I never said the committee was all knowing. I said she can’t assume The teacher just doesn’t think much of him. Maybe he exhibits as a 9 legitimately.

Anonymous wrote:

Anonymous wrote:My son tested well on the NNAT (high, but not super high), and missed the in-pool cut on the CoGAT by one point. I got the file from the school, and they gave him a 9 on the GBRS. I feel like he's sunk.

The sad thing is, I can only assume the school gave him a 9 because 1) they think I prepped him for his tests (which I didn't), or 2) they've totally discounted him and feel like he is no where near bright enough for AAP. (although then I struggle with why he's scoring so well on the tests). I feel like the 9 is more reflective of the fact that he and his current 2nd grade teacher do not jive. That's OK, I know not every kid gets along great with every teacher -- but I feel like this one person's low opinion of my son has really had a drastic effect on his future. Although there is a panel of people who are consulted on the GBRS, several of them are new to our school, and I don't think any of them have had any meaningful interactions with my son.

So -- I'm preparing for a WISC and an appeal. Will it be enough? Do I divulge my fears to the committee during the appeal process? I don't want to be accusatory towards the current 2nd grade teacher -- i don't think she's out to get my kid. I think he just really isn't one of her favorites for some other reasons. But I do want the screening committee to at least consider that this is a bright kid [b]who has one person who doesn't think much of him.
[/b]
Any words of wisdom on how to go about it?

I'm a former FCPS teacher. I assure you that it is a committee who comes up with the GBRS. They don't just pick a number based on what the second grade teacher says and everyone else on the committee goes along with it. I also assure you that your child was observed by others on the committee. You're incorrect if you think that you have a bright kid and this is just about one person who doesn't think much about him. You have a child who, it seems from what you've written, wasn't in the pool based on either abilities test. With a 131 CogAT, he would have needed a pretty high GBRS (in conjunction with a below cut off NNAT). And I'm guessing no one thought you prepped your kid (since he didn't get above cut off scores, anyway) and it appears neither score was way out of whack (both were high, you said).

He didn't do "so well on the tests" - he was below cut off on both, right?

Schedule the WISC - and see what happens. I think you're wrong, though, for thinking this is a second grade teacher issue and not looking at your own kid, perhaps.

DP. The second grade teacher has the biggest impact on the GBRS. The principal is one of the committee members, I doubt he/she can really have observed each child the committee assesses. If the teacher gives a negative opinion of the child, that opinion is going to carry more weight because that teacher spends the most time with the child. My oldest had a 15 GBRS and never had pull outs with the AART and had no clue who she was. His second grade teacher thought highly of him. I'm pretty sure the AART deferred to the teacher. Anyway, OP, there are many kids who get high scores on the WISC after the all knowing committee (according to pp) assigns a low GBRS. Do the WISC and appeal. You have nothing to lose.

I would not talk at all about the teacher. Write a letter focused on your child and the objective reasons that your child's needs cannot be met in the regular classroom. Write in a very reasonable and unemotional manner about your child and the educational needs of your child.

I think a second grader's opinion weighs the most. She is the one has most examples based on her daily interaction and observation. So usually other committee members ask teacher first how he/she is doing in the class. So second grade teacher's voice and how much she advocates for a child plays an important role. For appeals process, school is not involved and school is not receiving a copy of appeals because it's dealt between parents and committee. So if you want to provide reasons why GBRS was lower, it may not be a bad thing to do. You are not necessarily bad mouthing your teacher but you can certainly point out why he/she wasn't shining in teacher's mind. Nothing wrong with that.

Why is the counselor included? What do they have to add to the discussion if it isn't a special needs student? Asking because I hate our counselor. She's more of a hindrance than a help to all kids including the special needs ones.

Anonymous wrote:OP as someone who has 2 children who each also got a low GBRS but then later qualified as a DYS (FSIQ 145+) do not put much stock into a GBRS. It is very much the teachers and not your child. I'm convinced these FCPS teachers don't know how to identify giftedness. I've seen it time and again. Get a WISC and prove them wrong.

(same poster as above). I meant to also add, and then pull your kid out of that school!

OP as someone who has 2 children who each also got a low GBRS but then later qualified as a DYS (FSIQ 145+) do not put much stock into a GBRS. It is very much the teachers and not your child. I'm convinced these FCPS teachers don't know how to identify giftedness. I've seen it time and again. Get a WISC and prove them wrong.

Anonymous wrote:My son tested well on the NNAT (high, but not super high), and missed the in-pool cut on the CoGAT by one point. I got the file from the school, and they gave him a 9 on the GBRS. I feel like he's sunk.

The sad thing is, I can only assume the school gave him a 9 because 1) they think I prepped him for his tests (which I didn't), or 2) they've totally discounted him and feel like he is no where near bright enough for AAP. (although then I struggle with why he's scoring so well on the tests). I feel like the 9 is more reflective of the fact that he and his current 2nd grade teacher do not jive. That's OK, I know not every kid gets along great with every teacher -- but I feel like this one person's low opinion of my son has really had a drastic effect on his future. Although there is a panel of people who are consulted on the GBRS, several of them are new to our school, and I don't think any of them have had any meaningful interactions with my son.

So -- I'm preparing for a WISC and an appeal. Will it be enough? Do I divulge my fears to the committee during the appeal process? I don't want to be accusatory towards the current 2nd grade teacher -- i don't think she's out to get my kid. I think he just really isn't one of her favorites for some other reasons. But I do want the screening committee to at least consider that this is a bright kid who has one person who doesn't think much of him.

Any words of wisdom on how to go about it?

Maybe for the initial decision but not necessarily on appeal. My daughter got a 9 GBRS and got in with a 139 WISC.

Anonymous wrote:My son tested well on the NNAT (high, but not super high), and missed the in-pool cut on the CoGAT by one point. I got the file from the school, and they gave him a 9 on the GBRS. I feel like he's sunk.

The sad thing is, I can only assume the school gave him a 9 because 1) they think I prepped him for his tests (which I didn't), or 2) they've totally discounted him and feel like he is no where near bright enough for AAP. (although then I struggle with why he's scoring so well on the tests). I feel like the 9 is more reflective of the fact that he and his current 2nd grade teacher do not jive. That's OK, I know not every kid gets along great with every teacher -- but I feel like this one person's low opinion of my son has really had a drastic effect on his future. Although there is a panel of people who are consulted on the GBRS, several of them are new to our school, and I don't think any of them have had any meaningful interactions with my son.

So -- I'm preparing for a WISC and an appeal. Will it be enough? Do I divulge my fears to the committee during the appeal process? I don't want to be accusatory towards the current 2nd grade teacher -- i don't think she's out to get my kid. I think he just really isn't one of her favorites for some other reasons. But I do want the screening committee to at least consider that this is a bright kid [b]who has one person who doesn't think much of him.
[/b]
Any words of wisdom on how to go about it?

I'm a former FCPS teacher. I assure you that it is a committee who comes up with the GBRS. They don't just pick a number based on what the second grade teacher says and everyone else on the committee goes along with it. I also assure you that your child was observed by others on the committee. You're incorrect if you think that you have a bright kid and this is just about one person who doesn't think much about him. You have a child who, it seems from what you've written, wasn't in the pool based on either abilities test. With a 131 CogAT, he would have needed a pretty high GBRS (in conjunction with a below cut off NNAT). And I'm guessing no one thought you prepped your kid (since he didn't get above cut off scores, anyway) and it appears neither score was way out of whack (both were high, you said).

He didn't do "so well on the tests" - he was below cut off on both, right?

Schedule the WISC - and see what happens. I think you're wrong, though, for thinking this is a second grade teacher issue and not looking at your own kid, perhaps.

A high WISC with a good parent letter will probably be enough. Are there any reasons why your child might not be showing "gifted behaviors" in school? If your child is very shy or anxious, or if your child is 2E, that might be worth mentioning in the letter. Also, is your child above grade level in all subjects? If your child is merely on grade level in reading and/or math, that might be a reason for the low GBRS.

I posted on an earlier thread about minorities not appealing AAP decisions. Here is my experience with a few kids all of whom had awful GBRS, but were barely in pool. Get the WISC and appeal.

I think the biggest issue is that the local screen committee sometimes has conflicting views. It may not necessarily be about your kid so much as it's teacher preference or a preference to keep high achieving kids in the base school to prop up the school's performance, fwiw.

did you submit a strong parent package?

was he in pool with the nnat? I'm not sure if that means anything, but just asking.

A question for other feedback givers: how bad is a GBRS=9? what is the minimum good gbrs for inpool kids?

Schedule the WISC and see what happens.

There's no good that will come of bad-mouthing the 2nd grade teacher. Don't do that.

My son tested well on the NNAT (high, but not super high), and missed the in-pool cut on the CoGAT by one point. I got the file from the school, and they gave him a 9 on the GBRS. I feel like he's sunk.

The sad thing is, I can only assume the school gave him a 9 because 1) they think I prepped him for his tests (which I didn't), or 2) they've totally discounted him and feel like he is no where near bright enough for AAP. (although then I struggle with why he's scoring so well on the tests). I feel like the 9 is more reflective of the fact that he and his current 2nd grade teacher do not jive. That's OK, I know not every kid gets along great with every teacher -- but I feel like this one person's low opinion of my son has really had a drastic effect on his future. Although there is a panel of people who are consulted on the GBRS, several of them are new to our school, and I don't think any of them have had any meaningful interactions with my son.

So -- I'm preparing for a WISC and an appeal. Will it be enough? Do I divulge my fears to the committee during the appeal process? I don't want to be accusatory towards the current 2nd grade teacher -- i don't think she's out to get my kid. I think he just really isn't one of her favorites for some other reasons. But I do want the screening committee to at least consider that this is a bright kid who has one person who doesn't think much of him.

Any words of wisdom on how to go about it?