Anonymous wrote:Really? We have been so impressed with our FCPS teachers' dedication, intelligence, enthusiasm for teaching and boundless energy. Maybe we have just lucked out.

Anonymous wrote:

Anonymous wrote:
I don't remember the exact breakdown but in order on the page he has : 2,2,3,3 which adds up to 10. You say 10 is not low but he didn't get it either!

I would think that is a little above average. Did you read the Commentary? Strong scores with good commentary would likely result in eligibility.

Anonymous wrote:
I don't remember the exact breakdown but in order on the page he has : 2,2,3,3 which adds up to 10. You say 10 is not low but he didn't get it either!

Anonymous wrote:

So, I am still asking the same question, hoping for an answer that makes sense: How can a child do so well on all tests and still get a low GBRS?

The answer can still be found in the below quote:

This is the GBRS form that is used and available on the FCPS website. Nothing secretive or special that the committee does with it other than spend time talking through each of the 4 sections in depth and asking each other questions. We go through all the indicators and present possible examples that illustrate frequency of that behavior. In all the committees I have sat on in several schools, the child is always presented in the strongest possible light, and we really try to give as many examples as possible to support the frequency rating.

The bottom line is that school staff are rating the frequency of what they see in the academic setting. As a parent I know that what I see at home is different than what my kid presents at school. Parents don't sit in the classroom 7 hours a day and observe their child. I can see why parents might be frustrated or not understand why the committee gave a GBRS rating lower than what their perception is. Also, parents need to know that there are 4 areas that are rated. Your child may consistently show behaviors in one area, and it's obvious to everyone both at home and at school. But in the other 3 areas, your child may not be as consistent. That one area of strength does not trump everything else. For example, the scores could be 4, 1, 2, 2 which comes out to a 9.

http://www.fcps.edu/is/aap/packet/Fillable_AAPGBRSwithCommentary.pdf

Children are rated on four different categories of gifted behaviors. Not every gifted child will exhibit every type of gifted behavior, many will be stronger in some areas than in others. A 10 is not really a low "score" on this scale when you take all the variables into account. When you carefully read all the examples of behaviors listed as possibilities on the scale, it actually appears that it would be more unusual to max out all four categories.

So, I am still asking the same question, hoping for an answer that makes sense: How can a child do so well on all tests and still get a low GBRS?

This is the GBRS form that is used and available on the FCPS website. Nothing secretive or special that the committee does with it other than spend time talking through each of the 4 sections in depth and asking each other questions. We go through all the indicators and present possible examples that illustrate frequency of that behavior. In all the committees I have sat on in several schools, the child is always presented in the strongest possible light, and we really try to give as many examples as possible to support the frequency rating.

The bottom line is that school staff are rating the frequency of what they see in the academic setting. As a parent I know that what I see at home is different than what my kid presents at school. Parents don't sit in the classroom 7 hours a day and observe their child. I can see why parents might be frustrated or not understand why the committee gave a GBRS rating lower than what their perception is. Also, parents need to know that there are 4 areas that are rated. Your child may consistently show behaviors in one area, and it's obvious to everyone both at home and at school. But in the other 3 areas, your child may not be as consistent. That one area of strength does not trump everything else. For example, the scores could be 4, 1, 2, 2 which comes out to a 9.

http://www.fcps.edu/is/aap/packet/Fillable_AAPGBRSwithCommentary.pdf

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child scored >99.9% very superior with FSIQ of 152 in WISC IV. His GBRS is low at 10. what are chances on appeal?

Overall, he gets bored in the regular class and gets annoyed by repeating subjects. I want him to excel and get out of the boredom mode, I am afraid his teacher has ruined it for him though with the low GBRS ratings!

His one teacher didn't ruin it for him. The GBRS is developed through a committee including the AART, the teacher, an administrator and possibly another teacher all looking at work samples, asking a lot of questions and sharing observations. I've sat on several of these committees. They're pretty intense, and I can assure you that it's not the teacher just sitting there spitting out a number.

Being familiar with the process, do you think he might have a chance on appeal? He is a very smart boy with all full grades all the time. But he is more on the shy side of things, I talked to his teacher after we received the denial and she recommended to do the WISC test. For other posters who implied my child was prepped: we got the denial letter beginning of May and he took the test two weeks later so there wasn't time to prep. So, I don't even know how the prep would have helped since he told me the questions were all about reasoning/verbal comprehension/ memory speed (remembering numbers up to 9 digits and be able to repeat back in reverse), making complex block diagram after looking at the image for seconds, talking about a subject, etc... anyway, I guess my patience is being tested for the next couple of weeks!

Anonymous wrote:

Anonymous wrote:My child scored >99.9% very superior with FSIQ of 152 in WISC IV. His GBRS is low at 10. what are chances on appeal?

Overall, he gets bored in the regular class and gets annoyed by repeating subjects. I want him to excel and get out of the boredom mode, I am afraid his teacher has ruined it for him though with the low GBRS ratings!

His one teacher didn't ruin it for him. The GBRS is developed through a committee including the AART, the teacher, an administrator and possibly another teacher all looking at work samples, asking a lot of questions and sharing observations. I've sat on several of these committees. They're pretty intense, and I can assure you that it's not the teacher just sitting there spitting out a number.

Anonymous wrote:Thanks, so what conditions constitute the borderline eligibility? If that helps my child is in 4th grade now.

Anonymous wrote:I have a question for a person who's familiar with the process ( or anyone else!), would the WISC scores actually play a part in decisions or is it all based on GBRS ratings? I'm thinking to apply for my child next year and was told to do the test ( which is a costly option for us ).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yes, the committee looks at what the parent submitted.

I have to assume someone from the AAP program is reading these threads and answering these questions in such an authoritative manner.
Otherwise it's just a parent-gadfly whose assertions are entitled to zero credibilty.

The question that I asked, and that the poster responded to, was about the GBRS committee at the school. It was not about the central selection committee.

the point remains. Who answered the question? Someone who knows what he/she is talking about?

The person had stated that they had participated on a number if these committees. On DCUM people aren't usually going to give their name and exact credentials. I think you need to have a certain amount of faith or trust to productively participate in an anonymous forum. I am assuming that the majority are honest and well-meaning parents and professionals. While I'm sure there are exceptions, I would rather be mislead occasionally than to view every statement with mistrust. If I needed information to make some sort of critical decision then obviously I would confirm it another way.

Anonymous wrote:Thanks, so what conditions constitute the borderline eligibility? If that helps my child is in 4th grade now.

Anonymous wrote:I have a question for a person who's familiar with the process ( or anyone else!), would the WISC scores actually play a part in decisions or is it all based on GBRS ratings? I'm thinking to apply for my child next year and was told to do the test ( which is a costly option for us ).