this proposed over-reliance on the WISC score is just wrong.
I have heard IQ defined as "the score you get on an IQ test." And that's about it. Whether it translates into anything useful in real life is an open question.
Gifted is as gifted does. Thus, the GBRS (if correctly done) is a much better indicator of gifted or AAP qualities.

Anonymous wrote:

Anonymous wrote:For those of you who can't get enough of this stuff, here's more food for thought:

http://www.gifteddevelopment.com/PDF_files/How%20to%20Use%20the%20New%20IQ%20Tests.pdf

The gifted validation sample reported in the Technical Manual of the WISC-IV
achieved a mean Full Scale IQ score of 123.5 (Wechsler, 2003). The mean IQ
score of 202 children in the gifted validation sample of the SB5 was 124.
Therefore, cut-off scores for gifted programs should be lowered to 120, rather
than 130 (Rimm, Gilman & Silverman, 2008; Silverman, in press).

Thank you PP. I wonder if they will take this into consideration?

this is like giving a partial baseball score. WISC 120 needed for what? To offset a GBRS of 11?

Anonymous wrote:For those of you who can't get enough of this stuff, here's more food for thought:

http://www.gifteddevelopment.com/PDF_files/How%20to%20Use%20the%20New%20IQ%20Tests.pdf

The gifted validation sample reported in the Technical Manual of the WISC-IV
achieved a mean Full Scale IQ score of 123.5 (Wechsler, 2003). The mean IQ
score of 202 children in the gifted validation sample of the SB5 was 124.
Therefore, cut-off scores for gifted programs should be lowered to 120, rather
than 130 (Rimm, Gilman & Silverman, 2008; Silverman, in press).

Thank you PP. I wonder if they will take this into consideration?

hi, 1:24 I really like your idea of the GBRS having to be filled out each year by the teacher the only problem is that it is reviewed by a panel and the school would not have the time to do that each year for each child.I do wish that it was not just up to one teacher to decide what a child's GBRS should be.

I have a proposal. anyone evaluating gbrs should have a gbrs of 12 or above.

Question. Is GBRS a measure of achievement or ability?

If it is a measure of achievement, why not put it in report cards satrting from kindergarten? If it is a measure that matters, parents have a right to know the progress made.

If it is a measure of abilit or IQy, then cogat/nnat/wisc should supercede that.

As most of them seem unable to explain what GBRS stands for, it should be viewed with scepticism.

I am answering to your second question. I volunteered at least one to two times a week in the classroom or at the school and my dc received a low GBRS. I would like to state I did not volunteer my time to increase the GBRS in anyway,but did it because it makes my dc happy.I love to see my dc smile when I am in the classroom helping.

I am going to post some provocative questiions here.
does anyone believe that second grade teachers exert lot of power in fcps? does any one believe that parent volunteers reap rewards in terms of gbrs?

Which shcool is that?

Of that 45%, any clue how many got in?

Our school has had a similar issue with almost every kid all of a sudden asking each other about AAP. Most parents probably kept the kids in the dark until decisions came out, so the past few weeks they have all heard of it and now are curious. More than 45% of the grade was in the pool.

For those of you who can't get enough of this stuff, here's more food for thought:

http://www.gifteddevelopment.com/PDF_files/How%20to%20Use%20the%20New%20IQ%20Tests.pdf

to 14:22, thats the best strategy/response I've heard so far in addressing the issue with a child dealing with a peer. Good job!

Similar story here. DC had no idea she was in the pool, got rejected, and has an appeal pending. In the meantime, DC's best friend bragged about getting into AAP center and actually told DC that DC must not be smart enough to get in. When questioned by DC, I told her she did very well on the Fall tests but that Mummy and Daddy are still thinking about which school will be best for her next year. That, along with discussions about how everyone has different strengths and talents, seemed to satisfy her interest in the whole subject (which is considerably less than mine).

One of the girls in my daughters class told my daughter she was going to a special school next year for kids who did really well on tests in the fall. My daughter knows nothing about being in the pool, being found ineligible, nor about the appeal. However she came home and asked us if she did not do well on the fall testing because she was not going to this special school. I really did not know what to say to her and thank goodness she was soon distracted by a friend who came over. If she does get in she will not know any different about why she is there and we are not telling her until after school ends.