Parent referral form: please explain why the child should be considered for full-time AAP placement

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Umm, if you don't know why your child needs these services he/she probably doesn't.

I could have been $1,000,000 someone would come out with this precise response.

Actually, PP is 100% correct. If you have to think up reasons your child "needs" AAP, then obviously they don't.

So an illiterate parent who can't really string thoughts together well or an absentee parent should be an automatic disqualified for a kid getting into AAP?

[Anonymous]

Clearly OP is neither illiterate nor unable to write as she posted the question. How odd that you thought bringing those things up to be a good (or any) rebuttal.

[Anonymous]

Anonymous wrote:Clearly OP is neither illiterate nor unable to write as she posted the question. How odd that you thought bringing those things up to be a good (or any) rebuttal.

+1

[Anonymous]

OP, I would use the GBRS w/commentary form and rewrite the areas that are noted, and use words like always, consistently, etc. Don't say some of the time, occasionally, etc. I used this form and took the wording and rewrote it in such a way as to describe my child, and all of our kids are in AAP. All of our kids had 130+ WISC IV scores, as well. GL!

[Anonymous]

Anonymous wrote:I didn't even submit a parent questionnaire, OP. It's all about the scores and the work samples.

If you feel you need to submit the parent questionnaire, then just say "Jonah catches on to things fast, asks logical questions seeking deeper explanations, and...."

If you have specific examples of conversations where your child has shown interest or understanding, then use the example. I don't think the parent form is that important.

It is about the scores.

We didn't submit any work samples coming in from out of state.

If the scores are high enough it doesn't matter what else you turn in, except perhaps a recommendation from your previous school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I didn't even submit a parent questionnaire, OP. It's all about the scores and the work samples.

If you feel you need to submit the parent questionnaire, then just say "Jonah catches on to things fast, asks logical questions seeking deeper explanations, and...."

If you have specific examples of conversations where your child has shown interest or understanding, then use the example. I don't think the parent form is that important.

It is about the scores.

We didn't submit any work samples coming in from out of state.

If the scores are high enough it doesn't matter what else you turn in, except perhaps a recommendation from your previous school.

Even though it should just be about the scores, it's really not. That's why so many parents can word things in such a way as to get their child accepted. See posts above.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I didn't even submit a parent questionnaire, OP. It's all about the scores and the work samples.

If you feel you need to submit the parent questionnaire, then just say "Jonah catches on to things fast, asks logical questions seeking deeper explanations, and...."

If you have specific examples of conversations where your child has shown interest or understanding, then use the example. I don't think the parent form is that important.

It is about the scores.

We didn't submit any work samples coming in from out of state.

If the scores are high enough it doesn't matter what else you turn in, except perhaps a recommendation from your previous school.

Even though it should just be about the scores, it's really not. That's why so many parents can word things in such a way as to get their child accepted. See posts above.

Even if YOU say it SHOULD be just about the scores, the AAP site says that it's not all about the scores, hence all the other optional data. "Wording" things means you are using language to communicate effectively. Is this news to you?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I didn't even submit a parent questionnaire, OP. It's all about the scores and the work samples.

If you feel you need to submit the parent questionnaire, then just say "Jonah catches on to things fast, asks logical questions seeking deeper explanations, and...."

If you have specific examples of conversations where your child has shown interest or understanding, then use the example. I don't think the parent form is that important.

It is about the scores.

We didn't submit any work samples coming in from out of state.

If the scores are high enough it doesn't matter what else you turn in, except perhaps a recommendation from your previous school.

Even though it should just be about the scores, it's really not. That's why so many parents can word things in such a way as to get their child accepted. See posts above.

Even if YOU say it SHOULD be just about the scores, the AAP site says that it's not all about the scores, hence all the other optional data. "Wording" things means you are using language to communicate effectively. Is this news to you?

Well, you certainly have communicated effectively that you have a large chip on your shoulder.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I didn't even submit a parent questionnaire, OP. It's all about the scores and the work samples.

If you feel you need to submit the parent questionnaire, then just say "Jonah catches on to things fast, asks logical questions seeking deeper explanations, and...."

If you have specific examples of conversations where your child has shown interest or understanding, then use the example. I don't think the parent form is that important.

It is about the scores.

We didn't submit any work samples coming in from out of state.

If the scores are high enough it doesn't matter what else you turn in, except perhaps a recommendation from your previous school.

Even though it should just be about the scores, it's really not. That's why so many parents can word things in such a way as to get their child accepted. See posts above.

Even if YOU say it SHOULD be just about the scores, the AAP site says that it's not all about the scores, hence all the other optional data. "Wording" things means you are using language to communicate effectively. Is this news to you?

Well, you certainly have communicated effectively that you have a large chip on your shoulder.

I have communicated effectively. However, you are inferring that I have a large chip on my shoulder when that is not what I am implying.

[Anonymous]

OP here. DC is accepted. According to the AAP office staff I met, for students transferring from other school system, they only consider the IQ scores, as those are the only objective evidence.

[Anonymous]

Anonymous wrote:OP here. DC is accepted. According to the AAP office staff I met, for students transferring from other school system, they only consider the IQ scores, as those are the only objective evidence.

Please share what was your DC WISC score. Did you only include the WISC score or another IQ test score too like the SB. Did you include any work samples ?

[Anonymous]

According to the AAP office staff member I met, they are looking for kids with IQ in the 130 range. They put very little weight on work samples or GBRS since thoes are not supported by FCPS teachers.

[Anonymous]

Anonymous wrote:According to the AAP office staff member I met, they are looking for kids with IQ in the 130 range. They put very little weight on work samples or GBRS since thoes are not supported by FCPS teachers.

How can the GBRS not be supported by FCPS teachers since the GBRS is done by FCPS staff that includes the AART and the child's teacher?

[Anonymous]

I think the OP is an out of state transfer and I have also heard the same thing. They only consider WISC scores for kids coming from a private school or another district.

[Anonymous]

Anonymous wrote:

Anonymous wrote:According to the AAP office staff member I met, they are looking for kids with IQ in the 130 range. They put very little weight on work samples or GBRS since thoes are not supported by FCPS teachers.

How can the GBRS not be supported by FCPS teachers since the GBRS is done by FCPS staff that includes the AART and the child's teacher?

The kid is coming from another state. Not fcps.

Fast paced game here. Pay attention.