How many "in pool" 2nd grade students in FCPS DON'T get into the AAP center?

[Anonymous]

My daughter got the "in pool" letter for AAP but it looks like she only just qualified (I'm guessing here) by virtue of having a single score of 130 on one of the subsections of the CogAt. The other scores weren't too far off but they weren't 130--this year's cutoff. I'm guessing that kids with 130+ scores in more than one section are even more likely to get in than a child who only achieves that score in one section. I've read all the official FCPS info about Level IV admission (i.e, that they consider more than just the scores) but am wondering if anyone has any specific experience with or insight into why some kids who qualify for the pool don't get accepted to an AAP center. I don't think my child is "gifted" (whatever that means) or "exceptional." I just think she--like most kids--could benefit from a slightly more sophisticated or creative curriculum. It would be great if she had the choice of going to an AAP center at some point between grades 3-8 but it won't be the end of the world if she doesn't get in. I just want to prepare myself for potential disappoinment down the road since--according to FCPS--not all kids in the pool get into a center. Can anyone enlighten me about how likely center admission is for in pool children? TIA

[Anonymous]

At our school, there were 16 in the pool and 5 got in. Our base school is not a LLIV or a center. My theory is that the school actively tries to keep the "smarter" kids by giving low gbrs scores.

[Anonymous]

In the past it has been said that 50-60% of the kids in the pool will be accepted.

[Anonymous]

I think I read that 60-70% of those in the pool get in. I know someone who had one score of 130 last year who got in.

[Anonymous]

Anonymous wrote:I think I read that 60-70% of those in the pool get in. I know someone who had one score of 130 last year who got in.

My child is in 3rd grade. Last year, he got one score of 142 and rest in 120's. He didn't get into to AAP. Kind of depressing to think he was in the 30% pool to not get in. He had very low gbrs, although almost all O's on his report card. We didn't appeal. We're at a center school, so I don't think the "artificially low gbrs to keep them at the base school" theory applied here.

[Anonymous]

My child got one 136 Cogat score and the rest in the 125-130 range. Her GBRS was very low - 8/16. She did not get in the center. I submitted WISC and she got in on appeal.
She is doing very well at the center, much better than she did at base school. I am glad we appealed.

[Anonymous]

I don't have experience here but from what I have been reading is have some other items at your disposal to provide for the appeal. Give all of their best stuff submitted to the school.

I don't know what to tell you about the GBRS but from what I can tell, it is completely subjective. I would have a meeting with the AAPR at your school and ask what the process is concerning that form--it seems to me that it is filled out by many people and the scores are averaged with the high and low tossed out.

Anyone know who fills out that form?

[Anonymous]

I'm the above PP, " Give all of their best stuff submitted to the school. " should read: Provide all of the best stuff for the initial screening. You need something new for the appeal.

Sometimes, a second look(appeal) is all that is needed--At my workplace, I judge applicants yearly to gain employment. The ones who resubmit their applications are usually given more thought--it is human nature.

[Anonymous]

And ONE MORE THING I'm pretty sure my 2nd grader won't be picked up for the full time program. Long story short, he topped out the NNAT but his COGat wasn't all that great. He also isn't reading or doing math at grade level and he has some significant behavior issues.

I don't really care about the full time placement but I do hope his school will start pulling him out for some special classes. He thrives on doing projects and getting 1:1 time. It might be The Turning Point for him.

[Anonymous]

i am curious about this issue too. My son aced in both COGAT and in NNAT 134 and 154. All his Report cards says he gets an "O". Also all the class tests it is an "O". But my son has organizational, not good in managing time, not following directions kind of issues. I dont know if GBRS will be affected by this. Some of you have told that it is good to discuss with AAP/Class teacher. But I am very hesitant to open this topic to his teacher, even though I volunteer at his class. I know he is a gifted child. I have not done any WISC testing. I dont want to reduce his chances of getting in level IV because I dint do something that I was supposed to do.

Is talking to the AAP teacher and asking her about his chances make a difference? Or is it wise to stay put after submitting strong documents to support his marks?

[Anonymous]

Pp: if your son is having math issues, level IV aap could be bad because of the compacted math.

[Anonymous]

Anonymous wrote:And ONE MORE THING I'm pretty sure my 2nd grader won't be picked up for the full time program. Long story short, he topped out the NNAT but his COGat wasn't all that great. He also isn't reading or doing math at grade level and he has some significant behavior issues.

I don't really care about the full time placement but I do hope his school will start pulling him out for some special classes. He thrives on doing projects and getting 1:1 time. It might be The Turning Point for him.

Not true .... some kids are more visually inclined and some are not . My son topped out COGAT and was below the cutoff on NNAT and made it to GT . Our daughter has topped out NNAT and COGAT is not as high but still made it to the pool.

Hope your kid makes it to the Level IV

[Anonymous]

I'm the PP 08:00; the issue with him is focus. Looooong story, but he missed so much class that he had to do 2 years of math in 2 months and did it. I know he is bright but I don't think he is GT to be honest, but he is the only 2nd grader I know.

If he is anything like his dad, then he really needs to be challenged and pushed in order to take advantage of his capabilities. Which is what the pull outs would do for him. DS would also be so proud of all of the neat stuff he would be doing as he does extremely well in smaller classrooms and 1 on 1. Oh, and his teachers love him. They are constantly telling me how special he is; of course he is! He is my kid. lol

[Anonymous]

I'm the original poster. Thanks for your comments--they were quite sobering. Clearly just being in the pool isn't a slam dunk. The GBRS scores seem to be as or more important than the standard test scores. And given that they're so subjective, I'm not sure how my child will do. I looked over the GBRS and didn't think my child was exceptional all or most of the time on the listed attributes. I don't think she's gifted but I know she's as sharp as a tack and super-confident and resourceful. For example, yesterday she put together some doll furniture that came in about ten pieces with 16 screws--without instructions. She asked me to do it but not being handy at all, I said, "Wait till your dad gets home." As she often does when she wants something and doesn't want to wait for adult help, she figured out how to do it herself (without instructions because I had misplaced them). I think given more challenging and creative academic work, (assuming that's what they get in an AAP center) she would do great but I have no idea what her teacher thinks. Sigh.....it's so hard not to get caught up in all of this.

[Anonymous]

11:16: that is the type of story that a parent could document are part of the parental referral. As for the question of gbrs subjectivity, it is true, but the teachers are the least biased people to pass judgement. Some kids just do not test wellin spite of there intelligence/giftedness, particularly at this age. Teachers see the children on a day to day basis; they see the questions that were asked by the children.

My dd was not in the pool...scores were ten points off the pool cutoff. But the teachers saw something, and undstood why she did not do that well...she asked for clarification but the test rules did not allow it. That flustered her. The teachers (1st, 2nd and AAP resource teacher) stongly encouraged s to do a parental referral, which we did. She got in, and is doing extremely well with the additional challenges.