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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]GBRS grading is dependent on Teachers wish,mood  and like on the kid?

Isnt it depends on teachers experience and perception of the kid??Few kids are lucky to have great teachers who can spend quality time and effort  to complete a good GBRS...

It is appearing that GBRS score is contributing as a key for an AAP selection  instead of  the  "objective and biased-less"  Cogat/Nnat! shouldhave been!
[/quote]

GBRS is BS - some admin seem shameless in their use of it to weigh the odds in favor of those they feel should get in to AAP, and very few of these people seem to really know gifted behavior.   [b]The point of this program is not to reward the kids who have the behavioral traits of a successful student in the conventional classrooms.[/b] I am starting to think that the AART and others who rank the kids should be administered SAT's and GRE's prior to their hire.[/quote]

I love this and could not agree more!  But that's what too many simple-minded administrators are doing.  [/quote]

I have seen kids in my kid's 3rd grade AAP class and they do not have the behavioral traits and/or academic traits one would expect would be at the top of a class.  Their work looks so sad when it is posted on the walls and pales in comparison to all others in the class.  (A recent poem written last week was taped to the outside classroom.  It was supposed to be on Haikus.  One child had two words, which, when combined, were neither 5 or 7 syllables.)  I would be hesitant to put a child who perhaps tests amazingly well but his/her output is so incredibly weak that immediately upon looking at the class' work as a whole, it stands out as something a child 3 years younger could do better.    [/quote]

And yet talented, hardworking and successful don't often go together with describing a poet ... everyone is a critic, give a 3rd grader a break for heaven's sake[/quote]  I'm not viewing it as a critic.  I'm viewing it from the perspective of this person's post saying that the point of the program isn't to reward the kid who has the behavioral traits of someone who is successful in a conventional classroom and my response is that the child, as a whole, should be considered.  So if this kid "deserved" to be in it for whatever reason (i.e. lets say high WISC) but this is the output for what should be a fairly simple task (three line Haiku) and has been the output ongoing throughout the year, is that what is best for him? I am not his parents - so I don't know.  So while yes, we don't just look at whether a kid fits into a mold of someone who rises to the top of a conventional classroom, I also don't think you look at scores alone and cram a kid in there who struggles.  (Here's another example:  another parent of a kid in my kid's class said that her child hates to read, refuses to read, looks at comics and even that is a struggle, but that his WISC was extremely high.  She said pushing him on appeal might no have been what is best as he reports at home that he feels poorly about himself because he is the "nonreader in the class" - her words.)[/quote]

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