Anonymous wrote:

Anonymous wrote:This is the flaw with GBRS. It's entirely possible for a child who is gifted but completely disengaged to get a very low GBRS. Since GBRS is now the end all and be all, those kids won't get into AAP, despite being the kids who need gifted programming the most.

The high achieving, high GBRS kids will bloom wherever they're planted. The unengaged gifted kids are the ones who are demonstrating that their needs can't be met in gen ed.

Anything's possible. But it sounds like OP was doing the GBRS wrong, which is probably more common and more problematic.

Anonymous wrote:This is the flaw with GBRS. It's entirely possible for a child who is gifted but completely disengaged to get a very low GBRS. Since GBRS is now the end all and be all, those kids won't get into AAP, despite being the kids who need gifted programming the most.

The high achieving, high GBRS kids will bloom wherever they're planted. The unengaged gifted kids are the ones who are demonstrating that their needs can't be met in gen ed.

Anonymous wrote:If a kid is above grade level per DRA and is getting 4s in all academic grades, then the kid should get either a 3 or 4 in the first two GBRS categories.

I would expect a gifted kid who aces all tests but is a mushroom in class to get something like a 4/3/1/1 and not the 1/1/1/1 OP gave.

Anonymous wrote:OP seems to have followed the GBRS process closely. It relies on the teacher to assess certain things. Those do not include test scores. Am I right?

Anonymous wrote:A shy kid should be able to demonstrate their knowledge on paper. DS GBRS actually called out that he was on grade level for writing but gave verbal answers that were advanced. The Teachers notice these things. Even with that, DS's work samples showed the sentences he wrote to explain how he approached answering the logic puzzle he was given. He was not the kid to raise his hands but would answer questions when called on, he has greatly improved in this area.

I would suspect that kids with high test scores and 4s but low GBRS had lower effort scores as well. That is something parents should be cueing on. If your kid is coming home with 2's on their efforts scores but good grades, something is happening and you should be talking to the Teacher. Find out what they are seeing and then work with your child to address that. It is no different then seeing a 2 in an academic subject and asking the Teacher what is going on and working to correct those issues.

I get that you don't like it but this is not the first time people have posted things all these lines.

Anonymous wrote:OP here. I have not responded because most of the recent posters have no idea what they aretalking about. There were very few minorities (AA or Latinx) in my classes. The only AA student I had in my last three years did get into AAP and I strongly supported that child. Most of my Asian kids did get into AAP and if they had demonstrated gifted behaviors I supported them. The twi instances of kids with high CoGATS and low GBRs were both upper middle class whites. I myself am not originally from the U.S. and have no inherent biases. I solely looked for kids who evidenced gifted behaviors or appeared as if they would be successful in AAP. GBRs are based on observed behaviors. Students who do nothing in class (orally or on paper), get mostly 4s and have high standardized test scores do not demonstrate gifted behaviors and were given low GBRs by me. Interestingly, almost all of the students I had that made AAP with high test scores and low GBRs had a hard time in AAP. I followed up on my students through sixth grade to see how they were doing. Many of the high test score kids who I had given low GBRs to because they never demonstrated evidence of giftedness did poorly and demonstrated nothing to their later teachers that showed they belonged in AAP. a few did but those that didn’t were generallynot motivated. They may have been very intelligent based on test scores but they never demonstrated anything to merit AAP. Less intelligent (based on scores) kids who were motivated and worked hard did much better through 6th grade..

Anonymous wrote:

Anonymous wrote:OP here. I have not responded because most of the recent posters have no idea what they aretalking about. There were very few minorities (AA or Latinx) in my classes. The only AA student I had in my last three years did get into AAP and I strongly supported that child. Most of my Asian kids did get into AAP and if they had demonstrated gifted behaviors I supported them. The twi instances of kids with high CoGATS and low GBRs were both upper middle class whites. I myself am not originally from the U.S. and have no inherent biases. I solely looked for kids who evidenced gifted behaviors or appeared as if they would be successful in AAP. GBRs are based on observed behaviors. Students who do nothing in class (orally or on paper), get mostly 4s and have high standardized test scores do not demonstrate gifted behaviors and were given low GBRs by me. Interestingly, almost all of the students I had that made AAP with high test scores and low GBRs had a hard time in AAP. I followed up on my students through sixth grade to see how they were doing. Many of the high test score kids who I had given low GBRs to because they never demonstrated evidence of giftedness did poorly and demonstrated nothing to their later teachers that showed they belonged in AAP. a few did but those that didn’t were generallynot motivated. They may have been very intelligent based on test scores but they never demonstrated anything to merit AAP. Less intelligent (based on scores) kids who were motivated and worked hard did much better through 6th grade..

High test scores and all 4s in 2nd grade is not "nothing", OP. Neither is it in in 3rd or 4th or 5th or 6th grade.

And AAP is not just Advanced Academics, it is also the FCPS gifted program. Gifted programs are, by definition, for highly intelligent kids, even (or especially) unmotivated highly intelligent kids. You know this. You just want to ignore it.

Anonymous wrote:OP here. I have not responded because most of the recent posters have no idea what they aretalking about. There were very few minorities (AA or Latinx) in my classes. The only AA student I had in my last three years did get into AAP and I strongly supported that child. Most of my Asian kids did get into AAP and if they had demonstrated gifted behaviors I supported them. The twi instances of kids with high CoGATS and low GBRs were both upper middle class whites. I myself am not originally from the U.S. and have no inherent biases. I solely looked for kids who evidenced gifted behaviors or appeared as if they would be successful in AAP. GBRs are based on observed behaviors. Students who do nothing in class (orally or on paper), get mostly 4s and have high standardized test scores do not demonstrate gifted behaviors and were given low GBRs by me. Interestingly, almost all of the students I had that made AAP with high test scores and low GBRs had a hard time in AAP. I followed up on my students through sixth grade to see how they were doing. Many of the high test score kids who I had given low GBRs to because they never demonstrated evidence of giftedness did poorly and demonstrated nothing to their later teachers that showed they belonged in AAP. a few did but those that didn’t were generallynot motivated. They may have been very intelligent based on test scores but they never demonstrated anything to merit AAP. Less intelligent (based on scores) kids who were motivated and worked hard did much better through 6th grade..

Anonymous wrote:OP here. I have not responded because most of the recent posters have no idea what they aretalking about. There were very few minorities (AA or Latinx) in my classes. The only AA student I had in my last three years did get into AAP and I strongly supported that child. Most of my Asian kids did get into AAP and if they had demonstrated gifted behaviors I supported them. The twi instances of kids with high CoGATS and low GBRs were both upper middle class whites. I myself am not originally from the U.S. and have no inherent biases. I solely looked for kids who evidenced gifted behaviors or appeared as if they would be successful in AAP. GBRs are based on observed behaviors. Students who do nothing in class (orally or on paper), get mostly 4s and have high standardized test scores do not demonstrate gifted behaviors and were given low GBRs by me. Interestingly, almost all of the students I had that made AAP with high test scores and low GBRs had a hard time in AAP. I followed up on my students through sixth grade to see how they were doing. Many of the high test score kids who I had given low GBRs to because they never demonstrated evidence of giftedness did poorly and demonstrated nothing to their later teachers that showed they belonged in AAP. a few did but those that didn’t were generallynot motivated. They may have been very intelligent based on test scores but they never demonstrated anything to merit AAP. Less intelligent (based on scores) kids who were motivated and worked hard did much better through 6th grade..