cutoff scores for Fairfax County GT centers for this year?

[Anonymous]

Anonymous wrote:
DD was denied on appeal with a private WISC. I don't know what the cut off was that year, but was surprised that an IQ of 133 wasn't high enough. As far as the GBRS goes, I think that was what did in our DD, who was very impulsive with below average self control. Our elementary school GT teacher really just didn't like her.

I think you might be on to something with the GBRS because a 133 is somewhat borderline. A higher GBRS would probably have edged her in with the borderline WISC.

[Anonymous]

I am surprised that a WISC of 133 did not get in...133 would should be in, providing there are not other issues offsetting it, such as undiagnosed ADD, or possibly Aspergers (notmaking any diagnosis, just giving examples where an otherwise gifted child could give a lousy impression on a teacher).

If that is the case, then that would definitely be additional information that should be considered in the future. there are many twice-exceptional children in the AAP programs).

[Anonymous]

Anonymous wrote:I am surprised that a WISC of 133 did not get in...133 would should be in, providing there are not other issues offsetting it, such as undiagnosed ADD, or possibly Aspergers (notmaking any diagnosis, just giving examples where an otherwise gifted child could give a lousy impression on a teacher).

If that is the case, then that would definitely be additional information that should be considered in the future. there are many twice-exceptional children in the AAP programs).

I agree with this. My DC is in AAP and is twice-exceptional (ADHD) and the WISC subtests told the story. The FSIQ was only 133 but the Verbal was 152 and the Perceptual Reasoning was 131, with lower (relatively) Working Memory and Processing Speed scores. Also, the GBRS was 15.

[Anonymous]

There was a ADHD kid on my son's baseball team and really, I admire his parents trying to get him involved, but he was a total distraction and constantly had to be told to do things like all the other kids were doing.

I don't know how ADHD kids perform in a classroom setting, but if what this kid did during practices and games translated directly to the classroom, then I'd imagine he was a total distraction also and required a lot of the teacher's time.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I was the poster who decided to not do the WISC for financial reasons, and as everyone suggested, the appeal was denied. I was frustrated to a certain point, but know that I plan to be on top of things to be sure that he is getting the challenges he needs. Since our school has school based GT as well, there is a chance that he will be placed in that class anyway. Unfortunately, our school is going through a principal transition right now (ours retired) so a lot that is normally settled is up in the air. I plan to get in touch once the new principal has some time to breathe...certainly do not want to get off on the wrong foot.

My plan for next year is to see how things go, and decide if I need to reapply for the following year. (at which point I probably would get the WISC).

I found it very interesting that my son's teacher, and guidance counselor who we met with towards the end of the year both said "we would not be surprised at all if "x" matured immensely over the summer, and ended up placed in AAP for 4th grade. This was after telling me that maturity, or lack thereof did not figure in at all in their GBRS ratings, which I highly suspected.

well it is heartening to hear some appeals are denied. From what I've been reading most are granted and that bloats the class sizes.

DD was denied on appeal with a private WISC. I don't know what the cut off was that year, but was surprised that an IQ of 133 wasn't high enough. As far as the GBRS goes, I think that was what did in our DD, who was very impulsive with below average self control. Our elementary school GT teacher really just didn't like her.

How and when are GBRS scores determined?

[Anonymous]

Anonymous wrote:
How and when are GBRS scores determined?

http://www.fcps.edu/DIS/gt/faqs.html

How important are the test scores in determining eligibility for full-time AAP (level IV) center placement?
Test scores are just one piece of data considered when a file is reviewed for full-time AAP (level IV) center placement. The Level IV Center Central Selection Committee, made up of FCPS teachers, specialists, and administrators, considers multiple criteria, including: ability and achievement test scores, the Gifted Behaviors Rating Scale (GBRS), student progress reports, and other optional information such as the Parent/Guardian Questionnaire.

How do teachers contribute to the screening process?
Teachers may refer students for advanced academic services by completing and submitting the AAP (Level IV) Referral Form. In addition, classroom teachers are members of the Local Screening Committee. The Local Screening Committee reviews student work samples, anecdotal evidence of students' academic potential, and teacher input in order to complete the Gifted Behaviors Rating Scale with Commentary (GBRSw/C) www.fcps.edu/dis/gt/forms.html.

To complete the GBRSw/C, students are rated in four areas: exceptional ability to learn, exceptional application of knowledge, exceptional creative/productive thinking, and exceptional motivation to succeed. In the commentary portion of the GBRSw/C, teachers and educational specialists provide relevant anecdotal information that supports the rating scale.

Please note that because input from FCPS staff is included in the GBRS w/Commentary, recommendations from individual FCPS teachers will not be accepted.

[Anonymous]

Anonymous wrote:There was a ADHD kid on my son's baseball team and really, I admire his parents trying to get him involved, but he was a total distraction and constantly had to be told to do things like all the other kids were doing.

I don't know how ADHD kids perform in a classroom setting, but if what this kid did during practices and games translated directly to the classroom, then I'd imagine he was a total distraction also and required a lot of the teacher's time.

Thank goodness not all ADHD kids act in such a way in the classroom setting, and that twice exceptional kids are not only welcomed but are quite successful in FCPS' AAP Center classrooms.

[Anonymous]

Anonymous wrote:

Anonymous wrote:There was a ADHD kid on my son's baseball team and really, I admire his parents trying to get him involved, but he was a total distraction and constantly had to be told to do things like all the other kids were doing.

I don't know how ADHD kids perform in a classroom setting, but if what this kid did during practices and games translated directly to the classroom, then I'd imagine he was a total distraction also and required a lot of the teacher's time.

Thank goodness not all ADHD kids act in such a way in the classroom setting, and that twice exceptional kids are not only welcomed but are quite successful in FCPS' AAP Center classrooms.

I agree, but it only takes one kid to become a distraction for the entire class.

[Anonymous]

Anonymous wrote:There was a ADHD kid on my son's baseball team and really, I admire his parents trying to get him involved, but he was a total distraction and constantly had to be told to do things like all the other kids were doing.

I don't know how ADHD kids perform in a classroom setting, but if what this kid did during practices and games translated directly to the classroom, then I'd imagine he was a total distraction also and required a lot of the teacher's time.

The thing is some kids also just need to be challenged.A child that is bored might have low GBRS scores. Bordom can lead to an ADHD diagnosis. I know for me (going back almost 40 years) probably would have had low gbrs...I was really bored in the second grade. I knew how to do the work, and did not see the point in doing it over and over and over and over again....So the school system dealt with me by labeling me below average and holding me back....While it it is true that today, in FCPS, I would have been one year behind where I was (dec birthday), I am not stupid. I now have a PhD n the physical sciences.

Now, if there had been a GBRS, and CogATs, and NNAT's I probably would have done very well on the tests, but had low GBRS. WISC would have confirmed COGAT's/NNATS.

But, in 1971, there was no GT/AAP programs

[Anonymous]

Anonymous wrote:

Anonymous wrote:There was a ADHD kid on my son's baseball team and really, I admire his parents trying to get him involved, but he was a total distraction and constantly had to be told to do things like all the other kids were doing.

I don't know how ADHD kids perform in a classroom setting, but if what this kid did during practices and games translated directly to the classroom, then I'd imagine he was a total distraction also and required a lot of the teacher's time.

The thing is some kids also just need to be challenged.A child that is bored might have low GBRS scores. Bordom can lead to an ADHD diagnosis. I know for me (going back almost 40 years) probably would have had low gbrs...I was really bored in the second grade. I knew how to do the work, and did not see the point in doing it over and over and over and over again....So the school system dealt with me by labeling me below average and holding me back....While it it is true that today, in FCPS, I would have been one year behind where I was (dec birthday), I am not stupid. I now have a PhD n the physical sciences.

Now, if there had been a GBRS, and CogATs, and NNAT's I probably would have done very well on the tests, but had low GBRS. WISC would have confirmed COGAT's/NNATS.

But, in 1971, there was no GT/AAP programs

I don't think this ADHD kid on the baseball team was bored.

This kid had no athletic ability and maybe had one hit the entire season!

I wondered if this kid even played T-ball.

Keep in mind the practices were short (1 hr. max) and this kid would just drift off and play in the dirt while everyone was competing in challenges and drills.

It would be easy to chalk it up as boredom if a kid was sitting in a classroom getting lectured to. It's another thing when a kid is asked to do something physical with other kids.

[Anonymous]

I have coached softball for 5 seasons, and can say that there are different styles of coaching....some coaches are very mechanical in there approach: focusing on learning the fundamentals. If the kid had never played before and was with that kind of coach, it is a disaster waiting to happen. Let me guess, he was always in right field?

In my coaching, I work trying to keep the games and practices fun. And based on the return rate to my team, I must be succeeding....most of my 2008 T-ball team is playing on my team. (one decided to play little league baseball, and one is playing on her fathers team).

[Anonymous]

Anonymous wrote:

Anonymous wrote:There was a ADHD kid on my son's baseball team and really, I admire his parents trying to get him involved, but he was a total distraction and constantly had to be told to do things like all the other kids were doing.

I don't know how ADHD kids perform in a classroom setting, but if what this kid did during practices and games translated directly to the classroom, then I'd imagine he was a total distraction also and required a lot of the teacher's time.

Thank goodness not all ADHD kids act in such a way in the classroom setting, and that twice exceptional kids are not only welcomed but are quite successful in FCPS' AAP Center classrooms.

hopefully they are medicated before school

[Anonymous]

Medication is not always the answer. Let me make one ing clear, my dd does not have these issues, and I hope there are no disruptive students in her class. But I have seen a lot of smart kids get lost in the shuffle of boredom and then get labeled has add...when the real diagnosis was boredom

[Anonymous]

Anonymous wrote:Medication is not always the answer. Let me make one ing clear, my dd does not have these issues, and I hope there are no disruptive students in her class. But I have seen a lot of smart kids get lost in the shuffle of boredom and then get labeled has add...when the real diagnosis was boredom

boring people are easily bored. A big reason AAP is worth getting into is the kids have lively, interesting discussions, so hopefully the bored kid doesn't sit there like a lump. Doesn't do much good for anybody.

[Anonymous]

Boring people are easily bored? what a crock of caca....you take a smart person and put them in a non-challenging environment, where (to succeed), they have to sit there and listen to things they already know, with no challenge, they will daydream, and not pay attention. Maybe not bored, but not focusing on the work at hand....

Now, a teacher that sees the kid not paying attention can draw several conclusions, including 1) the kid does not care and is not bright, or 2) the kid is not being challenged....it is probably too much to ask second graders to to challenge themselves in a repetitive environment like that (I remember all I wanted to do was get out of the classroom).

If the teacher does not recognize the issue properly, it is very easy for a bright, gifted student to receive a low gbrs, and be labeled add, rather than gifted. In my experience, often gifted boys (moreso than girls) are labeled add when what they need is more challenge.