Why does FCPS for giving highest weightage to GBRS and discard all other standardized tests?

[Anonymous]

Anonymous wrote:OP here-

We did not badger the teacher please don't assume otherwise. We were only looking for constructive feedback to know how GBRS is accessed so that we GET it right for grade 3 and the teacher spoke well. Clearly, GBRS is the single most important criterion for AAP and this is an AAP forum. The kid is heartbroken because his friends are moving to a different school.
Who gives the GBRS rating? Perhaps I was not clear in my original post about DC's 2nd-grade teacher and said he was not the one who gave the GBRS rating, but the AART teacher is pointing the finger at the 2nd-grade teacher. GBRS commentary clearly says the child is performing above grade level yet the score is only FO, surely the evaluator (teacher or AART) must have known the consequences of this rating? We are confused. Is this a case where the teacher says nice things to your face but privately gives a bad rating in GBRS? Why is there a taboo in discussing GBRS with teachers? Why is FCPS and local school not more transparent about this?

Regarding prepping: I don't know about others but DC went completely unprepped to WISC evaluation because we were genuinely curious.

You might want to make this its own thread, with the title being "Who gives the GBRS rating, 2nd grade teacher or the AART"?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Once a month?! You have got to be joking. You and your type are the reason we can’t keep great teachers.

How much time do you believe is appropriate for a teacher to dedicate to 1:1 communication with the parents of their students?

PP stated once a month. In perspective, that is 10 correspondences throughout the year. Seems reasonable to me.


For all the stated emphasis by FFX county on Equity, all I'm looking for is equality in terms of time and dedication to my kid. Other parents are already doing this to gain an advantage, prompting the rest to follow suit. I wish I had and am advocating others to do so.

You're delusional. Or trolling...

Neither. I'm just finally seeing how the game is played. Talked with other parents after I realized my kid wasn't getting opportunities. Apparently they have regular communications with Teachers, and were pushing to get their kids into break-out groups. 3 different parents of kids who I would consider peers told me similarly that they needed to advocate for their kids or push to get them in. Maybe it's specific to our school or a localized anomaly, but it certainly put my kid at a disadvantage. I started engaging and (for the 2nd half of the year), my child was finally placed in the math and reading break-outs. Too late to get any decent school samples for AAP package I might add... This isn't even a center school.

You are going to embarrass and infantilize your kids if you keep this up. For your children’s sake, please read How to Raise an Adult. You may think your child is too young for this, but it’s not too late to change your behavior.

I find myself giving less unsolicited advice to other parents after reading Karen Ehman's Keep It Shut: What to Say, How to Say It, and When to Say Nothing at All. Saved my marriage too.

[Anonymous]

Anonymous wrote:OP here-

We did not badger the teacher please don't assume otherwise. We were only looking for constructive feedback to know how GBRS is accessed so that we GET it right for grade 3 and the teacher spoke well. Clearly, GBRS is the single most important criterion for AAP and this is an AAP forum. The kid is heartbroken because his friends are moving to a different school.
Who gives the GBRS rating? Perhaps I was not clear in my original post about DC's 2nd-grade teacher and said he was not the one who gave the GBRS rating, but the AART teacher is pointing the finger at the 2nd-grade teacher. GBRS commentary clearly says the child is performing above grade level yet the score is only FO, surely the evaluator (teacher or AART) must have known the consequences of this rating? We are confused. Is this a case where the teacher says nice things to your face but privately gives a bad rating in GBRS? Why is there a taboo in discussing GBRS with teachers? Why is FCPS and local school not more transparent about this?

The GBRS are written by the AART, Teacher and Principal. It is done by committee. I believe the packet actually says who participated in writing the GBRSs on it.

The GBRSs are not about what level your child is performing at but traits, like curiosity and novel application of knowledge. A child can be above grade level in an area and not particularly curious or engaged in learning. The GBRSs are saying that your child is doing well in school but not displaying other traits that they look for in AAP. That is not saying bad things about your child but their evaluation of your child.

The schools don’t allow Teachers to discuss AAP because they know that there are parents who pressure Teachers for high GBRSs and the like because they are obsessed with AAP. The policy gives the Teachers a safe way of saying that they can’t discuss AAP as opposed to having several Parent Teacher Conferences a year discussing GBRSs and why your kid should be in AAP. It is the same principle as letters of references not being read by the person who had them written for College, Grad School and the like. Teachers need a forum to be honest. The Teacher can like your child AND not see the traits that the GBRSs cover.

I doubt your child’s Teacher said anything negative about your child but the GBRS mean that they did not see the traits that FCPS is looking for in your child.

You can comfort your child by letting them know that they will make new friends next year and that they can still see their old friends on playdates and the like.

[Anonymous]

How can a kid perform above grade level and not be demonstrating traits for high GBRS? Is the teacher looking for an academically advanced student to prove their curiosity through classroom behavior - asking questions, not appear bored, make themselves noticeable, demonstrate bubbly personality, etc?

[Anonymous]

Anonymous wrote:How can a kid perform above grade level and not be demonstrating traits for high GBRS? Is the teacher looking for an academically advanced student to prove their curiosity through classroom behavior - asking questions, not appear bored, make themselves noticeable, demonstrate bubbly personality, etc?

I wouldn’t worry about that too much. My son had a low GBRS one year, the next year the teacher was asking why he wasn’t in AAP, we parent referred him, she gave him a high GBRS, and he got in. It’s unfortunate, but politics often plays a part of who gets into AAP. For example, If there school your kids attend, has something against your family, your kid may have a more difficult time getting in.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here-

We did not badger the teacher please don't assume otherwise. We were only looking for constructive feedback to know how GBRS is accessed so that we GET it right for grade 3 and the teacher spoke well. Clearly, GBRS is the single most important criterion for AAP and this is an AAP forum. The kid is heartbroken because his friends are moving to a different school.
Who gives the GBRS rating? Perhaps I was not clear in my original post about DC's 2nd-grade teacher and said he was not the one who gave the GBRS rating, but the AART teacher is pointing the finger at the 2nd-grade teacher. GBRS commentary clearly says the child is performing above grade level yet the score is only FO, surely the evaluator (teacher or AART) must have known the consequences of this rating? We are confused. Is this a case where the teacher says nice things to your face but privately gives a bad rating in GBRS? Why is there a taboo in discussing GBRS with teachers? Why is FCPS and local school not more transparent about this?

The GBRS are written by the AART, Teacher and Principal. It is done by committee. I believe the packet actually says who participated in writing the GBRSs on it.

The GBRSs are not about what level your child is performing at but traits, like curiosity and novel application of knowledge. A child can be above grade level in an area and not particularly curious or engaged in learning. The GBRSs are saying that your child is doing well in school but not displaying other traits that they look for in AAP. That is not saying bad things about your child but their evaluation of your child.

The schools don’t allow Teachers to discuss AAP because they know that there are parents who pressure Teachers for high GBRSs and the like because they are obsessed with AAP. The policy gives the Teachers a safe way of saying that they can’t discuss AAP as opposed to having several Parent Teacher Conferences a year discussing GBRSs and why your kid should be in AAP. It is the same principle as letters of references not being read by the person who had them written for College, Grad School and the like. Teachers need a forum to be honest. The Teacher can like your child AND not see the traits that the GBRSs cover.

I doubt your child’s Teacher said anything negative about your child but the GBRS mean that they did not see the traits that FCPS is looking for in your child.

You can comfort your child by letting them know that they will make new friends next year and that they can still see their old friends on playdates and the like.

They probably didn’t say anything mean, but they know what the committee is looking for. They can very nicely tell the committee your kid isn’t what they are looking for, if they don’t want your kid in the program.

[Anonymous]

Anonymous wrote:How can a kid perform above grade level and not be demonstrating traits for high GBRS? Is the teacher looking for an academically advanced student to prove their curiosity through classroom behavior - asking questions, not appear bored, make themselves noticeable, demonstrate bubbly personality, etc?

Parents supplement at home so the child is ahead academically but not naturally curious or motivated to learn on their own. ES math is taught in a spiral so that there is grade over lap. A parent can drill multiplication tables before they are taught at school so I child might know their multiplication tables, appearing advanced, but not actually understand why the algorithm works the way it works.

A kid can pick up material quickly but not be curious enough to go and read farther ahead on an area of interest. So the kid is picking up concepts quickly but not interested in learning more on their own.

Teachers notice what kids are doing when they complete their work. They see the kids who are picking up books that expand on what is being taught in class.

DS had a classmate who was disruptive and annoying who was accepted into LIV, it is not aboue a kid being compliant or bubbly or well behaved. It is about what the kid is doing in class and how curious they are.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here-

We did not badger the teacher please don't assume otherwise. We were only looking for constructive feedback to know how GBRS is accessed so that we GET it right for grade 3 and the teacher spoke well. Clearly, GBRS is the single most important criterion for AAP and this is an AAP forum. The kid is heartbroken because his friends are moving to a different school.
Who gives the GBRS rating? Perhaps I was not clear in my original post about DC's 2nd-grade teacher and said he was not the one who gave the GBRS rating, but the AART teacher is pointing the finger at the 2nd-grade teacher. GBRS commentary clearly says the child is performing above grade level yet the score is only FO, surely the evaluator (teacher or AART) must have known the consequences of this rating? We are confused. Is this a case where the teacher says nice things to your face but privately gives a bad rating in GBRS? Why is there a taboo in discussing GBRS with teachers? Why is FCPS and local school not more transparent about this?

The GBRS are written by the AART, Teacher and Principal. It is done by committee. I believe the packet actually says who participated in writing the GBRSs on it.

The GBRSs are not about what level your child is performing at but traits, like curiosity and novel application of knowledge. A child can be above grade level in an area and not particularly curious or engaged in learning. The GBRSs are saying that your child is doing well in school but not displaying other traits that they look for in AAP. That is not saying bad things about your child but their evaluation of your child.

The schools don’t allow Teachers to discuss AAP because they know that there are parents who pressure Teachers for high GBRSs and the like because they are obsessed with AAP. The policy gives the Teachers a safe way of saying that they can’t discuss AAP as opposed to having several Parent Teacher Conferences a year discussing GBRSs and why your kid should be in AAP. It is the same principle as letters of references not being read by the person who had them written for College, Grad School and the like. Teachers need a forum to be honest. The Teacher can like your child AND not see the traits that the GBRSs cover.

I doubt your child’s Teacher said anything negative about your child but the GBRS mean that they did not see the traits that FCPS is looking for in your child.

You can comfort your child by letting them know that they will make new friends next year and that they can still see their old friends on playdates and the like.

They probably didn’t say anything mean, but they know what the committee is looking for. They can very nicely tell the committee your kid isn’t what they are looking for, if they don’t want your kid in the program.

100% although I don’t think it is a matter or want and a matter of they don’t think that a child needs AAP or belongs in AAP. And no, they are not likely to tell you to that they don’t think your kid belongs there. I had a friend who applied for her kid and told me that the GBRSs made her think that her kid was pretty average. Her kid is smart but he isn’t interested in school and isn’t particularly curious. Good kid but not a kid that screams motivated or excited to learn. He has done well in Advanced Math but complains that it is hard. He would be fine in LIV but he doesn’t really need or want LIV.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here-

We did not badger the teacher please don't assume otherwise. We were only looking for constructive feedback to know how GBRS is accessed so that we GET it right for grade 3 and the teacher spoke well. Clearly, GBRS is the single most important criterion for AAP and this is an AAP forum. The kid is heartbroken because his friends are moving to a different school.
Who gives the GBRS rating? Perhaps I was not clear in my original post about DC's 2nd-grade teacher and said he was not the one who gave the GBRS rating, but the AART teacher is pointing the finger at the 2nd-grade teacher. GBRS commentary clearly says the child is performing above grade level yet the score is only FO, surely the evaluator (teacher or AART) must have known the consequences of this rating? We are confused. Is this a case where the teacher says nice things to your face but privately gives a bad rating in GBRS? Why is there a taboo in discussing GBRS with teachers? Why is FCPS and local school not more transparent about this?

The GBRS are written by the AART, Teacher and Principal. It is done by committee. I believe the packet actually says who participated in writing the GBRSs on it.

The GBRSs are not about what level your child is performing at but traits, like curiosity and novel application of knowledge. A child can be above grade level in an area and not particularly curious or engaged in learning. The GBRSs are saying that your child is doing well in school but not displaying other traits that they look for in AAP. That is not saying bad things about your child but their evaluation of your child.

The schools don’t allow Teachers to discuss AAP because they know that there are parents who pressure Teachers for high GBRSs and the like because they are obsessed with AAP. The policy gives the Teachers a safe way of saying that they can’t discuss AAP as opposed to having several Parent Teacher Conferences a year discussing GBRSs and why your kid should be in AAP. It is the same principle as letters of references not being read by the person who had them written for College, Grad School and the like. Teachers need a forum to be honest. The Teacher can like your child AND not see the traits that the GBRSs cover.

I doubt your child’s Teacher said anything negative about your child but the GBRS mean that they did not see the traits that FCPS is looking for in your child.

You can comfort your child by letting them know that they will make new friends next year and that they can still see their old friends on playdates and the like.

They probably didn’t say anything mean, but they know what the committee is looking for. They can very nicely tell the committee your kid isn’t what they are looking for, if they don’t want your kid in the program.

100% although I don’t think it is a matter or want and a matter of they don’t think that a child needs AAP or belongs in AAP. And no, they are not likely to tell you to that they don’t think your kid belongs there. I had a friend who applied for her kid and told me that the GBRSs made her think that her kid was pretty average. Her kid is smart but he isn’t interested in school and isn’t particularly curious. Good kid but not a kid that screams motivated or excited to learn. He has done well in Advanced Math but complains that it is hard. He would be fine in LIV but he doesn’t really need or want LIV.

The kids like that are the ones who may benefit the most from AAP. They're not engaged in or motivated by the regular classroom. There's a chance that more advanced materials or more challenge would cause them to become interested in school, curious, motivated, and excited to learn. In the worst case, the kid would still be fine in LIV, so nothing is really lost by giving the child the chance.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How can a kid perform above grade level and not be demonstrating traits for high GBRS? Is the teacher looking for an academically advanced student to prove their curiosity through classroom behavior - asking questions, not appear bored, make themselves noticeable, demonstrate bubbly personality, etc?

I wouldn’t worry about that too much. My son had a low GBRS one year, the next year the teacher was asking why he wasn’t in AAP, we parent referred him, she gave him a high GBRS, and he got in. It’s unfortunate, but politics often plays a part of who gets into AAP. For example, If there school your kids attend, has something against your family, your kid may have a more difficult time getting in.

+1 and ultimately it is fairly subjective and somewhat weighted toward the kids who outwardly demonstrate both the gifted behavior they look for AND good classroom behavior. A smart quiet kid can fall through the cracks. Anecdotally my neighbor’s son never did a second of elementary or middle school AAP and went right into a pretty full load of honors and AP classes in high school, did well, and is attending Pitt in the fall and got some scholarship $$$.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here-

We did not badger the teacher please don't assume otherwise. We were only looking for constructive feedback to know how GBRS is accessed so that we GET it right for grade 3 and the teacher spoke well. Clearly, GBRS is the single most important criterion for AAP and this is an AAP forum. The kid is heartbroken because his friends are moving to a different school.
Who gives the GBRS rating? Perhaps I was not clear in my original post about DC's 2nd-grade teacher and said he was not the one who gave the GBRS rating, but the AART teacher is pointing the finger at the 2nd-grade teacher. GBRS commentary clearly says the child is performing above grade level yet the score is only FO, surely the evaluator (teacher or AART) must have known the consequences of this rating? We are confused. Is this a case where the teacher says nice things to your face but privately gives a bad rating in GBRS? Why is there a taboo in discussing GBRS with teachers? Why is FCPS and local school not more transparent about this?

The GBRS are written by the AART, Teacher and Principal. It is done by committee. I believe the packet actually says who participated in writing the GBRSs on it.

The GBRSs are not about what level your child is performing at but traits, like curiosity and novel application of knowledge. A child can be above grade level in an area and not particularly curious or engaged in learning. The GBRSs are saying that your child is doing well in school but not displaying other traits that they look for in AAP. That is not saying bad things about your child but their evaluation of your child.

The schools don’t allow Teachers to discuss AAP because they know that there are parents who pressure Teachers for high GBRSs and the like because they are obsessed with AAP. The policy gives the Teachers a safe way of saying that they can’t discuss AAP as opposed to having several Parent Teacher Conferences a year discussing GBRSs and why your kid should be in AAP. It is the same principle as letters of references not being read by the person who had them written for College, Grad School and the like. Teachers need a forum to be honest. The Teacher can like your child AND not see the traits that the GBRSs cover.

I doubt your child’s Teacher said anything negative about your child but the GBRS mean that they did not see the traits that FCPS is looking for in your child.

You can comfort your child by letting them know that they will make new friends next year and that they can still see their old friends on playdates and the like.

They probably didn’t say anything mean, but they know what the committee is looking for. They can very nicely tell the committee your kid isn’t what they are looking for, if they don’t want your kid in the program.

100% although I don’t think it is a matter or want and a matter of they don’t think that a child needs AAP or belongs in AAP. And no, they are not likely to tell you to that they don’t think your kid belongs there. I had a friend who applied for her kid and told me that the GBRSs made her think that her kid was pretty average. Her kid is smart but he isn’t interested in school and isn’t particularly curious. Good kid but not a kid that screams motivated or excited to learn. He has done well in Advanced Math but complains that it is hard. He would be fine in LIV but he doesn’t really need or want LIV.

The kids like that are the ones who may benefit the most from AAP. They're not engaged in or motivated by the regular classroom. There's a chance that more advanced materials or more challenge would cause them to become interested in school, curious, motivated, and excited to learn. In the worst case, the kid would still be fine in LIV, so nothing is really lost by giving the child the chance.

But if the child is only “advanced” because they are being taught at home, not because they are particularly smart or interested in learning, what is the point of that child being in AAP? The child would be fine in the regular classroom and they will just slow things down in the AAP classroom, which would have a negative effect on the kids who really need to be there.

[Anonymous]

GBRS is so biased and isn't fair especially to kids who are compliant and don't shout out answers in class or who don't want to embarrass the teacher by pointing out mistakes. My son realized the second grade teacher was not strong in math. She asked the students to write a pattern in math and he excitedly wrote 1,1,2,3,5,8,13
She marked it wrong. He tried to excitedly explain there was a tree outside school that had that sequence but got cut off.

He did not get a high GBRS score despite having very high test scores on COGAT and MAP scores. I don't think it is fair that MAP scores aren't looked at when it is called advanced ACADEMIC program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here-

We did not badger the teacher please don't assume otherwise. We were only looking for constructive feedback to know how GBRS is accessed so that we GET it right for grade 3 and the teacher spoke well. Clearly, GBRS is the single most important criterion for AAP and this is an AAP forum. The kid is heartbroken because his friends are moving to a different school.
Who gives the GBRS rating? Perhaps I was not clear in my original post about DC's 2nd-grade teacher and said he was not the one who gave the GBRS rating, but the AART teacher is pointing the finger at the 2nd-grade teacher. GBRS commentary clearly says the child is performing above grade level yet the score is only FO, surely the evaluator (teacher or AART) must have known the consequences of this rating? We are confused. Is this a case where the teacher says nice things to your face but privately gives a bad rating in GBRS? Why is there a taboo in discussing GBRS with teachers? Why is FCPS and local school not more transparent about this?

The GBRS are written by the AART, Teacher and Principal. It is done by committee. I believe the packet actually says who participated in writing the GBRSs on it.

The GBRSs are not about what level your child is performing at but traits, like curiosity and novel application of knowledge. A child can be above grade level in an area and not particularly curious or engaged in learning. The GBRSs are saying that your child is doing well in school but not displaying other traits that they look for in AAP. That is not saying bad things about your child but their evaluation of your child.

The schools don’t allow Teachers to discuss AAP because they know that there are parents who pressure Teachers for high GBRSs and the like because they are obsessed with AAP. The policy gives the Teachers a safe way of saying that they can’t discuss AAP as opposed to having several Parent Teacher Conferences a year discussing GBRSs and why your kid should be in AAP. It is the same principle as letters of references not being read by the person who had them written for College, Grad School and the like. Teachers need a forum to be honest. The Teacher can like your child AND not see the traits that the GBRSs cover.

I doubt your child’s Teacher said anything negative about your child but the GBRS mean that they did not see the traits that FCPS is looking for in your child.

You can comfort your child by letting them know that they will make new friends next year and that they can still see their old friends on playdates and the like.

They probably didn’t say anything mean, but they know what the committee is looking for. They can very nicely tell the committee your kid isn’t what they are looking for, if they don’t want your kid in the program.

100% although I don’t think it is a matter or want and a matter of they don’t think that a child needs AAP or belongs in AAP. And no, they are not likely to tell you to that they don’t think your kid belongs there. I had a friend who applied for her kid and told me that the GBRSs made her think that her kid was pretty average. Her kid is smart but he isn’t interested in school and isn’t particularly curious. Good kid but not a kid that screams motivated or excited to learn. He has done well in Advanced Math but complains that it is hard. He would be fine in LIV but he doesn’t really need or want LIV.

The kids like that are the ones who may benefit the most from AAP. They're not engaged in or motivated by the regular classroom. There's a chance that more advanced materials or more challenge would cause them to become interested in school, curious, motivated, and excited to learn. In the worst case, the kid would still be fine in LIV, so nothing is really lost by giving the child the chance.

He complains about the work in Advanced Math, it has not motivated him or caused him to be more engaged. The point is that the GBRS are looking for kids that need more then the regular classroom. Plenty of smart kids are just fine in the regular classroom. Would they be fine in LIV, probably but maybe not. It might be too much for them because they don’t want to do the work.

He did not get a high GBRS score despite having very high test scores on COGAT and MAP scores. I don't think it is fair that MAP scores aren't looked at when it is called advanced ACADEMIC program.

FCPS doesn’t use MAP scores so I don’t know what district you are discussing. I am guessing MCPS and I have no clue how their advanced program works. That said, DS is a quiet and compliant and had no issue with getting good GBRSs. I would guess that there are a good number of well behaved, compliant kids in AAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here-

We did not badger the teacher please don't assume otherwise. We were only looking for constructive feedback to know how GBRS is accessed so that we GET it right for grade 3 and the teacher spoke well. Clearly, GBRS is the single most important criterion for AAP and this is an AAP forum. The kid is heartbroken because his friends are moving to a different school.
Who gives the GBRS rating? Perhaps I was not clear in my original post about DC's 2nd-grade teacher and said he was not the one who gave the GBRS rating, but the AART teacher is pointing the finger at the 2nd-grade teacher. GBRS commentary clearly says the child is performing above grade level yet the score is only FO, surely the evaluator (teacher or AART) must have known the consequences of this rating? We are confused. Is this a case where the teacher says nice things to your face but privately gives a bad rating in GBRS? Why is there a taboo in discussing GBRS with teachers? Why is FCPS and local school not more transparent about this?

The GBRS are written by the AART, Teacher and Principal. It is done by committee. I believe the packet actually says who participated in writing the GBRSs on it.

The GBRSs are not about what level your child is performing at but traits, like curiosity and novel application of knowledge. A child can be above grade level in an area and not particularly curious or engaged in learning. The GBRSs are saying that your child is doing well in school but not displaying other traits that they look for in AAP. That is not saying bad things about your child but their evaluation of your child.

The schools don’t allow Teachers to discuss AAP because they know that there are parents who pressure Teachers for high GBRSs and the like because they are obsessed with AAP. The policy gives the Teachers a safe way of saying that they can’t discuss AAP as opposed to having several Parent Teacher Conferences a year discussing GBRSs and why your kid should be in AAP. It is the same principle as letters of references not being read by the person who had them written for College, Grad School and the like. Teachers need a forum to be honest. The Teacher can like your child AND not see the traits that the GBRSs cover.

I doubt your child’s Teacher said anything negative about your child but the GBRS mean that they did not see the traits that FCPS is looking for in your child.

You can comfort your child by letting them know that they will make new friends next year and that they can still see their old friends on playdates and the like.

They probably didn’t say anything mean, but they know what the committee is looking for. They can very nicely tell the committee your kid isn’t what they are looking for, if they don’t want your kid in the program.

100% although I don’t think it is a matter or want and a matter of they don’t think that a child needs AAP or belongs in AAP. And no, they are not likely to tell you to that they don’t think your kid belongs there. I had a friend who applied for her kid and told me that the GBRSs made her think that her kid was pretty average. Her kid is smart but he isn’t interested in school and isn’t particularly curious. Good kid but not a kid that screams motivated or excited to learn. He has done well in Advanced Math but complains that it is hard. He would be fine in LIV but he doesn’t really need or want LIV.

The kids like that are the ones who may benefit the most from AAP. They're not engaged in or motivated by the regular classroom. There's a chance that more advanced materials or more challenge would cause them to become interested in school, curious, motivated, and excited to learn. In the worst case, the kid would still be fine in LIV, so nothing is really lost by giving the child the chance.

But if the child is only “advanced” because they are being taught at home, not because they are particularly smart or interested in learning, what is the point of that child being in AAP? The child would be fine in the regular classroom and they will just slow things down in the AAP classroom, which would have a negative effect on the kids who really need to be there.

If a kid is above grade level, it makes no sense to teach them on-grade level content. It doesn't matter why or how the kid is above grade level. Also, teachers don't really know how much the child is being supplemented at home. Teachers also aren't necessarily great at determining how motivated the child is. If a child has the test scores and is advanced, then FCPS should err on the side of inclusion into advanced academics.

There shouldn't ever be an issue of slowing things down in the AAP classroom. The teachers should stick to the appropriate AAP pacing, and let the kids who can't handle it drop back to gen ed. In my experience, the biggest culprits in slowing down the AAP classroom were the high GBRS but lower test score kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here-

We did not badger the teacher please don't assume otherwise. We were only looking for constructive feedback to know how GBRS is accessed so that we GET it right for grade 3 and the teacher spoke well. Clearly, GBRS is the single most important criterion for AAP and this is an AAP forum. The kid is heartbroken because his friends are moving to a different school.
Who gives the GBRS rating? Perhaps I was not clear in my original post about DC's 2nd-grade teacher and said he was not the one who gave the GBRS rating, but the AART teacher is pointing the finger at the 2nd-grade teacher. GBRS commentary clearly says the child is performing above grade level yet the score is only FO, surely the evaluator (teacher or AART) must have known the consequences of this rating? We are confused. Is this a case where the teacher says nice things to your face but privately gives a bad rating in GBRS? Why is there a taboo in discussing GBRS with teachers? Why is FCPS and local school not more transparent about this?

The GBRS are written by the AART, Teacher and Principal. It is done by committee. I believe the packet actually says who participated in writing the GBRSs on it.

The GBRSs are not about what level your child is performing at but traits, like curiosity and novel application of knowledge. A child can be above grade level in an area and not particularly curious or engaged in learning. The GBRSs are saying that your child is doing well in school but not displaying other traits that they look for in AAP. That is not saying bad things about your child but their evaluation of your child.

The schools don’t allow Teachers to discuss AAP because they know that there are parents who pressure Teachers for high GBRSs and the like because they are obsessed with AAP. The policy gives the Teachers a safe way of saying that they can’t discuss AAP as opposed to having several Parent Teacher Conferences a year discussing GBRSs and why your kid should be in AAP. It is the same principle as letters of references not being read by the person who had them written for College, Grad School and the like. Teachers need a forum to be honest. The Teacher can like your child AND not see the traits that the GBRSs cover.

I doubt your child’s Teacher said anything negative about your child but the GBRS mean that they did not see the traits that FCPS is looking for in your child.

You can comfort your child by letting them know that they will make new friends next year and that they can still see their old friends on playdates and the like.

They probably didn’t say anything mean, but they know what the committee is looking for. They can very nicely tell the committee your kid isn’t what they are looking for, if they don’t want your kid in the program.

100% although I don’t think it is a matter or want and a matter of they don’t think that a child needs AAP or belongs in AAP. And no, they are not likely to tell you to that they don’t think your kid belongs there. I had a friend who applied for her kid and told me that the GBRSs made her think that her kid was pretty average. Her kid is smart but he isn’t interested in school and isn’t particularly curious. Good kid but not a kid that screams motivated or excited to learn. He has done well in Advanced Math but complains that it is hard. He would be fine in LIV but he doesn’t really need or want LIV.

The kids like that are the ones who may benefit the most from AAP. They're not engaged in or motivated by the regular classroom. There's a chance that more advanced materials or more challenge would cause them to become interested in school, curious, motivated, and excited to learn. In the worst case, the kid would still be fine in LIV, so nothing is really lost by giving the child the chance.

He complains about the work in Advanced Math, it has not motivated him or caused him to be more engaged. The point is that the GBRS are looking for kids that need more then the regular classroom. Plenty of smart kids are just fine in the regular classroom. Would they be fine in LIV, probably but maybe not. It might be too much for them because they don’t want to do the work.

He did not get a high GBRS score despite having very high test scores on COGAT and MAP scores. I don't think it is fair that MAP scores aren't looked at when it is called advanced ACADEMIC program.

FCPS doesn’t use MAP scores so I don’t know what district you are discussing. I am guessing MCPS and I have no clue how their advanced program works. That said, DS is a quiet and compliant and had no issue with getting good GBRSs. I would guess that there are a good number of well behaved, compliant kids in AAP.

But that should be the parents' call and not the decision of a potentially biased teacher. My kid had low scores for creativity and motivation in their 2nd grade GBRS. In 3rd grade, the teacher was perplexed that my kid wasn't in AAP and gave a perfect GBRS. My kid sailed through AAP and was much more creative and motivated when in an environment conducive to that.