How to combat low GBRS

[Anonymous]

Anonymous wrote:

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?

What’s NNAT and COGAT scores?

[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.

The GBRS are so much more than academics and test scores. It discusses creative problem-solving techniques, linking different content areas, demonstrating an extension of knowledge. Even when a parent feels as though their student has those skills, maybe the teacher has only seen "some" evidence of it. And GBRS of 11 is not a bad score. How were the comments that went with it?

[Anonymous]

Anonymous wrote:

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.

The GBRS are so much more than academics and test scores. It discusses creative problem-solving techniques, linking different content areas, demonstrating an extension of knowledge. Even when a parent feels as though their student has those skills, maybe the teacher has only seen "some" evidence of it. And GBRS of 11 is not a bad score. How were the comments that went with it?

+1

[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.

Or it could be that she isn’t showing as much initiative and creative problem solving as you think she is. She’s a strong reader, and when she was in K and 1, she may have stood out from her peers. But as is typically the case, her peers have caught up with her and now she isn’t the standout she was was when she first started school. It doesn’t mean she is not bright or engaged in her learning. It just means that she may be perfectly fine where she is and is having her needs met. But this isn’t about people not liking her.

[Anonymous]

Anonymous wrote:

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.

The GBRS are so much more than academics and test scores. It discusses creative problem-solving techniques, linking different content areas, demonstrating an extension of knowledge. Even when a parent feels as though their student has those skills, maybe the teacher has only seen "some" evidence of it. And GBRS of 11 is not a bad score. How were the comments that went with it?

Yes! I don't see how the standardized tests cover some of that creativity. My DC has gotten 4's in that area on both of the GBRS I've seen. That doesn't mean that DC got all 4's. But the comments that went with the GBRS said so much about how she had stood out in that area, and it was consistent year-to-year. It's hard for me to imagine a Cogat or a WISC capturing that.

[Anonymous]

Anonymous wrote:

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.

Or it could be that she isn’t showing as much initiative and creative problem solving as you think she is. She’s a strong reader, and when she was in K and 1, she may have stood out from her peers. But as is typically the case, her peers have caught up with her and now she isn’t the standout she was was when she first started school. It doesn’t mean she is not bright or engaged in her learning. It just means that she may be perfectly fine where she is and is having her needs met. But this isn’t about people not liking her.

a 130 WISC and an 11 GBRS match up though.

I have a child who had a 131 WISC and a 12 GBRS and a child who had a 154 WISC and a 16 GBRS.

[Anonymous]

Anonymous wrote:

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.

Or it could be that she isn’t showing as much initiative and creative problem solving as you think she is. She’s a strong reader, and when she was in K and 1, she may have stood out from her peers. But as is typically the case, her peers have caught up with her and now she isn’t the standout she was was when she first started school. It doesn’t mean she is not bright or engaged in her learning. It just means that she may be perfectly fine where she is and is having her needs met. But this isn’t about people not liking her.

This is a good point. I don’t know my son’s GBRS for any year but I would not be surprised if it went down every year. In K, he appeared freakishly smart compared to his peers. But over the next two years, things levels out a lot. He is still easily one of the smartest in his class but the differences are less obvious. I think this is particularly true with strong early readers.

[Anonymous]

Anonymous wrote:
a 130 WISC and an 11 GBRS match up though.

NP, but do they? I thought a 130 WISC would be above the median for kids who are admitted into AAP, whereas an 11 GBRS is below the median.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

Or it could be that she isn’t showing as much initiative and creative problem solving as you think she is. She’s a strong reader, and when she was in K and 1, she may have stood out from her peers. But as is typically the case, her peers have caught up with her and now she isn’t the standout she was was when she first started school. It doesn’t mean she is not bright or engaged in her learning. It just means that she may be perfectly fine where she is and is having her needs met. But this isn’t about people not liking her.

This is a good point. I don’t know my son’s GBRS for any year but I would not be surprised if it went down every year. In K, he appeared freakishly smart compared to his peers. But over the next two years, things levels out a lot. He is still easily one of the smartest in his class but the differences are less obvious. I think this is particularly true with strong early readers.

Um...just wow.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
a 130 WISC and an 11 GBRS match up though.

NP, but do they? I thought a 130 WISC would be above the median for kids who are admitted into AAP, whereas an 11 GBRS is below the median.

Most kids admitted to AAP probably don’t have a wisc score.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
a 130 WISC and an 11 GBRS match up though.

NP, but do they? I thought a 130 WISC would be above the median for kids who are admitted into AAP, whereas an 11 GBRS is below the median.

Most kids admitted to AAP probably don’t have a wisc score.

Right- especially those admitted in the first round.

[Anonymous]

A 130 WISC is "very superior" and in the 98%. A 130 WISC should be more in line with 98% of GBRS. 11 is not that. Based on your logic kids with 16s and 15s have what FSIQ? You think they're all over 140???? You're delusional. Some kids who get a 132 on CogAT get 15s and 16s and CogAT isn't even an IQ test.

My son got a 15 GBRS. I have no idea what is IQ is and don't plan to ever know. His CogAT was 131. NNAT was 127. My child belongs in AAP so we referred. I sure hope he gets in but your WISC/GBRS correlation did not make any sense.

[Anonymous]

PP above ^ I meant to add this - https://www.ritenour.k12.mo.us/cms/lib/MO01910124/Centricity/Domain/69/Psychometric_Conversion_Table.pdf

[Anonymous]

Anonymous wrote:A 130 WISC is "very superior" and in the 98%. A 130 WISC should be more in line with 98% of GBRS. 11 is not that. Based on your logic kids with 16s and 15s have what FSIQ? You think they're all over 140???? You're delusional. Some kids who get a 132 on CogAT get 15s and 16s and CogAT isn't even an IQ test.

My son got a 15 GBRS. I have no idea what is IQ is and don't plan to ever know. His CogAT was 131. NNAT was 127. My child belongs in AAP so we referred. I sure hope he gets in but your WISC/GBRS correlation did not make any sense.

You're assuming that a child with a high score on a standardized test automatically presents extraordinary behavior to the classroom teacher, AART, etc. in every one of the four categories measured. That is not always the case. They are different tests, different measurements. Sometimes they seem to correllate. But that's not necessarily the case. How many kids are really getting 15's and 16's anyway? My impression from talking to a former AART teacher is that such scores are not that common. That's great that your son got a 15. But people should not be discouraged by a 12. That still may show some gifted behavior, especially since it could be composed of a 4 in one or two categories.

[Anonymous]

You're assuming that the classroom teacher, AART, etc. know how to identify gifted baheviors. That is not always the case. They're not necessarily behaviors many lay people assume they are but one would hope educators would know that and know how to spot them.