Anonymous wrote:I heard that at my niece's school, the teacher wasn't involved much. Mainly done by the AART and Principal?
Relatively very small number of students got accepted from that school.

Same at our school. I was told that the AART teacher just asked the classroom teacher a few questions and then the AART teacher filled out the GBRS. My daughter's classroom teacher told me she never saw the GBRS during the process.

P.S. My bet is she got a "1" in the GBRS motivation category. Nothing going on in school so far has probably triggered her to care.

how will AART and principal know about the kid to contrinute meaningfully to GBRS. The only ones who can contribute to GBRS are kindergarten, 1st grade teacher, 2nd grade teacher(s), reading/other enrichment specialist, music/art/pe teachers, and they all should be part of the committee

Anonymous wrote:What do u think of VCI 148, PRI 145, WMI 141, PSI 126. NNAT 135 COGAT 120 FSIQ 151. GBRS 7. I haven't seen any low GBRS like my dd on this thread.

Belated reply (I don't think anyone commented on this one): I think your child will get in, and that the exceptionally high WISC scores suggest that your child's very low GBRS is in fact a consequence of the inappropiateness of a general ed classroom. Your child desperately needs an advanced setting, before s/he loses all interest in public school. I hope you check out Davidson's Young Scholars.

I heard that at my niece's school, the teacher wasn't involved much. Mainly done by the AART and Principal?
Relatively very small number of students got accepted from that school.

I agree with 9:37. I use to work at FCPS School and, I exectly know how it works.

We should all be holding the final decision letters in 5-10 days time. Woo Hoo! Positive thought to y'all.

Anonymous wrote:I am going to post some provocative questiions here.
does anyone believe that second grade teachers exert lot of power in fcps? does any one believe that parent volunteers reap rewards in terms of gbrs?

It's a matter of human nature. It may have some effects in some cases when the teacher and parent have lots of face to face time, but not a big factor mos of the time.

Our DC's GBRS was put together by the AART, the second grade teacher, the school counselor, and a reading specialist. I strongly suspect that the commentary and ratings were the work of the second grade teacher.

Anonymous wrote:this proposed over-reliance on the WISC score is just wrong.
I have heard IQ defined as "the score you get on an IQ test." And that's about it. Whether it translates into anything useful in real life is an open question.
Gifted is as gifted does. Thus, the GBRS (if correctly done) is a much better indicator of gifted or AAP qualities.

The key word "if correctly done". In reality, it's very subjective and inconsistent.

I agree with 09:15, I heard that other teachers they just sit there but the second teacher's input mainly contributes to the GBRS. They are all in one club because they have to work together. They never disagree with each other.

So, essentially it is the second grade teachers' input that contributes most to the gbrs as none other will have much insight into the process.

At our school, the file was put together by the AART, the current classroom teacher and the 3rd and 5th grade LLIV teachers (our school has LLIV). Of course, the 3rd and 5th grade LLIV teachers have no interaction with the second graders outside of looking at this file.

Anyone want to share who else was listed on their child's screening file? My child's file was put together by the AART, the classroom tchr, and a person who works in the school who has interaction with my child maybe once a month and definitely not on an educational classroom level.

Anonymous wrote:hi, 1:24 I really like your idea of the GBRS having to be filled out each year by the teacher the only problem is that it is reviewed by a panel and the school would not have the time to do that each year for each child.

The GBRS is completed annually for each child, by the AART, in consultation with the classroom teacher and other staff (reading specialists, etc).