Our experience is the AART decides the GBRS, classroom teacher was young and that might be the reason. The report card was good but GBRS was bad.

Anonymous wrote:If a teacher is not giving your child high marks, it is unlikely she is going to be giving your child a high GBRS and write that your child shows gifted behavior.

The teacher is only one person, and not the main person, writing the GBRS.

Y'all need to relax. Really.

If a teacher is not giving your child high marks, it is unlikely she is going to be giving your child a high GBRS and write that your child shows gifted behavior.

Anonymous wrote:Does anyone know if first grade report cards will be looked at, too?

Yes

Does anyone know if first grade report cards will be looked at, too?

Anonymous wrote:Trying to figure this out myself.

My Level II 3rd grader is in Level IV math - teacher placed after a pre-assessment. She's doing well.

She is in the regular LA class. Grades for reading are all fine...3's I think. And there are two writing standards. She scored a 3 on one and a 2 on the other.

She's never gotten 2 in writing before. I am hoping that her history of 3's and 4's will outweight the one 2.

I am trying to work with her at home on her writing to help her improve. I suspect undiagnosed ADHD (for a variety of reasons, not just her confusing and scrambled writing). I also wonder if 2nd quarter report cards will make it into the packet since they're due in early January but the team needs time write the GBRS for the parent referrals.

It is 1st quarter report card only.

Anonymous wrote:Trying to figure this out myself.

My Level II 3rd grader is in Level IV math - teacher placed after a pre-assessment. She's doing well.

She is in the regular LA class. Grades for reading are all fine...3's I think. And there are two writing standards. She scored a 3 on one and a 2 on the other.

She's never gotten 2 in writing before. I am hoping that her history of 3's and 4's will outweight the one 2.

I am trying to work with her at home on her writing to help her improve. I suspect undiagnosed ADHD (for a variety of reasons, not just her confusing and scrambled writing). I also wonder if 2nd quarter report cards will make it into the packet since they're due in early January but the team needs time write the GBRS for the parent referrals.

I have a second grader who I will parent refer if he’s not in pool on Cogat.
His brother is in 5th grade in AAP - and when he went through the process in 2nd grade it was only 1st Q fwiw.

Trying to figure this out myself.

My Level II 3rd grader is in Level IV math - teacher placed after a pre-assessment. She's doing well.

She is in the regular LA class. Grades for reading are all fine...3's I think. And there are two writing standards. She scored a 3 on one and a 2 on the other.

She's never gotten 2 in writing before. I am hoping that her history of 3's and 4's will outweight the one 2.

I am trying to work with her at home on her writing to help her improve. I suspect undiagnosed ADHD (for a variety of reasons, not just her confusing and scrambled writing). I also wonder if 2nd quarter report cards will make it into the packet since they're due in early January but the team needs time write the GBRS for the parent referrals.

If parents are clever, they can control the narrative for their child. If the child is getting straight 4's, it could indicate that the child is thriving in gen ed. It could also indicate that the child isn't adequately challenged. Likewise, if the grades are lower, it could indicate that the child that the child is struggling with basic grade level materials, or it could indicate that the child is disengaged and not being well served in gen ed.

Parent referral materials are important, and you should use them to explain how your child's needs aren't being met in gen ed. Poor grades and excellent grades can both support that point if you put some thought into your referral.

Anonymous wrote:In my experience when your kid gets all 4s every year you assume most kids do as well. When your kid gets a mix you think all kids get these scores and you attribute it to the teacher showing growth. In reality I believe the teacher assigns the grade that reflects the work your child is doing in class. There may not be enough evidence to get your 4. Or your kid is just not consistent enough. Maybe they were and then they weren’t for the last unit. They are not meaningless. Your kid isn’t always perfect. Conversely, A 4 in math doesn’t mean your kid is a math genius. It just means they show consistent mastery of grade level math. A 2 is concerning no matter what. You should be digging deeper.

The screeners are given report cards for the last 2 years.

Agreed. I can see where DS would have 3's in his reading, there are areas that he is clearly working on. I can see those 3's. I even understand the 2 in writing. His hand writing, spacing and the like is not good. We have been working on it. But if there is an area for him to have a 2 in, it is in writing. We are working on it and I am likely to have him tested for dysgraphia after the parent teacher conference because it has been an on going thing. Everything is is a 3-4 with the math and science being all 4.

But I know that there are kids who are struggling. I was one of those kids when I was a kid and I am sure that there are others in my sons class. I don't think that teachers are inflating grades in 2nd grade and I don;t think that they are intentionally watering down grades.

In my experience when your kid gets all 4s every year you assume most kids do as well. When your kid gets a mix you think all kids get these scores and you attribute it to the teacher showing growth. In reality I believe the teacher assigns the grade that reflects the work your child is doing in class. There may not be enough evidence to get your 4. Or your kid is just not consistent enough. Maybe they were and then they weren’t for the last unit. They are not meaningless. Your kid isn’t always perfect. Conversely, A 4 in math doesn’t mean your kid is a math genius. It just means they show consistent mastery of grade level math. A 2 is concerning no matter what. You should be digging deeper.

The screeners are given report cards for the last 2 years.

My kid had mostly 3s in 1st and 2nd, had a 147 CogAT, and a 15 GBRS. He got in (obviously). He has had straight 4s in AAP.

PP here. A kid with report card with 4's with some 3's here and there, some 2's in efforts and stellar GBRS and high CogAT/WISC could mean that the kid is not fully engaged and bored in the regular classroom, even though he/she is getting pretty good grades. Those kids might be seen as needing the push AAP provides to fulfill their full potential.

Anonymous wrote:Report cards don’t matter. The primary piece of evidence is the teacher letter. You can have high scores on report cards and cogat and not get in if you don’t have a stellar write up from child’s current teacher.

This. Report card could be all 4's but if teacher GBRS is mediocre, all 4's report card won't push a kid into AAP program. All 4's student with mediocre GBRS could mean that the child's needs are being properly met in the regular classroom and he/she is thriving.

Classroom grades don’t matter for AAP. If anything, low grades for a kid with high CogAT scores would show that the child’s needs are not being met in the regular classroom, which is an important indicator for the need to be in the AAP classroom.