GT/AAP Appeals

[Anonymous]

In past years, the letters have arrived anywhere from June 15 to June 26. The deadline for submission is June 1, so I guess they turn these things around very fast. You should know by the last week of school or shortly thereafter.

[Anonymous]

Anonymous wrote:

Anonymous wrote: They haven't done reading groups since February because the class gets too out of control.

Wow! I would so be in the principals office if the class was so out of control that they could even do their work.

[Anonymous]

Anonymous wrote:I am heartened to hear that a child with a WISC less than 130 was actually deemed eligible for AAP. You may be the only parent in Fairfax County willing to admit this. It seems like everyone on this Board has a child in the 99th percentile that is barely eeking into the program. What gives? Are there really THAT many kids in this area hitting the ceiling on these IQ tests? I would really like to know if moderately gifted kids with WISC scores in the 125-130 range are getting in.

but I don't think you do the WISC unless the kid has already bombed the CogAt and GBRS. So the score needs to be real high to offset those two very unimpressive results. So a 125-130 alone might be good enough, but maybe not enough to offset sy a 7 or 8 GBRS.

[Anonymous]

How is getting 125-130 on the CogAT considered "bombing" the test, and "very unimpressive"?? As we've seen on these threads, there are many reasons a bright child might be at 130 or lower on the CogAT, and we all know that GBRS is subjective.

My nephew's composite CogAT was 129 a few years ago - he was parent-referred with a respectable GBRS. He's thrived at the center, mainly because he is self-motivated and focused. My DD aced the CogAT (one near-perfect score), but I worry about her lack of motivation and perfectionism. I think it's going to be hard for her to grind through the program, unless she develops better habits.

[Anonymous]

My kid didn't "bomb" the CogAt/NNAt either. She was in the pool (NNAT 130) and had a respectable GBRS (12) but still was declared ineligible. And yes, we are appealing with decent WISC scores (VCI 130, PRI 131). As for motivation and perfectionism, I know where you're coming from. One of the reasons I'm trying so hard to get my daughter in AAP is that I feel strongly she "learns differently" and needs the experiential curriculum to thrive. Let's stop casting stones -- a kid with a 120-125 on the CogAt is still in the 90+ national percentile. And the truth is, getting into AAP pushes the merely bright kids into excellence. It's the Outlier phenomenon. We all know it, and that's why we try so hard to get our kids in.

[Anonymous]

I completely agree with you !! as my DC is also bored most of the times in the class room and her scores are around (Cogat, NNAT, WISC)95% with GBRS of 10.
when I spoke with the teacher about the GBRS, she says though DC excels in the class room curriculum, she doesn't exceed her expectation. I was kind of helpless in arguing with teacher that she needs to be challenged to exceed the grade level expectation.

Each kid is different, some are self motivated some need challenging environment.

[Anonymous]

Please reply. How many of you have gone through the appeals process?If so could you post what your scores were and your GBRS. Also if you were accepted or denied. Thanks

[Anonymous]

Just curious does anyone know what type of people are on the appeals board. Are they teachers,psychologists,or adminstrators. Also do you know how many there are?I really am just curious to know who is going to be looking at the apopeals packets. Thanks

[Anonymous]

Anonymous wrote:PP here: another way to look at it that there are two facts to consider with GBRS and testing: 1) GBRS are subjective, and 2) there are ways (questionably ethical) to prep for the NNAT and CoGAT. With that said, test strategies and prep can possibly increase the scores 20-30 points.

Presumably, the committee knows both of these. So, ideally, there will be gifted GBRS and good test scores (say 12 and 130). A student with lower GBRS (7) and 120 -130 NNAT test scores, like 10:56, would signal a child that might have been prepped...the numbers are out of whack. The 152 tell the committee that the child is smart...3-4 standard deviations above mean, but is probably having issues in class.

You turn it around, say around 120 on the tests, but 14-16 GBRS, the same questions might exist, but the high GBRS child would probably not be disruptive in class even if they don't belong. That is just a guess.

For truth in advertising, I was a child that would have had a low GBRS...how low? I do not know. But I would test off the charts. I was bored out of my mind.

My DD did not test as well as I think she should have...did not make the pool with scores around 120. We got a WISC IV as part of the referral package, and her scores were consistent with the in school tests. I talked to the AART after that, with the plan to not parental refer. She strongly encouraged me to refer, so I followed her advice. She ended up with a GBRS of 15, and was accepted starting last fall. She is doing fine....Mostly O's on the report card.

I think 'having issues in class' should reflect on report card not on GBRS.

In fact I thought the big part of the purpose of AAP is for the exceptionally smart kids having 'issues in normal classes'.

152 WISC and 7 GBRS is likely to be poor judgement of the teacher.

High scores in NNAT/CogAt and WISC should override GBRS in appealing.

[Anonymous]

I will go one step further, a high Wisc trumps all. The original poster shows a low gbrs and borderline nnat and Cogat. There was no reason to place the child in AAP. The Wisc was done for appeal apparently showed 152.... which number at 152, I do not know. With a real 152 the child should get in.

[Anonymous]

What score do you think you need on the WISC to beat a GBRS of 9?

[Anonymous]

Reading all these threads as well as the technical reports supporting the WISC, I think VCI and PRI are critical subtests, and that both should be above 125 for a clear shot. That would present a "giftted" profile.

[Anonymous]

which subtest of the wisc was a 152? i think that makes a difference, since VCI and PRI are the "important" subtests for arguing a child should be eligible.

[Anonymous]

Anonymous wrote:which subtest of the wisc was a 152? i think that makes a difference, since VCI and PRI are the "important" subtests for arguing a child should be eligible.

VCI and PRI have a ceiling of 155 while WMI and PSI have a ceiling of 150, both FSIQ and GAI have a ceiling of 160. This is using regular norms (not extended norms).

So 152 would likely to be FSIQ or GAI, possiblly VCI or PRI, but definitely not WMI or PSI.

[Anonymous]

Anonymous wrote:which subtest of the wisc was a 152? i think that makes a difference, since VCI and PRI are the "important" subtests for arguing a child should be eligible.

VCI and PRI have a ceiling of 155 while WMI and PSI have a ceiling of 150, both FSIQ and GAI have a ceiling of 160. This is using regular norms (not extended norms).

So 152 would likely to be FSIQ or GAI, possiblly VCI or PRI, but definitely not WMI or PSI.