So is 14 pretty good or do most of the kids that get into this program have a perfect 16?

Anonymous wrote:The gt resource person at my child's school said that they gave him a 14 gbrs. Is that out of 20? Is that good? seems a little low...

http://www.fcps.edu/DIS/gt/packet/Fillable_AAP%20GBRS%20with%20Commentary.pdf

GBRS is in four categories, with scoring as follows:

Behaviors Demonstrated:
1 = rarely
2 = occasionally
3 = frequently
4 = consistently

Therefore, top score is 4 * 4 = 16

The gt resource person at my child's school said that they gave him a 14 gbrs. Is that out of 20? Is that good? seems a little low...

I think good is 13 or over, but there are a lot of factors in the packet, not just GBRS (personally, I think they weight GBRS too much but that's a hot button issue here).

What is considered a good GBRS score for a second grader? What is considered exceptional?

It's good, but lots of kids get that kind of score. The benchmark is just that - a benchmark that they want all children to reach. It would be expected that lots of children would be above the benchmark.

Anonymous wrote:please explain..what does it mean, if my daughter gets a 197 score in DRA2 when the benchmark is set to 153. Is it really good? whats the highest score in DRA2 ?

please explain..what does it mean, if my daughter gets a 197 score in DRA2 when the benchmark is set to 153. Is it really good? whats the highest score in DRA2 ?

My son received a letter, stating his eligibility, from AAP Office on June 18 after the appeal. We provided new information in the appeal, e.g., new WISC score.

I don't think the appeal decisions are mailed until late June.

Anyone got the result back after GT appeal?

Anonymous wrote:Need advice...

My DS scored a 132 overall on the Cogat, but only recd a 10 on the GBRS. We had him retested and he recd a 136 on the WISC. Does he have a chance of admittance on appeal? I am worried about the 10 GBRS though the school says that shouldn't keep him out.

Should I state my disagreement with the low GBRS in my parent letter or will that just look negative?

I had this problem and focused on the areas of the GBRS form that were lower than I thought. It sounds like you only need 1 or 2 point so keep if brief and provide concrete example. It worked for me with almost exactly the same test scores and GBRS of 7.

Anonymous wrote:Need advice...

My DS scored a 132 overall on the Cogat, but only recd a 10 on the GBRS. We had him retested and he recd a 136 on the WISC. Does he have a chance of admittance on appeal? I am worried about the 10 GBRS though the school says that shouldn't keep him out.

Should I state my disagreement with the low GBRS in my parent letter or will that just look negative?

Appeals need to provide NEW information. Focus on the new information and omit any negative references to anything, such as the GBRS.

Need advice...

My DS scored a 132 overall on the Cogat, but only recd a 10 on the GBRS. We had him retested and he recd a 136 on the WISC. Does he have a chance of admittance on appeal? I am worried about the 10 GBRS though the school says that shouldn't keep him out.

Should I state my disagreement with the low GBRS in my parent letter or will that just look negative?

Does the letter say your child IS eligible for Level 3 services or MAY be eligible for Level 3 services? Because when I asked are AART about that she said my child MAY be eligible but it's not guaranteed. Our school's Level 3 SUCKS, by the way. I'd talk to the AART and figure out what exactly they will give your child before you count on that.

Anonymous wrote:Hi there,

After we sent out the appeal, we received a school notice saying that she is eligible for local school-based services (level III).

Base on your experience, plese advise which one is better: GT center or local GT program?

Thanks!

A GT Center is full-time instruction (all day, every school day). Level III is part-time pull-outs with the Advanced Academic Resource Teacher (often once or twice each week).

You need to choose which is better for your child.

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

Students identified for school-based (level III) services receive direct services from the Advanced Academic Resource Teacher either in a pull-out program or through small-group interaction within the general education classroom.