Shy was not my kids problem- perceived (and probably some actual) immaturity is. He is the 3 youngest 2nd grader across 4 classes so I'm sure he acts differently than those 15+ months older than him (considering we see April red-shirts). For that reason I think his teacher struggles with him

I feel it is largely on the teacher. Some teachers put on more effort and some don't. As one previous post pointed out, the comment must be all positive but the committee will still be able to tell the level of support. i also think the GBRS score is the most significant as the teacher told me firmly that my girl can go to app regardless of her test score.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our GBRS was low and written in a way I thought the teacher was NOT supportive of getting our child in. Thankfully DC was admitted in spite of the low score and non support.

Perhaps your child is very bright but just doesn't exhibit that at school (shy, fidgety, etc.). Meaning, the school didn't see the gifted behaviors though they are there. That is why a kid isn't held back if one data point is not supportive of admission.

Shy should not be a reason for a low GBRS although it often is. GBRS is skewed toward outgoing kids and its a shame. Thank goodness the committee knows better.

I don't agree...I know plenty of quiet kids (and misbehaving kids) who get high GBRS.

Anonymous wrote:

Anonymous wrote:Our GBRS was low and written in a way I thought the teacher was NOT supportive of getting our child in. Thankfully DC was admitted in spite of the low score and non support.

Perhaps your child is very bright but just doesn't exhibit that at school (shy, fidgety, etc.). Meaning, the school didn't see the gifted behaviors though they are there. That is why a kid isn't held back if one data point is not supportive of admission.

Shy should not be a reason for a low GBRS although it often is. GBRS is skewed toward outgoing kids and its a shame. Thank goodness the committee knows better.

Anonymous wrote:Our GBRS was low and written in a way I thought the teacher was NOT supportive of getting our child in. Thankfully DC was admitted in spite of the low score and non support.

Perhaps your child is very bright but just doesn't exhibit that at school (shy, fidgety, etc.). Meaning, the school didn't see the gifted behaviors though they are there. That is why a kid isn't held back if one data point is not supportive of admission.

Our GBRS was low and written in a way I thought the teacher was NOT supportive of getting our child in. Thankfully DC was admitted in spite of the low score and non support.

I think it's very variable. My DS got in a few years ago with a gbrs of 14 but the teacher didn't write much. She had written a few notes on the work samples to illustrate a few strengths but it wasn't a lot. I'm at a school where a lot of parents refer. I don't think the teachers are going to take the time to write an essay on each child. I don't think the AART is involved much at all.