1. Gifted Behaviors Rating Scale
When determining what level of service best meets a student’s needs, screening committees in FCPS use a holistic approach.
We know that no one score determines eligibility.
The Gifted Behaviors Rating Scale with Commentary (GBRS w/C) is one of the required instruments used in the screening process.
Advanced Academic Programs
Instructional Services Department
Fairfax County Public Schools

2. There are many definitions for giftedness
There are many definitions for giftedness. They all have one element in common: A gifted person is someone who shows, or has the POTENTIAL for showing an exceptional level of performance in one or more areas of expression.
National Association for Gifted Children

3. FCPS offers a continuum of advanced academic services that provides all students with opportunities to engage in complex subject matter and helps prepare them for more challenging and rigorous classes as they advance in grade level OR as a student needs change.
Teachers, administrators, and specialists work together to make decisions that will provide the level of service that is most appropriate for each learner.

4. Gifted Behaviors Rating Scale (GBRS)
Was developed by FCPS using current research on behaviors that demonstrate academic strengths
Includes indicators that recognize and value cultural differences
Aligns with National Association for Gifted Children (NAGC) Standards
Used to screen students for gifted services:
Young Scholars (YS)
Differentiated Lessons in Areas of Academic Strength
Part-time Advanced Academic Program
Full-time Advanced Academic Program
Distribute the following to each classroom teacher:
GBRS w/Commentary and stems to each classroom teacher
Instructions for Completing The Gifted Behaviors Rating Scale with Commentary

5. The GBRS Contains 4 categories: Exceptional Ability to Learn
Exceptional Application of Knowledge
Exceptional Creative/Productive Thinking
Exceptional Motivation to Succeed

6. Ratings Each category is assigned a rating based on
how often behaviors are observed:
1 Rarely
2 Occasionally
3 Frequently
4 Consistently
Note that only whole numbers from 1-4 are
used, no fractions or decimals.
The GBRS w/C should be completed by assigning a single, whole number from 1-4 to each category.
If more than one teacher works with the student, teachers should come to consensus in each category and merge the observations onto a single GBRSw/C. Only one completed GBRSw/C may be submitted.
Remember: The GBRS is used to identify potential candidates according to demonstrated behaviors in the classroom. The indicators for each category are examples of how the behavior may be exhibited in individual students.

7. Exceptional Ability to Learn
Exhibits exceptional memory
Demonstrates in-depth knowledge
Displays persistent / intense focus on one or more topics
Is highly reflective and/or sensitive to his/her environment
Readily learns and adapts to new cultures
Learns quickly and easily
Is acquiring language at a rapid pace
Learns skills independently and makes connections without
formal instruction

8. Application of Knowledge
Demonstrates highly developed reasoning
Employs complex problem-solving strategies
Uses and interprets advanced symbol systems in academics,
visual arts, and/or performing arts
Understands / applies / transfers abstract concepts
Uses technology in advanced applications
Acts as an interpreter, translator, and/or facilitator to help
others 
Makes advanced connections and transfers learning to other
subjects/ situations / cultures
Communicates learned concepts through role playing
and/or detailed artwork

9. Creative/Productive Thinking
Sees the familiar in unusual ways / Does not conform to
typical ways of thinking and perceiving
Is highly creative and/or inventive
Demonstrates unusual fluency and flexibility in
thinking and problem-solving
Expresses ideas, feelings, experiences, and/or beliefs
in original ways
Displays keen sense of humor
Is highly curious
Easily generates new ideas / new uses / new solutions
Perceives and manipulates patterns, colors, and/or
symbols

10. Motivation to Succeed
Demonstrates ability to lead large and/or small groups
Meets exceptional personal and/or academic challenges
Explores, researches, questions topics, ideas, issues independently
Is poised with adults and engages them in adult conversations
Exhibits a strong sense of loyalty and responsibility
Demonstrates exceptional ability to adapt to new experiences
Strives to achieve high standards especially in areas of strength and/or interest
Shows initiative, self-direction, and/or high level of confidence

11. GBRS Video
As you watch the video, look for student behaviors that fall into the four GBRS categories.
Discuss/share with others at your table.

12. GBRS Commentary Profiles student’s academic strengths
Provides specific examples of observable behaviors
Notes if student is working at advanced level in mathematics and/or reading
Is completed by local school screening committee
Is used for Full-Time Level IV Center screening
Please provide teachers with a copy of the STEMS which can support them in writing comments on the GBRS w/ commentary.
In the comments/summary section, list examples, observations and/ior descriptions of observed behaviors. These may include instructional modifications, inclusion in special programs, or additional information profiling the student’s strength’s.

13. Please note…
The GBRS is a record of observable classroom behaviors – it is NOT a recommendation for advanced academic services
Only one GBRS is included in a screening file
FCPS teachers provide input on the GBRS and do not write letters of recommendation
Parents have access to the GBRS w/C after the screening file has been completed