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At a Full-Time (Level IV) Center school and they historically do not complete the GBRS for their students. Do you want them to begin completing HOPE for their classrooms as well?

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At a Full-Time (Level IV) Center school and they historically do not complete the GBRS for their students. Do you want them to begin completing HOPE for their classrooms as well?

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Would love to see the AAP office write a few different scenarios that we can use for team norming! That will also help with district wide consistency.

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Concerned about explaining this to teachers. 

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Concerned about explaining this to teachers. 

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Will the Family Questionnaire be reworked to match the HOPE Scale?

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The GBRS commentary is immensely cumbersome and because of that teachers have stopped writing personal ones and just use the bullets which have ended up being meaningless. So, HOPE affords a lens to look at kids without the burden of writing (editing, cut and pasting, committeeing, etc) comments. HOORAY

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Is PE teacher input considered Performing arts

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Is PE teacher input considered Performing arts

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Can the comment box state that IEP, 504, and other sensitive/protected information not be included?

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Can the comment box state that IEP, 504, and other sensitive/protected information not be included?

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So, if a commentary was used each teacher could use something neutral, but insightful such as "This student is currently reading... XYZ."

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What's to prevent someone commenting "So and so belongs in the full-time program" or the opposite....

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Will we be using the HOPE scale for fall screening?

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Will we be using the HOPE scale for fall screening?

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Is there a parent scale that can be paired with this teacher scale?

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So, are you intimating that the additional commentary block should remain empty?! (We are okay with that.)

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No more copying and pasting commentary 4 times per student!

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No more copying and pasting commentary 4 times per student!

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Will you provide the example scenario to provide consistency and will you provide a slide deck with Scott's video that we can share with teachers?

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Could AARTs be provided a sample referral packet for a student, to help work on screening consistency norms with grade level teams? 

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Could AARTs be provided a sample referral packet for a student, to help work on screening consistency norms with grade level teams? 

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Dr. Peters mentioned norming with teachers on practice scenarios to come to an agreement with the ratings. Can the AAP Office provide practice scenarios and the "correct" rating to help AARTs "norm" the ratings for consistency?

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Would always for intellectual intensity be always in one specific topic, or always on various topics?

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Would always for intellectual intensity be always in one specific topic, or always on various topics?

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Should the scale be for observed behaviors in content, or anywhere?

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Should the scale be for observed behaviors in content, or anywhere?

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Do you have a clear explanation of how to rate "intensity" for teachers? Specificity is necessary. 

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Do you have a clear explanation of how to rate "intensity" for teachers? Specificity is necessary. 

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How you do differentiate between often and almost always? Is there a metric to differentiate between the two?

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love teaching teacher's to think through the lens of 'having/not having' opportunity. However, what rating to give to a child who 'has not had horseback riding' to develop an 'intensity'? Often? Never? SEEMS LIKE IT NEEDS A MAYBE category....

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Are there descriptions for the items or examples? How do you account for/train to assure alignment as teachers rate for items like "demonstrates intellectual intensity"

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Are there concrete numbers for the rating scale: Never = 0 times, but would constitute as rarely or sometimes or often etc.

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What was the orginal vision of the types of things that would be shared in the comment section?

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working with teachers to ensure that we all feel confident in this new measure

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working with teachers to ensure that we all feel confident in this new measure

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Did you find that the HOPE Scale resulted in an increase or decrease in identification of students who are not considered "minorities"?

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Will specialists like music and art teachers be involved?

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Will specialists like music and art teachers be involved?

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With only 500 characters for writing, will it be the expectation that we write a blurb on each sample?

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Will we be using this instrument as a universal screener to find students who should be screened for AAP services?  If yes,  will there be an easy way to sort and analyze data to find these students?

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Can you share some of the psychometric data about the HOPE Scale? Thank you.

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For teachers who worry that they are not filling out the HOPE scale "correctly", how can we allay fears with loose definitions of HOPE scale categories?

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What type of guidelines exist to help interpret the results from a screening perspective?

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Can you describe your research participation pool?

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Can you describe your research participation pool?

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What is the expectation when it comes to commentary and providing specific examples? Is the number of paper work samples the same? Is this the year we can include digital work samples?

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Do you recommend as a school site, quantifying the demonstration ratings on building norms?

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Will the demographics automatically populate in SIS or do teachers/AART add those manually?

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Will the demographics automatically populate in SIS or do teachers/AART add those manually?

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I feel that teachers will not be sure what to write in the comments. Can they leverage sentence stems from GBRS?

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Not all races/backgrounds are represented in the sample Hope Scale.  Will that be a part of FCPS scale?

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How do we "norm" grade level teams around common understanding of the language on the page?

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Are comments and work samples still needed? If so, how detailed do the comments need to be? Not all of the areas of HOPE scale are academic. How can evidence be presented to support those?

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Are comments and work samples still needed? If so, how detailed do the comments need to be? Not all of the areas of HOPE scale are academic. How can evidence be presented to support those?

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So quick and easy to use!

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Is it possible for multiple HOPE ratings to be presented for any student?

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Parents often want to have quantifiable data to justify a rating on the GBRS. How are we going to explain to parents the reason for "often" vs. "almost always"?

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I feel that this portion can be very subjective- what does exceptional talent mean?

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Teachers will love it.

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I'd like to not include a photo of the student as it often leads to unconscious bias.

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I'd like to not include a photo of the student as it often leads to unconscious bias.

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Teachers will be excited to not spend hours on commentary

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Teachers will be excited to not spend hours on commentary

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Will we have consistent expectations for the commentary?

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Will we have consistent expectations for the commentary?

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Definitely less work than the commentary for Level 4 screening, but seems like more work for school-based screening where teachers have to complete it for every student in their class.

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Definitely less work than the commentary for Level 4 screening, but seems like more work for school-based screening where teachers have to complete it for every student in their class.

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Will specialists need to be included to discuss strengths in performing arts? (required as compared to not in past)

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Will specialists need to be included to discuss strengths in performing arts? (required as compared to not in past)

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How do we ensure this is equitable for our 2E students?

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How do we ensure this is equitable for our 2E students?

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Will the HOPE scale be digital for teacher access or pencil paper?

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Will the HOPE scale be digital for teacher access or pencil paper?

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Will there be "sentence stems" to support teachers in writing the paragraph about student strengths? Will we give explicit training for teachers to comment on work samples similar to GBRS?

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what is the expectation for the comment section? i am thinking about teachers who write long in depth comments and those who dont write anything....should we have a streamlined expectation for the comment section?

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what is the expectation for the comment section? i am thinking about teachers who write long in depth comments and those who dont write anything....should we have a streamlined expectation for the comment section?

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What guidelines do you recommend for the evaluator using this as a basis for decision making on student eligibility 

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What guidelines do you recommend for the evaluator using this as a basis for decision making on student eligibility 

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Not all races/backgrounds are represented.

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Not all races/backgrounds are represented.

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Teachers (and AARTs) would like guidance on the additional comments box.

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Teachers (and AARTs) would like guidance on the additional comments box.

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Will the HOPE scale be used for all students, or just full-time?

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Will the HOPE scale be used for all students, or just full-time?

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How do students who are not great test-takers fit on the HOPE scale?

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How do students who are not great test-takers fit on the HOPE scale?

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Was the HOPE scale intended to be completed by classroom teachers only or other staff members that know the student well?

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Is this meant to be used for all students, or just students referred for full time services?

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Is this meant to be used for all students, or just students referred for full time services?

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including a clarification on rating scale: what does sometimes mean, etc.

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including a clarification on rating scale: what does sometimes mean, etc.

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Making sure that with this new format, scales and scale commentary at the bottom generally look the same between schools so it is "fair"

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How do you define "intellectual intensity" ?

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Is there no commentary for the teachers?? If that is true, love it!

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Is there no commentary for the teachers?? If that is true, love it!

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what language to help teachers understand this is not just a regurgitation?

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Where in the scale do we note production and motivation?

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Where in the scale do we note production and motivation?

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Which areas of the scale leave the most to be improved upon?  What are the weaknesses you've found through use?

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Which areas of the scale leave the most to be improved upon?  What are the weaknesses you've found through use?

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The commentary part leaves me with questions.  I feel like it has the potential to become the commentary section of the GBRS.  

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The commentary part leaves me with questions.  I feel like it has the potential to become the commentary section of the GBRS.  

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Teachers will need time and support to absorb and buy into this new scale. How does that translate to individual schools?

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Teachers will need time and support to absorb and buy into this new scale. How does that translate to individual schools?

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How will the work samples that have already been created and the specific FCPS A2R resources align with the new tool?

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How will the work samples that have already been created and the specific FCPS A2R resources align with the new tool?

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How will this change be communicated with the families and community members?

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How will this change be communicated with the families and community members?

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Has there been concern or irregular results for raters that never want to put "always"- thereby lowering a rating overall in comparison?

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Has there been concern or irregular results for raters that never want to put "always"- thereby lowering a rating overall in comparison?

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Will teachers be asked to justify ratings?

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Will teachers be asked to justify ratings?

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Can you also explain more what psychometric data is/what psychometric testing entails?

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Can you also explain more what psychometric data is/what psychometric testing entails?

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Excited to share with teachers that they don't have commentary associated with this scale.

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Are there specific slides to include in our Fall AAP parent information nights regarding HOPE?

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Are there specific slides to include in our Fall AAP parent information nights regarding HOPE?

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strengths include non-acadmics and focus on behavior

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strengths include non-acadmics and focus on behavior

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I am sure our Gr 2 teachers will be very happy to use the HOPE scale. What is the anticipated time demand for completing a class set of HOPE ratings? (Will this increase time demands on teachers in other grades)?

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How have they controlled for "over identification" if the teacher training is minimal?

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How have they controlled for "over identification" if the teacher training is minimal?

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Timing. When will we get access/training?

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Timing. When will we get access/training?

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How to address parents who may push back on the shift. Basically language to use with parents

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How to address parents who may push back on the shift. Basically language to use with parents

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Aside from the 500 character count for what teachers are noticing, will there be a narrative still required??

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Aside from the 500 character count for what teachers are noticing, will there be a narrative still required??

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Is the expectation that teachers complete this prior to full-time screening, or is it done together as a committee on the screening day?

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Is the expectation that teachers complete this prior to full-time screening, or is it done together as a committee on the screening day?

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How much of this gets shared with families?

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How much of this gets shared with families?

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Is this shift rolling out for the Fall 2023 Full-Time screening as well?

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Is this shift rolling out for the Fall 2023 Full-Time screening as well?

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Will teachers still need to provide detailed commentary with specific examples?

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Will teachers still need to provide detailed commentary with specific examples?

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How will this shift be shared with families/the community?

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How will this shift be shared with families/the community?

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Was this only used with the student's gen ed teacher? Or did other adults who worked with the student also complete the scale?

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Was this only used with the student's gen ed teacher? Or did other adults who worked with the student also complete the scale?

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the word "intense" is used twice - it may need to be defined further for continuity

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the word "intense" is used twice - it may need to be defined further for continuity

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Is there a glossary or word bank to build shared understanding of vocab in the scale?  (intellectual intensity, self-aware...etc.)

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Is there a glossary or word bank to build shared understanding of vocab in the scale?  (intellectual intensity, self-aware...etc.)