AAP decisions in

[Anonymous]

Anonymous wrote:APPEAL ADVICE please

NGAT 143
"In Pool", Longfellow pyramid
NAT 139
iReady 457
MAP 201
Report Cards mosty 4s; a couple 3s

Still didnt get in. Based on scores, thinking HOPE score? or work samples? Teacher doesnt seem to know child since fairly quiet and does as asked. But, very very bored at school and concerned over this for next year.

Step 1 - request submission packet with hope score from aart or principal. Do this today.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

momo1521 wrote:NNAT 153
NGAT 151
Reading : 713 out of 724
Map Math : 98%
Hope : teacher only recommend 2 subjects
Not in

I know another student from the same school but different teacher ,
NNAT : 140
NGAT: 149
Reading : 650/724
Map Math: 99%
Hope : recommend 4 subjects
In

It’s worth appealing. I don’t know how successful appeals are but your kid might have a good chance. The work samples may be the reason the other student got in and yours didn’t. MAP percentiles are pretty broad too so 98 may not be as competitive at your school. The other kid might be exceptional in math and have a higher NGAT quant score. My AAP kid got 99 percentile on MAP and math is far away my kid’s strength. My kid is above average but not exceptional in language arts. Math may be weighted more since it’s significantly faster paced in AAP. But I’m guessing. I’m also surprised the other kid’s parents shared their stats in such great detail. I have no idea what scores my kids’ best friends got.

Right, I have 2 other data points ,there's one got math 96% also in too . Before the result came out , they thought my DC was the most strong candidate in their small group , and when the result came out , DC was the only one who doesn't get in . It surprised them as well .

Did you all compare work samples too?

Your kid's finger painting left me wanting.

Are you, pp? Is that a no? Obviously teacher input matters, but work samples do too. If you haven't seen the other work samples for comparison, it's possible that your child’s work samples could be stronger.

I think additional work samples can be submitted on appeal, which might be the best strategy for a kid like yours, given that you already have good scores and can't change the teacher recommendations at this point.

I said your kid’s finger painting. My kid’s finger painting is on point. Perhaps your child gets their lack of reading comprehension from you.

Pp was just trying to be helpful.

Instead of accusing others’ comprehensive ability, you should work on your deliveries.

[Anonymous]

Anonymous wrote:Seems like the HOPE scores play a vital role and these young, innocent kids are at the mercy of who their teachers like/dislike.

Can someone, who had better luck with the appeal process, please provide some information on the work samples? What kind of samples would be appealing, how to improve on the work samples. Appreciate it.

Did you not go to the full time AAP presentation at your school? They literally give like 3 examples of work samples prior committees have loved. And yeah, this forum has years of great advice on samples.

[Anonymous]

Anonymous wrote:

Anonymous wrote:APPEAL ADVICE please

NGAT 143
"In Pool", Longfellow pyramid
NAT 139
iReady 457
MAP 201
Report Cards mosty 4s; a couple 3s

Still didnt get in. Based on scores, thinking HOPE score? or work samples? Teacher doesnt seem to know child since fairly quiet and does as asked. But, very very bored at school and concerned over this for next year.

Step 1 - request submission packet with hope score from aart or principal. Do this today.

I've requested it from AART and based on feedback here, will start to search threads on countering HOPE scores and add'l work products. Also a 2E kid so need to fugure out how (if?) that plays in.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:APPEAL ADVICE please

NGAT 143
"In Pool", Longfellow pyramid
NAT 139
iReady 457
MAP 201
Report Cards mosty 4s; a couple 3s

Still didnt get in. Based on scores, thinking HOPE score? or work samples? Teacher doesnt seem to know child since fairly quiet and does as asked. But, very very bored at school and concerned over this for next year.

Step 1 - request submission packet with hope score from aart or principal. Do this today.

I've requested it from AART and based on feedback here, will start to search threads on countering HOPE scores and add'l work products. Also a 2E kid so need to fugure out how (if?) that plays in.

Did you make it clear that DC is 2E? If not, make sure that’s crystal clear this round. Other than that, try to review the application with as objective a view as you can as to what might have been the weakest point(s) of the application and try to bolster that section or those sections. Btw, I’m not affiliated with FCPS, had just planned to take that approach if needed. Give my recommendation the weight (or lack thereof) that it’s due.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:APPEAL ADVICE please

NGAT 143
"In Pool", Longfellow pyramid
NAT 139
iReady 457
MAP 201
Report Cards mosty 4s; a couple 3s

Still didnt get in. Based on scores, thinking HOPE score? or work samples? Teacher doesnt seem to know child since fairly quiet and does as asked. But, very very bored at school and concerned over this for next year.

Step 1 - request submission packet with hope score from aart or principal. Do this today.

I've requested it from AART and based on feedback here, will start to search threads on countering HOPE scores and add'l work products. Also a 2E kid so need to fugure out how (if?) that plays in.

Did you make it clear that DC is 2E? If not, make sure that’s crystal clear this round. Other than that, try to review the application with as objective a view as you can as to what might have been the weakest point(s) of the application and try to bolster that section or those sections. Btw, I’m not affiliated with FCPS, had just planned to take that approach if needed. Give my recommendation the weight (or lack thereof) that it’s due.

really appreciate response! We didn't mention child is 2E in parent q - mostly based on advice that 2E could be seen as a liability. We did, however, address it lightly in 504 form. Sadly, i think the 2E is what impacted the HOPE score so nothing to lose now!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:APPEAL ADVICE please

NGAT 143
"In Pool", Longfellow pyramid
NAT 139
iReady 457
MAP 201
Report Cards mosty 4s; a couple 3s

Still didnt get in. Based on scores, thinking HOPE score? or work samples? Teacher doesnt seem to know child since fairly quiet and does as asked. But, very very bored at school and concerned over this for next year.

Step 1 - request submission packet with hope score from aart or principal. Do this today.

I've requested it from AART and based on feedback here, will start to search threads on countering HOPE scores and add'l work products. Also a 2E kid so need to fugure out how (if?) that plays in.

Did you make it clear that DC is 2E? If not, make sure that’s crystal clear this round. Other than that, try to review the application with as objective a view as you can as to what might have been the weakest point(s) of the application and try to bolster that section or those sections. Btw, I’m not affiliated with FCPS, had just planned to take that approach if needed. Give my recommendation the weight (or lack thereof) that it’s due.

really appreciate response! We didn't mention child is 2E in parent q - mostly based on advice that 2E could be seen as a liability. We did, however, address it lightly in 504 form. Sadly, i think the 2E is what impacted the HOPE score so nothing to lose now!

If you completed the 504 release form, then they know your kid is 2E. I would focus on work samples where your kid goes above and beyond and what makes them stand out. My child created this book that had really unique literary style - it wasn't filled with advanced vocab, but was not a normal 2nd grade sample. Error analysis for mathematics (search Teachers Pay Teachers) for a grade-level problem. I used these in both of my kids' (both accepted, a few years apart) work samples. One kid was a grade level or two above and got a more advanced problem. The other was on grade level and got a 2nd grade problem. I didn't coach, and had the kid write their own thoughts. Each one then had a short narrative of why the work sample was included ("notice that Jimbo used higher-level thinking and not only found out why Sammy was wrong, but then elaborated on what the next step of the problem would be").

Both of my kids had written directions for grandparents who were watching our pets (unprompted). Both showed sequential reasoning and their own humor.

Flip through your phone camera roll - see what you already have (I kept albums/email drafts for each kid with things they said, conversations, work samples that weren't kept at school or they made at home).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:APPEAL ADVICE please

NGAT 143
"In Pool", Longfellow pyramid
NAT 139
iReady 457
MAP 201
Report Cards mosty 4s; a couple 3s

Still didnt get in. Based on scores, thinking HOPE score? or work samples? Teacher doesnt seem to know child since fairly quiet and does as asked. But, very very bored at school and concerned over this for next year.

Step 1 - request submission packet with hope score from aart or principal. Do this today.

I've requested it from AART and based on feedback here, will start to search threads on countering HOPE scores and add'l work products. Also a 2E kid so need to fugure out how (if?) that plays in.

Did you make it clear that DC is 2E? If not, make sure that’s crystal clear this round. Other than that, try to review the application with as objective a view as you can as to what might have been the weakest point(s) of the application and try to bolster that section or those sections. Btw, I’m not affiliated with FCPS, had just planned to take that approach if needed. Give my recommendation the weight (or lack thereof) that it’s due.

really appreciate response! We didn't mention child is 2E in parent q - mostly based on advice that 2E could be seen as a liability. We did, however, address it lightly in 504 form. Sadly, i think the 2E is what impacted the HOPE score so nothing to lose now!

If you completed the 504 release form, then they know your kid is 2E. I would focus on work samples where your kid goes above and beyond and what makes them stand out. My child created this book that had really unique literary style - it wasn't filled with advanced vocab, but was not a normal 2nd grade sample. Error analysis for mathematics (search Teachers Pay Teachers) for a grade-level problem. I used these in both of my kids' (both accepted, a few years apart) work samples. One kid was a grade level or two above and got a more advanced problem. The other was on grade level and got a 2nd grade problem. I didn't coach, and had the kid write their own thoughts. Each one then had a short narrative of why the work sample was included ("notice that Jimbo used higher-level thinking and not only found out why Sammy was wrong, but then elaborated on what the next step of the problem would be").

Both of my kids had written directions for grandparents who were watching our pets (unprompted). Both showed sequential reasoning and their own humor.

Flip through your phone camera roll - see what you already have (I kept albums/email drafts for each kid with things they said, conversations, work samples that weren't kept at school or they made at home).

PP. And my kids made fun of me "are you writing that down for Sally's AAP submission?," but it paid off and I'm glad we are across the finish line!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:APPEAL ADVICE please

NGAT 143
"In Pool", Longfellow pyramid
NAT 139
iReady 457
MAP 201
Report Cards mosty 4s; a couple 3s

Still didnt get in. Based on scores, thinking HOPE score? or work samples? Teacher doesnt seem to know child since fairly quiet and does as asked. But, very very bored at school and concerned over this for next year.

Step 1 - request submission packet with hope score from aart or principal. Do this today.

I've requested it from AART and based on feedback here, will start to search threads on countering HOPE scores and add'l work products. Also a 2E kid so need to fugure out how (if?) that plays in.

Did you make it clear that DC is 2E? If not, make sure that’s crystal clear this round. Other than that, try to review the application with as objective a view as you can as to what might have been the weakest point(s) of the application and try to bolster that section or those sections. Btw, I’m not affiliated with FCPS, had just planned to take that approach if needed. Give my recommendation the weight (or lack thereof) that it’s due.

really appreciate response! We didn't mention child is 2E in parent q - mostly based on advice that 2E could be seen as a liability. We did, however, address it lightly in 504 form. Sadly, i think the 2E is what impacted the HOPE score so nothing to lose now!

If you completed the 504 release form, then they know your kid is 2E. I would focus on work samples where your kid goes above and beyond and what makes them stand out. My child created this book that had really unique literary style - it wasn't filled with advanced vocab, but was not a normal 2nd grade sample. Error analysis for mathematics (search Teachers Pay Teachers) for a grade-level problem. I used these in both of my kids' (both accepted, a few years apart) work samples. One kid was a grade level or two above and got a more advanced problem. The other was on grade level and got a 2nd grade problem. I didn't coach, and had the kid write their own thoughts. Each one then had a short narrative of why the work sample was included ("notice that Jimbo used higher-level thinking and not only found out why Sammy was wrong, but then elaborated on what the next step of the problem would be").

Both of my kids had written directions for grandparents who were watching our pets (unprompted). Both showed sequential reasoning and their own humor.

Flip through your phone camera roll - see what you already have (I kept albums/email drafts for each kid with things they said, conversations, work samples that weren't kept at school or they made at home).

PP. And my kids made fun of me "are you writing that down for Sally's AAP submission?," but it paid off and I'm glad we are across the finish line!

ha! love that. I really appreciate the thoughtful response - lots of great ideas here to get us rolling.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:APPEAL ADVICE please

NGAT 143
"In Pool", Longfellow pyramid
NAT 139
iReady 457
MAP 201
Report Cards mosty 4s; a couple 3s

Still didnt get in. Based on scores, thinking HOPE score? or work samples? Teacher doesnt seem to know child since fairly quiet and does as asked. But, very very bored at school and concerned over this for next year.

Step 1 - request submission packet with hope score from aart or principal. Do this today.

I've requested it from AART and based on feedback here, will start to search threads on countering HOPE scores and add'l work products. Also a 2E kid so need to fugure out how (if?) that plays in.

Did you make it clear that DC is 2E? If not, make sure that’s crystal clear this round. Other than that, try to review the application with as objective a view as you can as to what might have been the weakest point(s) of the application and try to bolster that section or those sections. Btw, I’m not affiliated with FCPS, had just planned to take that approach if needed. Give my recommendation the weight (or lack thereof) that it’s due.

really appreciate response! We didn't mention child is 2E in parent q - mostly based on advice that 2E could be seen as a liability. We did, however, address it lightly in 504 form. Sadly, i think the 2E is what impacted the HOPE score so nothing to lose now!

If you completed the 504 release form, then they know your kid is 2E. I would focus on work samples where your kid goes above and beyond and what makes them stand out. My child created this book that had really unique literary style - it wasn't filled with advanced vocab, but was not a normal 2nd grade sample. Error analysis for mathematics (search Teachers Pay Teachers) for a grade-level problem. I used these in both of my kids' (both accepted, a few years apart) work samples. One kid was a grade level or two above and got a more advanced problem. The other was on grade level and got a 2nd grade problem. I didn't coach, and had the kid write their own thoughts. Each one then had a short narrative of why the work sample was included ("notice that Jimbo used higher-level thinking and not only found out why Sammy was wrong, but then elaborated on what the next step of the problem would be").

Both of my kids had written directions for grandparents who were watching our pets (unprompted). Both showed sequential reasoning and their own humor.

Flip through your phone camera roll - see what you already have (I kept albums/email drafts for each kid with things they said, conversations, work samples that weren't kept at school or they made at home).

PP. And my kids made fun of me "are you writing that down for Sally's AAP submission?," but it paid off and I'm glad we are across the finish line!

DP. After my first kid accepted into AAP, where I'd seen the packet, I started writing down things from summer before second grade on for the other kids that would fit as specific examples for the parent questionnaire. Really concrete examples that paint a picture of "this is who this kid is" seem to appeal to the committee.

[Anonymous]

Can anyone provide any info on the format of the WISC-V testing? From what I was informed, its not computerized. Is it paper/pencil format?

[Anonymous]

Anonymous wrote:Can anyone provide any info on the format of the WISC-V testing? From what I was informed, its not computerized. Is it paper/pencil format?

It's an individually administered test with more of a "hands on" format. There are puzzles, questions, and blocks.

[Anonymous]

Thank you.

[Anonymous]

Is there a language arts equivalent for error analysis? DD is already in 3rd grade advanced math, didn't get in AAP for second time trying. Going to try appeal. Trying to think of all the creative little projects she creates at home with paper.

I'm also amazed at the things she creates in Minecraft. We only just bought an iPad for her to use when we let her, and she loves building houses and whatever other creative structures. But I'm not sure the panel would be interested in or impressed by digital samples.

[Anonymous]

Anonymous wrote:Is there a language arts equivalent for error analysis? DD is already in 3rd grade advanced math, didn't get in AAP for second time trying. Going to try appeal. Trying to think of all the creative little projects she creates at home with paper.

I'm also amazed at the things she creates in Minecraft. We only just bought an iPad for her to use when we let her, and she loves building houses and whatever other creative structures. But I'm not sure the panel would be interested in or impressed by digital samples.

Not that I could find that would show the right kind of skills. I'm also a secondary math teacher, so that's more my skill set.

As far as Minecraft - my older kid did a block (scratch) coding class where she designed something. I took screenshots of her work and submitted with the math work to show logical reasoning.

Caveat - this is what I did for two kids. One of was a really strong candidate on paper (test scores, GBRS/HOPE, report cards). Other had mixed/lower test scores, good report card and GBRS/HOPE. Both had strong school-provided work samples and both teachers had verbally said they were strong students, above others.