How many get in on appeal anyway

[Anonymous]

Anonymous wrote:

Anonymous wrote:I don’t think the program is a crapshoot, I think a lot of parents just don’t understand what the purpose of the program is.

It is meant to provide an educational alternative for kids who are not having their needs met in the regular classroom. So, it is not about just having the highest scores, as many parents think, but more about kids who learn in a different way than other kids.

So, yes, kids with high scores, but also with other things going on in terms of how they learn best. Some bright kids do fine in the regular classroom and progress well there, while others might have a need to be surrounded by similar kids to learn. If a bright child is doing fine in the regular classroom and gets top grades all the time, then their needs are being met and they will be fine.

I totally agree with you but the system itself is confusing. Kids who would struggle in a regular classroom because their needs are met are less likely to get good GBRS. The switching emphasis on GBRS makes me think that they probably want reasonably bright, well-behaved kids in AAP. Anecdotally I think there's a higher chance of getting in the next year than on appeals as well. Not many appeals that I know were successful but I know a plenty of kids who got in the next cycle.

Kids with ADHD are accepted into AAP, we know a few from our school. The GBRSs are not about behavior but how motivated, curious, and able a kid is. A kid with behavior issues can still complete work, probably with more reminders, be curious and motivated. They might get more fixated on a particular subject and really dive into it, which is what they would be doing in AAP anyway, but it is can still be clear that such a child would do well in AAP. DS had one kid in his class who left for the Center and everyone seemed thrilled because the kid was disruptive. He also spent the last quarter loudly announcing he was changing schools because he was smarter then the other kids.

A disruptive kid who can be focused by the Teacher, is completing the classwork, curious, and is eager to answer questions or participate would get high GBRSs.

[Anonymous]

^ Kids who have an ADHD, ASD, or dyslexia diagnosis often get accepted. The teacher knows of the diagnosis and can work with the student. It’s also included in the application packet and considered by the committee.

The problem is that kids who have SN but have not yet been diagnosed are more likely to be seen as unmotivated underachievers.

99th percentile scores + low GBRS or underwhelming classroom performance could be a red flag for extensive prep. It could also be a red flag for an undiagnosed SN.

[Anonymous]

Anonymous wrote:^ Kids who have an ADHD, ASD, or dyslexia diagnosis often get accepted. The teacher knows of the diagnosis and can work with the student. It’s also included in the application packet and considered by the committee.

The problem is that kids who have SN but have not yet been diagnosed are more likely to be seen as unmotivated underachievers.

99th percentile scores + low GBRS or underwhelming classroom performance could be a red flag for extensive prep. It could also be a red flag for an undiagnosed SN.

Nah. Plenty of kids are diagnosed in 4th, 5th, 6th grade or later.

The GBRS isn't about behavior, people pleasing, or even about executive functioning.

Also, there are four sections. On this forum, we talk about the total score or the number of Cs and Fs and Os but I think the individual scores are important. Creativity is important, Motivation could be high or low. Etc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:^ Kids who have an ADHD, ASD, or dyslexia diagnosis often get accepted. The teacher knows of the diagnosis and can work with the student. It’s also included in the application packet and considered by the committee.

The problem is that kids who have SN but have not yet been diagnosed are more likely to be seen as unmotivated underachievers.

99th percentile scores + low GBRS or underwhelming classroom performance could be a red flag for extensive prep. It could also be a red flag for an undiagnosed SN.

Nah. Plenty of kids are diagnosed in 4th, 5th, 6th grade or later.

The GBRS isn't about behavior, people pleasing, or even about executive functioning.

Also, there are four sections. On this forum, we talk about the total score or the number of Cs and Fs and Os but I think the individual scores are important. Creativity is important, Motivation could be high or low. Etc.

That is highly dependent on the specific 2nd grade teacher completing the form.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don’t think the program is a crapshoot, I think a lot of parents just don’t understand what the purpose of the program is.

It is meant to provide an educational alternative for kids who are not having their needs met in the regular classroom. So, it is not about just having the highest scores, as many parents think, but more about kids who learn in a different way than other kids.

So, yes, kids with high scores, but also with other things going on in terms of how they learn best. Some bright kids do fine in the regular classroom and progress well there, while others might have a need to be surrounded by similar kids to learn. If a bright child is doing fine in the regular classroom and gets top grades all the time, then their needs are being met and they will be fine.

I totally agree with you but the system itself is confusing. Kids who would struggle in a regular classroom because their needs are met are less likely to get good GBRS. The switching emphasis on GBRS makes me think that they probably want reasonably bright, well-behaved kids in AAP. Anecdotally I think there's a higher chance of getting in the next year than on appeals as well. Not many appeals that I know were successful but I know a plenty of kids who got in the next cycle.

Kids with ADHD are accepted into AAP, we know a few from our school. The GBRSs are not about behavior but how motivated, curious, and able a kid is. A kid with behavior issues can still complete work, probably with more reminders, be curious and motivated. They might get more fixated on a particular subject and really dive into it, which is what they would be doing in AAP anyway, but it is can still be clear that such a child would do well in AAP. DS had one kid in his class who left for the Center and everyone seemed thrilled because the kid was disruptive. He also spent the last quarter loudly announcing he was changing schools because he was smarter then the other kids.

A disruptive kid who can be focused by the Teacher, is completing the classwork, curious, and is eager to answer questions or participate would get high GBRSs.

Yes, my child’s AAP class had a number of very disruptive kids. My sense was that the schools the kids came from were happy to let them be someone else’s problem. The kids were smart, no doubt, but they had a lot of issues and those issues affected the learning environment of the rest of the class.

It’s a tough situation because every kid deserves to be in the best situation for learning for them, but sometimes what’s best for one kid has a bad effect on another kid. I think the schools try to do the best they can.

[Anonymous]

You wouldn’t miss it if it was gone tomorrow.