Just got AAP screening file from AAP teacher and My DC's GBRS was 9, NAT 145 and VQN 93.

[Anonymous]

Anonymous wrote:Well... apparently the child IS bored as he says he is bored, yet he scored in the 99th percentile. And his teacher says that he just doesn't see the point of putting a lot of effort into it.... yet, give him a math test/problem and he is often able to answer faster (and more correctly) than his older sibling in 3rd grade adv. math. So, yes, you can call it bored or not engaged or just poor attention in class... but that's what he shows during the school day despite reading above grade level and having superior test scores.

I hate when parents claim kids are bored in class.

[Anonymous]

Her snowflake is so bored that he can't be bothered to do his work. I'm sure there's a way to blame this on the teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For the most part the classroom teacher is the one who comes up with the GBRs. It is rare that they are changed by other members of the school screening committee.

+1

-1
I guess the above posters have visited over 135 elementary schools in FCPS and know how it works in every school. I've been an administrator in 2 schools where the committee came up with the GBRS scores together. Many times the teacher would come in with one score in a particular area, but then after discussing it with the committee and reviewing work samples, the score changed. We all gave our input based on our observations of the child.

And your vast experience with 2 of the 135 makes your assertion WAY more r reliable

What assertion did I make? All I shared was my actual experience. The previous posters were the ones asserting that it's rare that scores are changed. I'd like to know what they based their assertion on. Are they teachers? Administrators?

[Anonymous]

Anonymous wrote:Her snowflake is so bored that he can't be bothered to do his work. I'm sure there's a way to blame this on the teacher.

Snarky much? Or just jealous? I don't know what your point is other than to put people down. I actually HAD a point -- that sometime kids do really well on the tests, but the GBRS is low b/c the teachers don't see the kid showing effort in school. My point is quite relavant to the OP's situation. It's not just me saying that the kid is disinterested/bored -- his teacher is saying the same thing. SHE's the one saying that DC reminds her of her oldest child who bloomed in 5th-6th grade when something finally interested him. So take your condescending judgment somewhere else.

And for the record, I never blamed the teacher, nor did I say that DC shouldn't have to do the work that is being asked of him. In fact, I made it clear that even to me, it doesn't look like DC's work is on par with his peers. But, I know, AND his teacher knows, that DC is far more capable than he shows in his written products. In fact, in the same conversation, his teacher said "that's why we don't select for AAP at this age, b/c some of them just don't show it yet in class."

.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Her snowflake is so bored that he can't be bothered to do his work. I'm sure there's a way to blame this on the teacher.

Snarky much? Or just jealous? I don't know what your point is other than to put people down. I actually HAD a point -- that sometime kids do really well on the tests, but the GBRS is low b/c the teachers don't see the kid showing effort in school. My point is quite relavant to the OP's situation. It's not just me saying that the kid is disinterested/bored -- his teacher is saying the same thing. SHE's the one saying that DC reminds her of her oldest child who bloomed in 5th-6th grade when something finally interested him. So take your condescending judgment somewhere else.

And for the record, I never blamed the teacher, nor did I say that DC shouldn't have to do the work that is being asked of him. In fact, I made it clear that even to me, it doesn't look like DC's work is on par with his peers. But, I know, AND his teacher knows, that DC is far more capable than he shows in his written products. In fact, in the same conversation, his teacher said "that's why we don't select for AAP at this age, b/c some of them just don't show it yet in class."

.

teacher knows your kid is far more capable than he shows in his written products, yet give low GBRS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:While I don't think the GBRS is worthless, I can see how it might not be indicative of the child's ability... I say this b/c my first grader got a 143 on NNAT this year (99th%). While having a separate discussion about DC's bahavior/self-control, his teacher remarked how well he did on the NNAT and said something like "I'd never know that based on what he does in class. He doesn't show it at all." And she went on to say that DC "just doesn't see the point" of the assignments/school in general. [/b]DC has told me since before starting first grade that he wants to go to second grade and he still says that. [b]But, to look at his work products, you'd actually think he was quite far behind the other kids b/c it is not as complete/neat as theirs.

Anyway, my point is that kids like DC are quite capable intellectually, but they might not show it b/c they think the school material is too simple/boring. They aren't engaged and therefore, do not impress their teachers ... who would then give them unimpressive GBRS scores.

A child would have no clue about this (first grade versus second grade work) without a parent's input. An older sibling wouldn't account for it either...

I'd actually be very concerned with what the teacher is reporting to you...

Let me slow it down for you -- einstein --- the child told ME, the parent, after finishing Kindergarten that he wanted to skip first grade and go to second grade... and he still says that. I can only imagine he's saying that b/c he thought it would be more interesting in a higher grade and he wasn't particularly impressed with kindergarten (and now first grade). Does he need to skip a grade -- no. But, that's what DC's perspective is on school.... too easy. The statement you tried to bold did not come from the teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Her snowflake is so bored that he can't be bothered to do his work. I'm sure there's a way to blame this on the teacher.

Snarky much? Or just jealous? I don't know what your point is other than to put people down. I actually HAD a point -- that sometime kids do really well on the tests, but the GBRS is low b/c the teachers don't see the kid showing effort in school. My point is quite relavant to the OP's situation. It's not just me saying that the kid is disinterested/bored -- his teacher is saying the same thing. SHE's the one saying that DC reminds her of her oldest child who bloomed in 5th-6th grade when something finally interested him. So take your condescending judgment somewhere else.

And for the record, I never blamed the teacher, nor did I say that DC shouldn't have to do the work that is being asked of him. In fact, I made it clear that even to me, it doesn't look like DC's work is on par with his peers. But, I know, AND his teacher knows, that DC is far more capable than he shows in his written products. In fact, in the same conversation, his teacher said "that's why we don't select for AAP at this age, b/c some of them just don't show it yet in class."

.

teacher knows your kid is far more capable than he shows in his written products, yet give low GBRS?

NO. she hasn't given a GBRS b/c he's in first grade. She's just making the comment that she doesn't see superior effort yet she knows that HE knows far more than he shows in his work products--- perhaps b/c of comments he makes in small group lessons or b/c of books he takes out from the library or whatever. I don't know her reasons. DC does go to all the pull outs with AART --- so clearly someone has understood that he has some native abilities.

[Anonymous]

Try to absorb the point, people -- there are kids who score really well on tests, but don't impress the teachers with their effort in class or on assignments.... the GBRS is going to be low compared to the test scores. Maybe they are wrong for AAP. Maybe they are exactly the right kind of kids for AAP -- I don't know. A low GBRS is not necessarily the fault of a biased teacher --- sometimes kids really deserve a 7 or 8 or 9 on the GBRS b/c that IS what they present at school (my DC might really deserve a 5 based on what effort he shows at school).

IMO, kids with high test scores should be admitted without regard to genuinely-deserved low-GBRS... you can't fake the highest test scores..... but GBRS could change based on the classroom environment/teaching.

[Anonymous]

Anonymous wrote:Try to absorb the point, people -- there are kids who score really well on tests, but don't impress the teachers with their effort in class or on assignments.... the GBRS is going to be low compared to the test scores. Maybe they are wrong for AAP. Maybe they are exactly the right kind of kids for AAP -- I don't know. A low GBRS is not necessarily the fault of a biased teacher --- sometimes kids really deserve a 7 or 8 or 9 on the GBRS b/c that IS what they present at school (my DC might really deserve a 5 based on what effort he shows at school).

IMO, kids with high test scores should be admitted without regard to genuinely-deserved low-GBRS... you can't fake the highest test scores..... but GBRS could change based on the classroom environment/teaching.

Yes, and the GBRS is only one part of the application, one part of what the AAP committee sees in the decision making process.

[Anonymous]

Anonymous wrote:IMO, kids with high test scores should be admitted without regard to genuinely-deserved low-GBRS... you can't fake the highest test scores..... but GBRS could change based on the classroom environment/teaching.

Not me, but some anti-prep ppl might beg difference

[Anonymous]

Anonymous wrote:

Anonymous wrote:IMO, kids with high test scores should be admitted without regard to genuinely-deserved low-GBRS... you can't fake the highest test scores..... but GBRS could change based on the classroom environment/teaching.

Not me, but some anti-prep ppl might beg difference

You can't fake the very highest test scores, but there are a lot of factors that can affect the more borderline scores. That's why it is useful to have a number of different types of input to the process.

[Anonymous]

Anonymous wrote:

Anonymous wrote:IMO, kids with high test scores should be admitted without regard to genuinely-deserved low-GBRS... you can't fake the highest test scores..... but GBRS could change based on the classroom environment/teaching.

more particularly if a child has a good report card with 4's and 3's ( or O's and G"s) in addition to high test scores. Letting a child to deny AAP admission just merely because of low GBRS is TOTALLY UNACCEPTABLE!!! ....Just my opinion.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Well... apparently the child IS bored as he says he is bored, yet he scored in the 99th percentile. And his teacher says that he just doesn't see the point of putting a lot of effort into it.... yet, give him a math test/problem and he is often able to answer faster (and more correctly) than his older sibling in 3rd grade adv. math. So, yes, you can call it bored or not engaged or just poor attention in class... but that's what he shows during the school day despite reading above grade level and having superior test scores.

I hate when parents claim kids are bored in class.

Gifted children are never bored in class. Because gifted children are constantly investigating and inquiring and picking things up and looking at them from different angles (metaphorically speaking). Being bored in class is actually a marker of non-giftedness.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I don't think the GBRS is worthless, I can see how it might not be indicative of the child's ability... I say this b/c my first grader got a 143 on NNAT this year (99th%). While having a separate discussion about DC's bahavior/self-control, his teacher remarked how well he did on the NNAT and said something like "I'd never know that based on what he does in class. He doesn't show it at all." And she went on to say that DC "just doesn't see the point" of the assignments/school in general. [/b]DC has told me since before starting first grade that he wants to go to second grade and he still says that. [b]But, to look at his work products, you'd actually think he was quite far behind the other kids b/c it is not as complete/neat as theirs.

Anyway, my point is that kids like DC are quite capable intellectually, but they might not show it b/c they think the school material is too simple/boring. They aren't engaged and therefore, do not impress their teachers ... who would then give them unimpressive GBRS scores.

A child would have no clue about this (first grade versus second grade work) without a parent's input. An older sibling wouldn't account for it either...

I'd actually be very concerned with what the teacher is reporting to you...

Let me slow it down for you -- einstein --- the child told ME, the parent, after finishing Kindergarten that he wanted to skip first grade and go to second grade... and he still says that. I can only imagine he's saying that b/c he thought it would be more interesting in a higher grade and he wasn't particularly impressed with kindergarten (and now first grade). Does he need to skip a grade -- no. But, that's what DC's perspective is on school.... too easy. The statement you tried to bold did not come from the teacher.

Gee, thanks for slowing it down for me. I appreciate it. again, a kid is not saying that on his own. It would alpear you are putting the idea in his head...but whatever. "He knows far more than his work shows..." Again, I'd be concerned about this. Regardless what your boy genius knows, he has to be able to regurgitate it at some point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Well... apparently the child IS bored as he says he is bored, yet he scored in the 99th percentile. And his teacher says that he just doesn't see the point of putting a lot of effort into it.... yet, give him a math test/problem and he is often able to answer faster (and more correctly) than his older sibling in 3rd grade adv. math. So, yes, you can call it bored or not engaged or just poor attention in class... but that's what he shows during the school day despite reading above grade level and having superior test scores.

I hate when parents claim kids are bored in class.

Gifted children are never bored in class. Because gifted children are constantly investigating and inquiring and picking things up and looking at them from different angles (metaphorically speaking). Being bored in class is actually a marker of non-giftedness.

You tell 'em, sista!!!!!! Soooo true!