AAP Appeal Advice

[Anonymous]

Anonymous wrote:Hi - I wanted to start a new process as I am going through the appeal process for my DD.
If you have done the appeal process in the past please share your experience.
DD was not in pool but her scores were borderline. I took her to take WISC test and her FSIQ was somewhat comparable to her CoGAT but the Fluid Reasoning was off the chart compared to the rest of the other scores.

Here are the breakdown.
NNAT 126 - 95%
CoGAT 128 - 95% (with Verbal of 95%)

WISC V 126 - 96%
Verbal 108 - 70%
Visual Spatial 122 - 93%
Fluid Reasoning 134 - 99%
GBRS 11

Other than submitting the WISC scores, what would you suggest to be included in the appeal package?

What type of recommendations (other than from piano or academic extra curricular activities would help?

[Anonymous]

DD had similar scores and we went through this process last year. In the appeal, we included the WISC. Full Scale was 125, but GAI was 132. In the appeals packet, we included additional samples that showed critical thinking. We also included math samples that helped to show DD's thinking. Accepted on appeal. We debated whether or not AAP was right. However, after a year in the program, we feel we definitely made the right decision.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Hi - I wanted to start a new process as I am going through the appeal process for my DD.
If you have done the appeal process in the past please share your experience.
DD was not in pool but her scores were borderline. I took her to take WISC test and her FSIQ was somewhat comparable to her CoGAT but the Fluid Reasoning was off the chart compared to the rest of the other scores.

Here are the breakdown.
NNAT 126 - 95%
CoGAT 128 - 95% (with Verbal of 95%)

WISC V 126 - 96%
Verbal 108 - 70%
Visual Spatial 122 - 93%
Fluid Reasoning 134 - 99%
GBRS 11

Other than submitting the WISC scores, what would you suggest to be included in the appeal package?

What type of recommendations (other than from piano or academic extra curricular activities would help?

A 134 subtest score is not really "off the chart" compared to other subscores of 122, 126 etc. That's the difference of just a few questions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hi - I wanted to start a new process as I am going through the appeal process for my DD.
If you have done the appeal process in the past please share your experience.
DD was not in pool but her scores were borderline. I took her to take WISC test and her FSIQ was somewhat comparable to her CoGAT but the Fluid Reasoning was off the chart compared to the rest of the other scores.

Here are the breakdown.
NNAT 126 - 95%
CoGAT 128 - 95% (with Verbal of 95%)

WISC V 126 - 96%
Verbal 108 - 70%
Visual Spatial 122 - 93%
Fluid Reasoning 134 - 99%
GBRS 11

Other than submitting the WISC scores, what would you suggest to be included in the appeal package?

What type of recommendations (other than from piano or academic extra curricular activities would help?

A 134 subtest score is not really "off the chart" compared to other subscores of 122, 126 etc. That's the difference of just a few questions.

I was simply using the terminology the WISC tester described that her FSIQ score would not be as meaningful because she has some subtest scores which are not quite consistent with the other subtest scores.

[Anonymous]

Which tester did you use? Those scores are not inconsistent. I used to do psychoeducational testing for kids with SNs. Here's an example of when the FSIQ doesn't reflect a child's abilities-say the subscores are 100, 169 and 143. That's an off the chart spread.

[Anonymous]

Anonymous wrote:Which tester did you use? Those scores are not inconsistent. I used to do psychoeducational testing for kids with SNs. Here's an example of when the FSIQ doesn't reflect a child's abilities-say the subscores are 100, 169 and 143. That's an off the chart spread.

GMU

[Anonymous]

I would wait until next year and get updated GBRS and work samples. You haven't said why you want your child in AAP. Is the current school not meeting her needs or do you just want her to be in the program?

[Anonymous]

Anonymous wrote:I would wait until next year and get updated GBRS and work samples. You haven't said why you want your child in AAP. Is the current school not meeting her needs or do you just want her to be in the program?

I was originally plan to do that, but I am thinking ahead. We have a great base school and I think she is quite challenged in the class because her teacher is giving her (and a group of other kids) different set of math problems and language art work (basically an informal level 2 or 3 - I am not sure). However, should we need to move to another FFX location where the school is not as great as the one we are currently in, I would blamed myself for not trying to get her in and getting the best education level she could possibly can without repeating the entire process. I also think that her scores are somewhat in that border where if she does get into the program she may not struggle just because I push her.

[Anonymous]

Anonymous wrote:DD had similar scores and we went through this process last year. In the appeal, we included the WISC. Full Scale was 125, but GAI was 132. In the appeals packet, we included additional samples that showed critical thinking. We also included math samples that helped to show DD's thinking. Accepted on appeal. We debated whether or not AAP was right. However, after a year in the program, we feel we definitely made the right decision.

Did you ask DD to create new work to show critical thinking? I am always struggling to figure out what kind of work would this be for a 2nd grader.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I would wait until next year and get updated GBRS and work samples. You haven't said why you want your child in AAP. Is the current school not meeting her needs or do you just want her to be in the program?

I was originally plan to do that, but I am thinking ahead. We have a great base school and I think she is quite challenged in the class because her teacher is giving her (and a group of other kids) different set of math problems and language art work (basically an informal level 2 or 3 - I am not sure). However, should we need to move to another FFX location where the school is not as great as the one we are currently in, I would blamed myself for not trying to get her in and getting the best education level she could possibly can without repeating the entire process. I also think that her scores are somewhat in that border where if she does get into the program she may not struggle just because I push her.

Pushing a child who is struggling will not change the fact that she struggles; it may somewhat hide the struggle from her teachers, but if she has trouble keeping up, she will still need a lot of help and pushing at home.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I would wait until next year and get updated GBRS and work samples. You haven't said why you want your child in AAP. Is the current school not meeting her needs or do you just want her to be in the program?

I was originally plan to do that, but I am thinking ahead. We have a great base school and I think she is quite challenged in the class because her teacher is giving her (and a group of other kids) different set of math problems and language art work (basically an informal level 2 or 3 - I am not sure). However, should we need to move to another FFX location where the school is not as great as the one we are currently in, I would blamed myself for not trying to get her in and getting the best education level she could possibly can without repeating the entire process. I also think that her scores are somewhat in that border where if she does get into the program she may not struggle just because I push her.

Pushing a child who is struggling will not change the fact that she struggles; it may somewhat hide the struggle from her teachers, but if she has trouble keeping up, she will still need a lot of help and pushing at home.

She didn't say her child is struggling. She said her child is getting differentiated work from her current teacher. What she said was because her child's scores are close to the cut off she thinks she may not struggle.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I would wait until next year and get updated GBRS and work samples. You haven't said why you want your child in AAP. Is the current school not meeting her needs or do you just want her to be in the program?

I was originally plan to do that, but I am thinking ahead. We have a great base school and I think she is quite challenged in the class because her teacher is giving her (and a group of other kids) different set of math problems and language art work (basically an informal level 2 or 3 - I am not sure). However, should we need to move to another FFX location where the school is not as great as the one we are currently in, I would blamed myself for not trying to get her in and getting the best education level she could possibly can without repeating the entire process. I also think that her scores are somewhat in that border where if she does get into the program she may not struggle just because I push her.

Pushing a child who is struggling will not change the fact that she struggles; it may somewhat hide the struggle from her teachers, but if she has trouble keeping up, she will still need a lot of help and pushing at home.

She didn't say her child is struggling. She said her child is getting differentiated work from her current teacher. What she said was because her child's scores are close to the cut off she thinks she may not struggle.

Actually the mom specifically said that the child's scores are borderline and that she "may not struggle just because I push her."

"I also think that her scores are somewhat in that border where if she does get into the program she may not struggle just because I push her."