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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]How would you change the wording of the questions on the GBRS form so that they would be less culturally biased? Understanding that it is impossible to 100% avoid any cultural bias whatsoever, but how could it be better than it is now?
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It is not about the wording but rather about who fills it out.

It is filled out by people who have had a different experience than the kids they serve. Look at that thread about how AAs have it tough with fcps hiring practices.

Human beings are biased and fallible and therefore imo Garson should have lesser import than it does currently. P. Not to mention you are comparing kids from different schools within the same app center or even different parts of the county. Does one really believe that the Gibran is effectively benchmarked so that one 14 means the same thing as another 14 the next school over? Or the next zip code over? Heck it doesn't mean the same thing in the same building because that kid - while sharing the same aart- would've likely had different K first and second grade teachers[/quote]

Spellcheck. Those words were meant to be GBRS[/quote]

Okay. So what is a better way of getting an idea of how a kid acts day to day in class?

My sense has been that the fact that a number of professionals fill out the form helps to ameliorate cultural biases on the part of the individuals involved.  In addition, I don't think the committee expects that scores are the same from school to school but that they read the form in its entirety and in conjunction with test scores and other parts of the application to get a fuller picture of a child and the child's educational needs.

Do I think the process is perfect? Of course not. But I do think that it works pretty well, especially since an appeal option is part of the process.  But at the same time, I'm interested in hearing about ideas for improving methods for getting a picture of the child's typical classroom behaviors to the committee. 
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