AAP Appeal for DC

[Anonymous]

I am putting together an appeal packet for my DC. The previous packet submitted didn't have a great HOPE Score 3 almost always, 3 often, 4 Rarely, 1 Never. My DC by nature is quiet and a perfectionist, so does not always show they can be a leader, or show off their intense interests. Also I found their testing to be mixed.

DC's COGAT was 135, and NAI 122
We just got the WISC results: 125, but with extremely high VSP, FRI and WMI - all 98+, SPI: 77 and VCI very low.
The WISC report seems very good, stating that VCI may have been low due to DC's personality and hesitating to provide answer they were unsure of (her perfectionist side).

On the Appeal form, i see you can only put overall WISC score, but I plan to highlight her 3 areas of strength and discuss more about her personality in the letter. DC has been working with a therapist to address hesitancy to more expressive language. Is that worthwhile to add in the report.

For the samples, we will be including a mind map, a walkthrough of an invention, maybe some reading comprehension.

Is there anything else you may suggest to show DC has the ability, but may not necessarily be showing it. Or other feedback you may give on the above?

[Anonymous]

I believe you can include the whole WISC report in the appeal - not just the score. I know others that have included the whole report.

[Anonymous]

Anonymous wrote:I believe you can include the whole WISC report in the appeal - not just the score. I know others that have included the whole report.

You include the whole report w all scores but I believe what OP is referring to is the cover sheet form, which asks only for FSIQ.

We included the FSIQ on cover sheet and in our letter highlighted in bullet points key pieces of info/scores attached that we wanted to be sure the committee saw b/c they supported our reasons for appeal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I believe you can include the whole WISC report in the appeal - not just the score. I know others that have included the whole report.

You include the whole report w all scores but I believe what OP is referring to is the cover sheet form, which asks only for FSIQ.

We included the FSIQ on cover sheet and in our letter highlighted in bullet points key pieces of info/scores attached that we wanted to be sure the committee saw b/c they supported our reasons for appeal.

Just for context. This was an appeal we did last year and DC got in.

[Anonymous]

What was the CogAT verbal score and the iready reading percentile? I’d be hesitant to include a WISC with a low VCI if the CogAT and iready are also on the low side.

[Anonymous]

the cogat verbal was 87th%

[Anonymous]

Anonymous wrote:What was the CogAT verbal score and the iready reading percentile? I’d be hesitant to include a WISC with a low VCI if the CogAT and iready are also on the low side.

why wouldn't you include the WISC for the other scores, not all students excel in every area, and isn't AAP more math focused?

[Anonymous]

Anonymous wrote:

Anonymous wrote:What was the CogAT verbal score and the iready reading percentile? I’d be hesitant to include a WISC with a low VCI if the CogAT and iready are also on the low side.

why wouldn't you include the WISC for the other scores, not all students excel in every area, and isn't AAP more math focused?

NP. Not saying you should or shouldn’t include wisc but you might be solidifying a case for advanced math but not necessarily a student who needs full time AAP. How are iready?

[Anonymous]

Anonymous wrote:
NP. Not saying you should or shouldn’t include wisc but you might be solidifying a case for advanced math but not necessarily a student who needs full time AAP. How are iready?

Gotcha, this makes sense. Iready was low for Reading as well, and fully recognize we need to do some focus on these areas.

We will still try appealing. Her brother is already in AAP and I feel that she would benefit from the same experience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What was the CogAT verbal score and the iready reading percentile? I’d be hesitant to include a WISC with a low VCI if the CogAT and iready are also on the low side.

why wouldn't you include the WISC for the other scores, not all students excel in every area, and isn't AAP more math focused?

You don't have to prove that your child excels in every area, but for an appeal, you at least need to prove that the child won't slow down the AAP class in their area of weakness. You'll have to address why your child needs AAP for math and science, but also why your child is actually better with verbal abilities than the tests indicate. If your child is a decent writer, I'd include some strong writing samples in the appeal. Also, if you have any reason at all why your child might be a bit behind in reading (like 2nd language spoken in the home, suspected LD, or anything like that), include that.

[Anonymous]

Focus on explaining why your child is needs are not being met in the general class. Not having access to something is a reason for them to accept into fill time AAP.

Point out the high scores, let’s say she got 140Q, explain that doesn’t guarantee advanced math placement at your school, unless accepted.

Yes explain that your child is getting help from a therapist and indicate what that may mean for poor testing.

My child got in with 4 never but high test scores.
Use the wording from the HOPE and old GBRS to explain how your child exhibits exceptional qualities. The way you write the cover letter is important.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What was the CogAT verbal score and the iready reading percentile? I’d be hesitant to include a WISC with a low VCI if the CogAT and iready are also on the low side.

why wouldn't you include the WISC for the other scores, not all students excel in every area, and isn't AAP more math focused?

You don't have to prove that your child excels in every area, but for an appeal, you at least need to prove that the child won't slow down the AAP class in their area of weakness. You'll have to address why your child needs AAP for math and science, but also why your child is actually better with verbal abilities than the tests indicate. If your child is a decent writer, I'd include some strong writing samples in the appeal. Also, if you have any reason at all why your child might be a bit behind in reading (like 2nd language spoken in the home, suspected LD, or anything like that), include that.

Do you have a kid in AAP? My kid spent an entire year as the assigned student helper for a child struggling in a variety of subjects. There's this pie-in-the-sky idea on DCUM that every kid in level IV/full-time program/whatever is a 150 CogAT amazing student. Reality on the ground is that AAP has a huge range and some kids truly do slow down the class. It's just a fact.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What was the CogAT verbal score and the iready reading percentile? I’d be hesitant to include a WISC with a low VCI if the CogAT and iready are also on the low side.

why wouldn't you include the WISC for the other scores, not all students excel in every area, and isn't AAP more math focused?

You don't have to prove that your child excels in every area, but for an appeal, you at least need to prove that the child won't slow down the AAP class in their area of weakness. You'll have to address why your child needs AAP for math and science, but also why your child is actually better with verbal abilities than the tests indicate. If your child is a decent writer, I'd include some strong writing samples in the appeal. Also, if you have any reason at all why your child might be a bit behind in reading (like 2nd language spoken in the home, suspected LD, or anything like that), include that.

Do you have a kid in AAP? My kid spent an entire year as the assigned student helper for a child struggling in a variety of subjects. There's this pie-in-the-sky idea on DCUM that every kid in level IV/full-time program/whatever is a 150 CogAT amazing student. Reality on the ground is that AAP has a huge range and some kids truly do slow down the class. It's just a fact.

PP here. I agree with you that LIV includes many kids who slow down the class. But, those kids got in first round. Appeals are much stricter, and you have to convince the committee that your kid needs AAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What was the CogAT verbal score and the iready reading percentile? I’d be hesitant to include a WISC with a low VCI if the CogAT and iready are also on the low side.

why wouldn't you include the WISC for the other scores, not all students excel in every area, and isn't AAP more math focused?

You don't have to prove that your child excels in every area, but for an appeal, you at least need to prove that the child won't slow down the AAP class in their area of weakness. You'll have to address why your child needs AAP for math and science, but also why your child is actually better with verbal abilities than the tests indicate. If your child is a decent writer, I'd include some strong writing samples in the appeal. Also, if you have any reason at all why your child might be a bit behind in reading (like 2nd language spoken in the home, suspected LD, or anything like that), include that.

Do you have a kid in AAP? My kid spent an entire year as the assigned student helper for a child struggling in a variety of subjects. There's this pie-in-the-sky idea on DCUM that every kid in level IV/full-time program/whatever is a 150 CogAT amazing student. Reality on the ground is that AAP has a huge range and some kids truly do slow down the class. It's just a fact.

As with most things in FCPS, I think it’s totally school dependent. I have 2 kids in AAP and it has not been our experience that there are tons of kids holding the class back, and the few kids falling behind, typically get tutors. AAP has been night/day experience from the classroom environment in GE.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What was the CogAT verbal score and the iready reading percentile? I’d be hesitant to include a WISC with a low VCI if the CogAT and iready are also on the low side.

why wouldn't you include the WISC for the other scores, not all students excel in every area, and isn't AAP more math focused?

You don't have to prove that your child excels in every area, but for an appeal, you at least need to prove that the child won't slow down the AAP class in their area of weakness. You'll have to address why your child needs AAP for math and science, but also why your child is actually better with verbal abilities than the tests indicate. If your child is a decent writer, I'd include some strong writing samples in the appeal. Also, if you have any reason at all why your child might be a bit behind in reading (like 2nd language spoken in the home, suspected LD, or anything like that), include that.

Do you have a kid in AAP? My kid spent an entire year as the assigned student helper for a child struggling in a variety of subjects. There's this pie-in-the-sky idea on DCUM that every kid in level IV/full-time program/whatever is a 150 CogAT amazing student. Reality on the ground is that AAP has a huge range and some kids truly do slow down the class. It's just a fact.

As with most things in FCPS, I think it’s totally school dependent. I have 2 kids in AAP and it has not been our experience that there are tons of kids holding the class back, and the few kids falling behind, typically get tutors. AAP has been night/day experience from the classroom environment in GE.

I didn't say tons. I said they exist. And they're falling behind exactly because their parents are not the kind to get their kids tutors. We do have some low SES schools that feed our mid-SES center.