What has been your experience with your school's AART?

[Anonymous]

I am a bit confused about the role of AARTs. Are they the ones who typically fill out the GBRS forms? In our case, our school's AART was the one who signed DS's form, but as far as I know, he only meets with each class once a month. My understanding is that he reads them stories and asks them to write something afterwards, but I am not sure that this is enough to give him a good idea of every kid's strengths and capabilities.

Specifically, our DS's screening file was very poorly done (despite strong test scores), with only one short writing sample and nothing else. After meeting with the AART last month, I got the impression that he was talking about a different child than mine - in other words, I am not even sure that he knew who my kid was, or what his scores were (before he looked into his file). Plus, even though I was patient and polite, he was defensive in his arguments and never once did he admit that sometimes the process at school may fail to identify all the qualified kids, hence the need for supporting evidence from test scores.

Also, does the AART participate in the appeals process? I know that all appeals go through the county, but do AARTs participate in the appeals committee? Is there one appeals committee or several? And who's sitting on this committee?

Sorry for the million questions but we are new to this and I am very confused about the role of AARTs and how influential they can be in the AAP selection process...

[Anonymous]

I am meeting with our AART this week and will tell you what she says about the appeal process.

[Anonymous]

aarts are very influential in the gbrs. classroom teachers are the ones who identify children as needed services or highlighting the kids (at least at our school). They are the ones with the kids all the time. Then the aart gets involved with the kids the teachers identify. yes, they come into the classrooms once a month or so - and they do some sort of activity during which they are observing which children can answer questions etc. they 'level the playing field' bc they see all of the kids in the grade.

at our school the aart also pulls out some kids for special projects or work.

[Anonymous]

my experience has been none with our aart, because it doesn't seem like she's ever around. she's not very responsive when it comes to the aap process, and our school in general is not supportive of the process. if i wanted a meeting with our aart, i don't think i would even go to her. i would just go straight to the principal.

[Anonymous]

I asked for screening files from school after my son was accepted into AAP center. The GBRS involves the principle, assistant principle, math specialist, AART teacher, center teacher and 2nd grade team (classroom teachers). I only filled out parent questionnaire and surprised at what comments teachers wrote down and samples they submitted in.

[Anonymous]

My recollection (I researched this two years ago) is that the AART has ZERO input into the resolution of your case on appeal; his/her only task is to pass the appeal papers on to the county screening committee (which is composed of principals and other adminstrators not from your school).

[Anonymous]

Anonymous wrote:I am a bit confused about the role of AARTs. Are they the ones who typically fill out the GBRS forms?

Yes, the AARTs determine the GBRS starting in Kindergarten and they are the ones that fill out the GBRS with Commentary, in consultation with the members of the local committee. The AART does not fill out the GBRS with Commentary without input from others.

[Anonymous]

Anonymous wrote:
Also, does the AART participate in the appeals process? I know that all appeals go through the county, but do AARTs participate in the appeals committee?

Here is more info re: the appeals process (page 15 from the Local Plan for the Education of the Gifted):

The appeals committee reviews all appeal requests. Parents/guardians of students
not selected for the Level IV program who wish to appeal, must complete an Appeal
form (Attachment BB) according to the scheduled deadline. All screening files
receive an in-depth data review by the Central Selection Committee and the
Oversight Committee. Their decision is based on currently available information.
Therefore, appeals must contain new information (not in the original screening file).
The appeals committee reviews the original screening file as well as the new
information. This may include student work samples (stories, projects, or artwork),
awards, certificates, honors, and/or reports of academic extracurricular activities,
and letters from parents or other adults who know of the child’s advanced abilities.
Further, parents/guardians may elect to obtain additional, optional testing. FCPS
agrees to honor and accept these assessments. Individual intelligence testing from a
private licensed psychologist must be accompanied by a copy of the psychologist’s
state license. Testing results from George Mason University testing services and
other universities may also be submitted. The appeals committee consists of the
Advanced Academic coordinator, Advanced Academic Program specialists, EL
specialists, and school psychologists. The parents and guardians are notified of the
decision by mail (Attachments CC - EE).

http://www.fcps.edu/is/aap/pdfs/localplan/FinalLocalPlan.pdf

[Anonymous]

Most AARTs work part time, and meet once a month with each classroom for level 1 enrichment. The 2nd grade teachers identifies some kids for advanced work and the aart pulls them out once a week, usually for math (level 2)

Unless your kid is one identified for level 2 work, the aart will only have a cursory idea who they are, and the gbrs will likely be all 8, with some random writing sample.

Teachers are human, and their time is finite. Unless the 2nd grade teacher has identified a kid for level 2 services, or they are looking at some great scores, chances are they will spend a limited amount of time on each kid.

How do kids get identified for level 2 work? Usually they are the kids who have already mastered 2nd grade math in the beginning of the year.

Problem is, there are no individualized services for K and 1 st grade, so advancing ahead in math depends on after school programs like Kumon -- even when you start out with a kindergartner well ahead of his peers.

If your kid is the one who is tired after 7 hours of school and balks at extra math (and homework) after school, you will simply fall through the gbrs cracks, even with a smart kid.

[Anonymous]

Anonymous wrote:Most AARTs work part time, and meet once a month with each classroom for level 1 enrichment. The 2nd grade teachers identifies some kids for advanced work and the aart pulls them out once a week, usually for math (level 2)
Unless your kid is one identified for level 2 work, the aart will only have a cursory idea who they are, and the gbrs will likely be all 8, with some random writing sample.

Teachers are human, and their time is finite. Unless the 2nd grade teacher has identified a kid for level 2 services, or they are looking at some great scores, chances are they will spend a limited amount of time on each kid.

How do kids get identified for level 2 work? Usually they are the kids who have already mastered 2nd grade math in the beginning of the year.

Problem is, there are no individualized services for K and 1 st grade, so advancing ahead in math depends on after school programs like Kumon -- even when you start out with a kindergartner well ahead of his peers.

If your kid is the one who is tired after 7 hours of school and balks at extra math (and homework) after school, you will simply fall through the gbrs cracks, even with a smart kid.

No true at my DD's school. The pullouts were for language arts only, advanced math was done in classroom groups.

[Anonymous]

Anonymous wrote:Most AARTs work part time, and meet once a month with each classroom for level 1 enrichment. The 2nd grade teachers identifies some kids for advanced work and the aart pulls them out once a week, usually for math (level 2)

Unless your kid is one identified for level 2 work, the aart will only have a cursory idea who they are, and the gbrs will likely be all 8, with some random writing sample.

Teachers are human, and their time is finite. Unless the 2nd grade teacher has identified a kid for level 2 services, or they are looking at some great scores, chances are they will spend a limited amount of time on each kid.

How do kids get identified for level 2 work? Usually they are the kids who have already mastered 2nd grade math in the beginning of the year.

Problem is, there are no individualized services for K and 1 st grade, so advancing ahead in math depends on after school programs like Kumon -- even when you start out with a kindergartner well ahead of his peers.

If your kid is the one who is tired after 7 hours of school and balks at extra math (and homework) after school, you will simply fall through the gbrs cracks, even with a smart kid.

At our school, AART had pullouts in the first grade also.

[Anonymous]

My first experience with our school's AART was at the Info Night for AAP. She explained that she gives all 2nd grade teachers a folder for each student at the beginning of the year and asks them to put any really good work samples in it as the year goes along. When AAP screening time comes around, she uses that file to select work samples for the screening file. The school is required to submit 2, but if the parents don't add any she uses the file to submit the 4 optional work samples. That was very helpful because we hadn't saved any work samples at home. I was able to give the classroom teacher a heads up that we wouldn't be submitting work samples and she was prepared to select 6.

I was surprised when I saw my DD's screening file to see that she's receiving Level II services in Language Arts and Math. I wasn't aware of it and she doesn't seem to be. It must be happening in class because she's never mentioned being pulled out. I'm pretty sure the GBRS commentary was written by the classroom teacher. The examples used were things DD told me she had worked on with her teacher.

The AART is only at our school 2.5 days a week and there are dozens of kids getting Level II & III services.

[Anonymous]

I disagree with 7:44. Kumon isn't the only way to master advance math concepts. You must think this becuase your child needs Kumon to learn these facts. It doesn't even dawn on you that some children just 'get' math and only need a simple explantion to grapse advanced concepts. i have a 1st grader who taught herself multiplication just from playing with addition.

Please don't make parents think they all need to run to Kumon to get their child noticed by an aart.

[Anonymous]

Anonymous wrote:Most AARTs work part time, and meet once a month with each classroom for level 1 enrichment. The 2nd grade teachers identifies some kids for advanced work and the aart pulls them out once a week, usually for math (level 2)

Unless your kid is one identified for level 2 work, the aart will only have a cursory idea who they are, and the gbrs will likely be all 8, with some random writing sample.

Teachers are human, and their time is finite. Unless the 2nd grade teacher has identified a kid for level 2 services, or they are looking at some great scores, chances are they will spend a limited amount of time on each kid.

How do kids get identified for level 2 work? Usually they are the kids who have already mastered 2nd grade math in the beginning of the year.

Problem is, there are no individualized services for K and 1 st grade, so advancing ahead in math depends on after school programs like Kumon -- even when you start out with a kindergartner well ahead of his peers.

If your kid is the one who is tired after 7 hours of school and balks at extra math (and homework) after school, you will simply fall through the gbrs cracks, even with a smart kid.

My kid is lazy, won't do any homework, and has never (to my knowledge) been pulled out for extra time with the AART. GBRS 12, accepted into AAP.

[Anonymous]

PS That said, his psychologist told us that his math skills fall at the end of the fifth grade level and his reading skills fall at the beginning of the seventh grade level.