What is a good GBRS score?

[Anonymous]

I think above a 12 is great.

The scores are in 4 parts.
A 16 is "perfect:"
A 12 could be 3/4 in each category.

A 10 or lower would need some high stuff in other ares to make up for the fact the child didn't knock the socks off the teacher, but sometimes kids who are gifted don't so well in class b/c the curriculum isn't stimulating enough. Maybe they'd do better (be 14s or 16s) if they had more interesting things to do...

[Anonymous]

Anonymous wrote:I think above a 12 is great.

The scores are in 4 parts.
A 16 is "perfect:"
A 12 could be 3/4 in each category.

A 10 or lower would need some high stuff in other ares to make up for the fact the child didn't knock the socks off the teacher, but sometimes kids who are gifted don't so well in class b/c the curriculum isn't stimulating enough. Maybe they'd do better (be 14s or 16s) if they had more interesting things to do...

*eyeroll* except the score is looking at what sorts of internal motivation, innate desire to learn, and intellectual curiosity the child has these are things that you can't necessarily be coached

[Anonymous]

Anonymous wrote:The question says it all...

A good score is a score that truly represents your kid's abilities. For various reasons not all scores are good -- just like any ratings. Some are inflated because kids are likeable and eager. Some are inaccurate because child is quiet and teacher doesn't have enough visibility into their thinking process.

Fortunately, the process doesn't look at any one thing in isolation.

[Anonymous]

Anonymous wrote:I think above a 12 is great.

The scores are in 4 parts.
A 16 is "perfect:"
A 12 could be 3/4 in each category.

A 10 or lower would need some high stuff in other ares to make up for the fact the child didn't knock the socks off the teacher, but sometimes kids who are gifted don't so well in class b/c the curriculum isn't stimulating enough. Maybe they'd do better (be 14s or 16s) if they had more interesting things to do...

This was our DS. He got a 10 on the GBRS. He was bored out of his mind in Gen Ed and definitely did not impress the teacher.
He's at a center school now and I can see that he's just like all the other kids in his class- surely some of those other kids scored way more than 10s on theirs.
If his former teacher and his former AART who gave him a 10 on the GBRS can only see him now. Once he got challenged on the curriculum, his spark definitely came out.
Without us even asking, his well-seasoned AAP teacher said he's definitely in the right place.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think above a 12 is great.

The scores are in 4 parts.
A 16 is "perfect:"
A 12 could be 3/4 in each category.

A 10 or lower would need some high stuff in other ares to make up for the fact the child didn't knock the socks off the teacher, but sometimes kids who are gifted don't so well in class b/c the curriculum isn't stimulating enough. Maybe they'd do better (be 14s or 16s) if they had more interesting things to do...

This was our DS. He got a 10 on the GBRS. He was bored out of his mind in Gen Ed and definitely did not impress the teacher.
He's at a center school now and I can see that he's just like all the other kids in his class- surely some of those other kids scored way more than 10s on theirs.
If his former teacher and his former AART who gave him a 10 on the GBRS can only see him now. Once he got challenged on the curriculum, his spark definitely came out.
Without us even asking, his well-seasoned AAP teacher said he's definitely in the right place.

Agree same is true in my DC's case as well.

[Anonymous]

If a teacher completed a gbrs due to a parent referral for level 4 services, she has to defend each score with ways the student is demonstrating gifted behaviors in each area. If we give a 3 in an area, we have to write 3 ways in which we see gifted behaviors in that area. This can be a very difficult process even with a child the teacher thinks may be gifted. It's even harder with a child who, while perhaps high achieving, may not demonstrate a lot of gifted behaviors . We are given plenty of examples, but sometimes few of these honestly fit.

[Anonymous]

Anonymous wrote:If a teacher completed a gbrs due to a parent referral for level 4 services, she has to defend each score with ways the student is demonstrating gifted behaviors in each area. If we give a 3 in an area, we have to write 3 ways in which we see gifted behaviors in that area. This can be a very difficult process even with a child the teacher thinks may be gifted. It's even harder with a child who, while perhaps high achieving, may not demonstrate a lot of gifted behaviors . We are given plenty of examples, but sometimes few of these honestly fit.

I am wondering if the program really is for "gifted" students. It's not called "gifted and talented" - just "advanced." My son received a 9 GBRS and was told by his second grade teacher that he is not gifted and cannot excel in the AAP program. However, he was admitted and has received all 4s on his academic subjects over the past two years. I can't stand the subjective nature of the GBRS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If a teacher completed a gbrs due to a parent referral for level 4 services, she has to defend each score with ways the student is demonstrating gifted behaviors in each area. If we give a 3 in an area, we have to write 3 ways in which we see gifted behaviors in that area. This can be a very difficult process even with a child the teacher thinks may be gifted. It's even harder with a child who, while perhaps high achieving, may not demonstrate a lot of gifted behaviors . We are given plenty of examples, but sometimes few of these honestly fit.

I am wondering if the program really is for "gifted" students. It's not called "gifted and talented" - just "advanced." My son received a 9 GBRS and was told by his second grade teacher that he is not gifted and cannot excel in the AAP program. However, he was admitted and has received all 4s on his academic subjects over the past two years. I can't stand the subjective nature of the GBRS.

Can you please let know us what your son's scores were? Also if you have submitted any other supplemental material for him.

[Anonymous]

Anonymous wrote:I am wondering if the program really is for "gifted" students. It's not called "gifted and talented" - just "advanced."

http://www.dcurbanmom.com/jforum/posts/list/105/104443.page#1020399

http://www.fcps.edu/DIS/gt/pdfs/gtac/GTAC%202006-07%20Annual%20Report.pdf

During the course of the GTAC discussions this year, the question was raised about the name of the program itself. We know that the State of Virginia requires Fairfax County Public Schools to provide gifted services, but it does not designate the name of those services. Several choices were discussed and, while some members did not support a change, the majority of the Committee membership approved of a name change from Gifted and Talented Services to Advanced Academic Programs. It was felt by the Committee that this name change emphasizes efforts to put a label on the service being offered and recognizes the academic nature of the program.

[Anonymous]

My son got 146 on Cogat and 139 in Naglieri (both 99 percentile), also Iready math 99 percentile… and was rejected from AAP!
We talked to the school and they confirmed they were sending work done at school and just to play safe, we se t some extra done at home.
How can he be rejected with those scores?
Any other option than just appealing and having to wait for a formal response?

[Anonymous]

Anonymous wrote:My son got 146 on Cogat and 139 in Naglieri (both 99 percentile), also Iready math 99 percentile… and was rejected from AAP!
We talked to the school and they confirmed they were sending work done at school and just to play safe, we se t some extra done at home.
How can he be rejected with those scores?
Any other option than just appealing and having to wait for a formal response?

No other option but to appeal. Did you get packet w/ HOPE rating? It will help you understand what you need to show in appeal. Scores alone won’t get DC in, it’s a holistic process.

[Anonymous]

Get the packet for sure. Sorry PP - that doesn't make sense l

[Anonymous]

Anonymous wrote:

Anonymous wrote:My son got 146 on Cogat and 139 in Naglieri (both 99 percentile), also Iready math 99 percentile… and was rejected from AAP!
We talked to the school and they confirmed they were sending work done at school and just to play safe, we se t some extra done at home.
How can he be rejected with those scores?
Any other option than just appealing and having to wait for a formal response?

No other option but to appeal. Did you get packet w/ HOPE rating? It will help you understand what you need to show in appeal. Scores alone won’t get DC in, it’s a holistic process.

What is your child's reading iReady like? And VALLSS? I suspect that is where the issue lies (in addition to HOPE). My child's HOPE wasn't extraordinary but it was high for the things that really matter and no super low scores that would send a red flag. And I shores up the limited exceptional talent checkmarks with my examples (and VAALLS was high).

[Anonymous]

Anonymous wrote:Get the packet for sure. Sorry PP - that doesn't make sense l

How do we see our child's HOPE score? Ask for the packet from the AART ? Ours was on maternity leave so the assistant principal took the role- wonder if that made a difference