, it's luck of the draw. This is also not sour grapes DS got 15 GBRS.

[Anonymous]

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.