Anonymous wrote:Hello,

My daughter is a rising second grader. I heard that FCPS administers COGAT as FCPS COGAT Special form?
Does anyone know what this means?

What sections does this test have and what kinds of Q are being asked?
EX:Sentence completions? Math?

Advise will be appreciated

The AART at your child's school can answer any questions you have about the test. The AART probably already knows your daughter, so can give you good advice that is specific to your child.

Anonymous wrote:Hello,

My daughter is a rising second grader. I heard that FCPS administers COGAT as FCPS COGAT Special form?
Does anyone know what this means?

What sections does this test have and what kinds of Q are being asked?
EX:Sentence completions? Math?

Advise will be appreciated

Yes, they had to develop their own proprietary test after one year with tons of super-high scores from prep test schools 'teaching to the test'. The test is designed to be taken cold.

Hello,

My daughter is a rising second grader. I heard that FCPS administers COGAT as FCPS COGAT Special form?
Does anyone know what this means?

What sections does this test have and what kinds of Q are being asked?
EX:Sentence completions? Math?

Advise will be appreciated

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

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

Hmmm...but if you look at an AAP classroom at my kid's school, we have lots of diverse kids in it. In his class of 21 kids, there are girls, boys, Asian children, African American children, Indian children, a child with Asperger's, 2 with ADHD, Caucasian children, etc. So it isn't as if we're seeing these classes in our center school that are non-diverse. Lots of diverse kids are admitted, as they should be.

This is what is known as "anecdotal evidence"

Wrong.

One or two individual children would be anecdotes. A whole class full is a legitimate sample; sorry you feel its inadequate or doesn't fit your social/political agenda.

NP here, BTW. And it isn't just one AAP class which is as diverse as described. DD's class is also very diverse (non-center school). We toured the center school too: same observation: lots of diversity in AAP.

NO. My kid scored 43/48 on NNAT 2. and hence 136, but for her age grp she fell in the 99% range

Did your child get all 48 questions correct? Guessing not.

My DC is in First Grade. Got 48 correct answers with the result being 160 and 99 percentile. I wish these PPs would start their own thread.

I am guessing your raw score was not 48?

Hello,

Can some one share how is the GBRS accounted for?

Who checks GBRS? And are there any guidelines to be aware of?

My kid scored 136 on NNAT2 and is said to be 99% for her age?
Now I see on this link perfect score is 160? This is confusing information?

Also This is my first kid in first grade : )

Advise will be appreciated!!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

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

Hmmm...but if you look at an AAP classroom at my kid's school, we have lots of diverse kids in it. In his class of 21 kids, there are girls, boys, Asian children, African American children, Indian children, a child with Asperger's, 2 with ADHD, Caucasian children, etc. So it isn't as if we're seeing these classes in our center school that are non-diverse. Lots of diverse kids are admitted, as they should be.

This is what is known as "anecdotal evidence"

Yes, I'm aware of the term. I'm also able to see and hear. I have two kids in upper elementary at a center school. I am aware of who has been in their aap classes.

You're an idiot. I too have kids in AAP, 3 to be exact. 1 child's is full of white kids, there is 1 black kid, 2 hispanic kids, no asian kids. Another seems like a mix of white and asian, and the third's is white with 2 asians and 4 indian kids. They're in 3rd, 5th, and 6th grade at a center. I'm sure a look in another child's classroom would reveal something out. My point, our observations don't mean squat.

Perhaps your school isn't that diverse to begin with. Perhaps it wasn't a year where a lot of diverse kids from your area got in. Perhaps your local committee is biased. Perhaps our local committee isn't biased. Perhaps you're overthinking this.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

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

Hmmm...but if you look at an AAP classroom at my kid's school, we have lots of diverse kids in it. In his class of 21 kids, there are girls, boys, Asian children, African American children, Indian children, a child with Asperger's, 2 with ADHD, Caucasian children, etc. So it isn't as if we're seeing these classes in our center school that are non-diverse. Lots of diverse kids are admitted, as they should be.

This is what is known as "anecdotal evidence"

Yes, I'm aware of the term. I'm also able to see and hear. I have two kids in upper elementary at a center school. I am aware of who has been in their aap classes.

You're an idiot. I too have kids in AAP, 3 to be exact. 1 child's is full of white kids, there is 1 black kid, 2 hispanic kids, no asian kids. Another seems like a mix of white and asian, and the third's is white with 2 asians and 4 indian kids. They're in 3rd, 5th, and 6th grade at a center. I'm sure a look in another child's classroom would reveal something out. My point, our observations don't mean squat.

I am pretty sure one can't pinpoint the exact number of kids in the class with ADHD. Our AAP orientation seemed at glance more diverse than our base but I'm sure there is an upper middle class edge - the parent referral and fact that paying for WISC is allowed are prime examples.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

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

Spellcheck. Those words were meant to be GBRS

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.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

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

Hmmm...but if you look at an AAP classroom at my kid's school, we have lots of diverse kids in it. In his class of 21 kids, there are girls, boys, Asian children, African American children, Indian children, a child with Asperger's, 2 with ADHD, Caucasian children, etc. So it isn't as if we're seeing these classes in our center school that are non-diverse. Lots of diverse kids are admitted, as they should be.

This is what is known as "anecdotal evidence"

Yes, I'm aware of the term. I'm also able to see and hear. I have two kids in upper elementary at a center school. I am aware of who has been in their aap classes.

You're an idiot. I too have kids in AAP, 3 to be exact. 1 child's is full of white kids, there is 1 black kid, 2 hispanic kids, no asian kids. Another seems like a mix of white and asian, and the third's is white with 2 asians and 4 indian kids. They're in 3rd, 5th, and 6th grade at a center. I'm sure a look in another child's classroom would reveal something out. My point, our observations don't mean squat.

why does every post end up with this type of argument? start your own.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

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

Hmmm...but if you look at an AAP classroom at my kid's school, we have lots of diverse kids in it. In his class of 21 kids, there are girls, boys, Asian children, African American children, Indian children, a child with Asperger's, 2 with ADHD, Caucasian children, etc. So it isn't as if we're seeing these classes in our center school that are non-diverse. Lots of diverse kids are admitted, as they should be.

This is what is known as "anecdotal evidence"

Yes, I'm aware of the term. I'm also able to see and hear. I have two kids in upper elementary at a center school. I am aware of who has been in their aap classes.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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?

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

Hmmm...but if you look at an AAP classroom at my kid's school, we have lots of diverse kids in it. In his class of 21 kids, there are girls, boys, Asian children, African American children, Indian children, a child with Asperger's, 2 with ADHD, Caucasian children, etc. So it isn't as if we're seeing these classes in our center school that are non-diverse. Lots of diverse kids are admitted, as they should be.

This is what is known as "anecdotal evidence"