Yes, but that is just one small blurb from this article to fit your purposes.

If you read the whole article, you can find statements about how half of gifted kids are seen as behavior problems. (Doesn't sound like introversion) boys are usually seen as immature, second children not being recognized as giften as often as first born children because of behavior (not lack of iq), etc.

Yes, you can probably find evidence to support the view that gifted kids are introverts just as you can find evidence that gifted kids can be behavior problems.

From my personal experience, the profoundly gifted boys and one profoundly gifted girlI know (backed by test scores at or just below the testing ceiling) are slightly immature, fidgity, talkative, outgoing kids and the other profoundly gifted girl I know is an introvert. This is out of a sample of 6 families. Not statistically significant but just an observation.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All children are curious, creative, and motivated. Most teachers are able to discern when those traits are typical or exceptional. This discernment is reflected in the GBRS.

More than 70% of gifted kids are introverts with deeper thoughts. It won't be easy for teachers without proper and enough training to fairly identify them.

Who says?

Here's one source from quick Google search.
http://www.gifteddevelopment.com/What_is_Gifted/learned.htm

"About 60% of gifted children are introverted compared with 30% of the general population. Approximately 75% of highly gifted children are introverted. Introversion correlates with introspection, reflection, the ability to inhibit aggression, deep sensitivity, moral development, high academic achievement, scholarly contributions, leadership in academic and aesthetic fields in adult life, and smoother passage through midlife; however, it is very likely to be misunderstood and “corrected” in children by well-meaning adults."

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All children are curious, creative, and motivated. Most teachers are able to discern when those traits are typical or exceptional. This discernment is reflected in the GBRS.

More than 70% of gifted kids are introverts with deeper thoughts. It won't be easy for teachers without proper and enough training to fairly identify them.

Who says?

Here's one source from quick Google search.
http://www.gifteddevelopment.com/What_is_Gifted/learned.htm

"About 60% of gifted children are introverted compared with 30% of the general population. Approximately 75% of highly gifted children are introverted. Introversion correlates with introspection, reflection, the ability to inhibit aggression, deep sensitivity, moral development, high academic achievement, scholarly contributions, leadership in academic and aesthetic fields in adult life, and smoother passage through midlife; however, it is very likely to be misunderstood and “corrected” in children by well-meaning adults."

Anonymous wrote:Of course she constantly displys this at school and home.

You must remember that you are looking at your child through the prism of a parent's eyes. Of course you are going to think that about your own bright child.

The teachers see up to 30 of your child's peers every year and are much more prepared to give a good assessment of whether a child truly thinks, processes and learns in a way to merit a high or low gbrs in relation to her peers.

Anonymous wrote:

Anonymous wrote:All children are curious, creative, and motivated. Most teachers are able to discern when those traits are typical or exceptional. This discernment is reflected in the GBRS.

More than 70% of gifted kids are introverts with deeper thoughts. It won't be easy for teachers without proper and enough training to fairly identify them.

Who says?

And Davidson also allows to use work samples

10:25: That is true if done on a one-on-one scale. However, FCPS screens all of the second graders (about 12,000). To do a WISC for each child will cost millions of dollars, and significantly impact the instructional time.

Nationally they rely on WISC for identifying gifted and profoundly gifted kids, not some GBRS like teacher recommendations.
For example, http://www.davidsongifted.org/youngscholars/Article/Davidson_Young_Scholars___Qualification_Criteria_384.aspx

Anonymous wrote:09:12: You do not know that, and are basing it on how the GBRS your brilliant child received.

They know it, thus need for appeal process and they rely on WISC.

WISC 140 will invalidate any subjective low GBRS.

09:12: You do not know that, and are basing it on how the GBRS your brilliant child received.

Yes but it is still very subjective giftedness in one teachers eye may not be another one's. For example , our 2nd grade teacher has been a 5th grade teacher all his time and this is her first time teaching 2nd graders, so she may not have a good judgement of 2nd graders or may compare them to 5th graders.

The good thing about the GBRS is that you can not prep for it.

+1

06:48: You complain that it is subjective and inconsistent.

Saying it is subjective and inconsistent does not make it subjective and inconsistent.

The only evidence is anecdotal reports from parents on this site, which is not scientifically reliable data.

The subjective aspect of the GBRS is the definition of rarely, occasionally, frequently and consistently. If the county defines the terms for the teachers, then it is entirely consistent. The teachers know what the memory of a 2nd grader should be, they know how they should apply the knowledge, they know how they should learn, etc.

The good thing about the GBRS is that you can not prep for it.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All children are curious, creative, and motivated. Most teachers are able to discern when those traits are typical or exceptional. This discernment is reflected in the GBRS.

More than 70% of gifted kids are introverts with deeper thoughts. It won't be easy for teachers without proper and enough training to fairly identify them.

Introverts can be just as curious, creative, and motivated as extroverts. I have two kids in AAP and one is very much an introvert and the other is very much an extrovert. Both had different second grade teachers (one a first-year teacher, and the other with a couple years of experience) who recognized their abilities even though they were displayed in very different ways.

FCPS second grade teachers receive training in recognizing gifted traits, and they also receive training in how to use the GBRS.

In theory, it should work seamlessly like that.
In reality, it's very subjective and inconsistent.

Anonymous wrote:

Anonymous wrote:All children are curious, creative, and motivated. Most teachers are able to discern when those traits are typical or exceptional. This discernment is reflected in the GBRS.

More than 70% of gifted kids are introverts with deeper thoughts. It won't be easy for teachers without proper and enough training to fairly identify them.

Introverts can be just as curious, creative, and motivated as extroverts. I have two kids in AAP and one is very much an introvert and the other is very much an extrovert. Both had different second grade teachers (one a first-year teacher, and the other with a couple years of experience) who recognized their abilities even though they were displayed in very different ways.

FCPS second grade teachers receive training in recognizing gifted traits, and they also receive training in how to use the GBRS.

Anonymous wrote:Can you believe that the AART teacher gives my child a GBRS of 6 and now ( received letter today)states that she is eligible for level 3 services that is really nasty of the school to do this, not sure what they trying to imply. My child according to them may not be ready for AAP but why 6 and not 8/9/10 if she is eligible for level 3 services

If a child has high test scores, and a lower GBRS, I think it would be expected that they might be found eligible for Level III services. I would think you might be more irritated if your child was not found eligible for Level III, after all, it is the next level down from Level IV, no? I had a ds who was found ineligible for Level IV, and then also Level III in spite of test scores well above the benchmarks and a GBRS of 9. I will say though, in our school, the Level III services were negligible.