Anonymous wrote:

Anonymous wrote:In my experience, a kid who is smart and easy to get along with/teach will typically be given a higher GBRS. My second child had a 15 GBRS, but was not "gifted" and did fine in GE. My oldest who is gifted and ultimately was in the GT program had a teacher who didn't believe he was reading the books he said he was and scored him as a 12.

It does depend on the teacher. In my experience, the majority of teachers "get" what giftedness looks like and they realize that not all gifted kids are easy to get along with and teach. When I did an education internship in another school district, there was one child who was always cracking jokes, sitting in the back of the class and distracting other kids. His standardized test scores were quite high and the five teachers for his grade had to decide on his placement. One teacher insisted that he should not be in the highest level until his behavior improved but the other four explained to her that his behavior was "bad" because he needed to be in that highest level. He really was bored with the work he was being given and he had extra time to think up jokes because he did his work so quickly. (And his jokes actually were pretty funny! )

Four out of these five teachers got it and could see this kid's need for an advanced curriculum even though he could not sit still in class. I think teachers here in FCPS have been exposed to a lot of education on what the behaviors of kids who need AAP look like and how to write about them on the GBRS form. Does every single teacher get it? No, probably not, but I do think most of them do.

I would guess a minority do. Few know how to deal with introverts that you literally have to draw out.

Anonymous wrote:In my experience, a kid who is smart and easy to get along with/teach will typically be given a higher GBRS. My second child had a 15 GBRS, but was not "gifted" and did fine in GE. My oldest who is gifted and ultimately was in the GT program had a teacher who didn't believe he was reading the books he said he was and scored him as a 12.

It does depend on the teacher. In my experience, the majority of teachers "get" what giftedness looks like and they realize that not all gifted kids are easy to get along with and teach. When I did an education internship in another school district, there was one child who was always cracking jokes, sitting in the back of the class and distracting other kids. His standardized test scores were quite high and the five teachers for his grade had to decide on his placement. One teacher insisted that he should not be in the highest level until his behavior improved but the other four explained to her that his behavior was "bad" because he needed to be in that highest level. He really was bored with the work he was being given and he had extra time to think up jokes because he did his work so quickly. (And his jokes actually were pretty funny! )

Four out of these five teachers got it and could see this kid's need for an advanced curriculum even though he could not sit still in class. I think teachers here in FCPS have been exposed to a lot of education on what the behaviors of kids who need AAP look like and how to write about them on the GBRS form. Does every single teacher get it? No, probably not, but I do think most of them do.