1st quarter report card and AAP eligibility

[Anonymous]

I heard from somewhere that the selection committee is putting more weight on the report card, not sure how reliable it is but I guess I will share here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If a teacher is not giving your child high marks, it is unlikely she is going to be giving your child a high GBRS and write that your child shows gifted behavior.

The teacher is only one person, and not the main person, writing the GBRS.

Y'all need to relax. Really.

The people who put the gbrs together is the principal, AART and 2nd grade teacher. Both my kids had very little interaction with the principal, assistant principal and AART. I don’t think my older kid even met the AART.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If a teacher is not giving your child high marks, it is unlikely she is going to be giving your child a high GBRS and write that your child shows gifted behavior.

The teacher is only one person, and not the main person, writing the GBRS.

Y'all need to relax. Really.

The people who put the gbrs together is the principal, AART and 2nd grade teacher. Both my kids had very little interaction with the principal, assistant principal and AART. I don’t think my older kid even met the AART.

Which is why everyone will look to the 2nd grade teacher to provide the majority of the input.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If a teacher is not giving your child high marks, it is unlikely she is going to be giving your child a high GBRS and write that your child shows gifted behavior.

The teacher is only one person, and not the main person, writing the GBRS.

Y'all need to relax. Really.

The people who put the gbrs together is the principal, AART and 2nd grade teacher. Both my kids had very little interaction with the principal, assistant principal and AART. I don’t think my older kid even met the AART.

Which is why everyone will look to the 2nd grade teacher to provide the majority of the input.

Nah, at our school, the AART provides the majority of the input.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Depends on the reason. If it’s because they have a 145 Cogat and are so bored they’re making up their own work and aren’t even trying on the regular assignments, it won’t hurt and might actually help. If the Cogat is borderline and they’re getting 4s for effort, probably not so great.

WOW, I am quite surprised you think that the grades don't matter! The school committees before giving out GBRS check through the marksheets. They won't give high GBRS to a child who is at 2 or 3 across Math Science SS or LA regardless of their Cogat or NNAT scores. Yes, they may give high GBRS to kids who are 2s or 3s in citizenship skills as long as they see consistently 4 on key subjects. Thus, the title L4 AAP program!

That is total BS and submitted by someone who knows very little about the AAP program and how it works! A standards based grading system is not what AAP screening is about. The NNAT and CoGAT scores far outweighs whatever is on the report card. The GBRS is heavily tied to teacher's feedback and if the kid is receiving 2 and 3s because of executive function skills, that will be discussed with the AART teacher before GBRS is assigned to the student. If the students is consistently showing the nine markers for AAP learning, even with 2s and 3s on the report card, the GBRS score will be quite high.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Report cards don’t matter. The primary piece of evidence is the teacher letter. You can have high scores on report cards and cogat and not get in if you don’t have a stellar write up from child’s current teacher.

This. Report card could be all 4's but if teacher GBRS is mediocre, all 4's report card won't push a kid into AAP program. All 4's student with mediocre GBRS could mean that the child's needs are being properly met in the regular classroom and he/she is thriving.

Exactly right! Getting 4s on the report card does NOT equate to high GBRS or CoGAT/NNAT scores. Getting 2s/3s on report card does NOT equate to getting high GBRS or CoGAT/NNAT scores.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If a teacher is not giving your child high marks, it is unlikely she is going to be giving your child a high GBRS and write that your child shows gifted behavior.

The teacher is only one person, and not the main person, writing the GBRS.

Y'all need to relax. Really.

The people who put the gbrs together is the principal, AART and 2nd grade teacher. Both my kids had very little interaction with the principal, assistant principal and AART. I don’t think my older kid even met the AART.

Which is why everyone will look to the 2nd grade teacher to provide the majority of the input.

Nah, at our school, the AART provides the majority of the input.

How can the AART provide the majority of the input if s/he doesn’t know the child?

I do think AART puts packet together but the actual input comes from the 2nd grade teacher. I’m not sure who actually writes the gbrs. I think a panel of 3 writes it together? I know our assistant principal signed ours.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If a teacher is not giving your child high marks, it is unlikely she is going to be giving your child a high GBRS and write that your child shows gifted behavior.

The teacher is only one person, and not the main person, writing the GBRS.

Y'all need to relax. Really.

The people who put the gbrs together is the principal, AART and 2nd grade teacher. Both my kids had very little interaction with the principal, assistant principal and AART. I don’t think my older kid even met the AART.

How can anyone but the teacher give the GBRS? It may officially come from the AART but of course all the input is from the teacher.

[Anonymous]

From previous years, the majority of the comments on the GBRS form definitely came from the classroom teacher, with maybe a couple comments from either the AART or some other teacher. So, that part of the form is largely from the teacher.

The AART is probably the one who looks through all of the teacher comments, work samples, and other evidence to assign the rating in each category.

If the teacher doesn't supply comments or evidence supporting the areas rated in the GBRS form, it would be difficult for an AART to assign a high rating.

[Anonymous]

Anonymous wrote:From previous years, the majority of the comments on the GBRS form definitely came from the classroom teacher, with maybe a couple comments from either the AART or some other teacher. So, that part of the form is largely from the teacher.

The AART is probably the one who looks through all of the teacher comments, work samples, and other evidence to assign the rating in each category.

If the teacher doesn't supply comments or evidence supporting the areas rated in the GBRS form, it would be difficult for an AART to assign a high rating.

This is the opposite of how it was for us. The GBRS including comments and examples came from the AART with one comment from the teacher.

[Anonymous]

This is the opposite of how it was for us. The GBRS including comments and examples came from the AART with one comment from the teacher.

Same here.

[Anonymous]

Anonymous wrote:This is the opposite of how it was for us. The GBRS including comments and examples came from the AART with one comment from the teacher.

Same here.

How can you tell who wrote each comment?