2021 AAP Admissions Thread

[Anonymous]

Anonymous wrote:Here’s one of the inherent problems with GBRS:
Different teachers perceive and assign GBRS differently
Different schools / AART / principal : same
Some schools top scales for their applicants
Some don’t
After last year when 2CO 2FO isn’t in, teachers/AART/principals/schools will be tempted to
Tip scales even more - especially given lack of in person school - benefit of doubt to student

Result: more madness with lots of 4CO students with no testing or with tests that committee doesn’t want to recognize

The whole process has really become a throw of dice and a bit of a sham for recognizing the amorphous term “need”

You summed it up so well. This is precisely why I can't be confident my child (with 99 percentile NNAT scores but quiet and shy in class) will get in. Because of DL challenges, there were hardly any work samples the schools collected that would show meaningful differentiation between kids in his 2nd grade class.. My kid got assignments where he filled out multiple chpice questions, filled out just two sentences (project by the AART) or had to drag and drop the correct choice, save, and submit. They did perhaps one meaningful work which I'm guessing they collected.

[Anonymous]

I have to say the AART project at our school has been a complete joke. My kid after seeing the topic last fall said "We have been doing this same thing since Kindergarten!" And really it is a pretty easy one for second graders. So honestly at this point I feel like we are just entering into a lottery.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Here’s one of the inherent problems with GBRS:
Different teachers perceive and assign GBRS differently
Different schools / AART / principal : same
Some schools top scales for their applicants
Some don’t
After last year when 2CO 2FO isn’t in, teachers/AART/principals/schools will be tempted to
Tip scales even more - especially given lack of in person school - benefit of doubt to student

Result: more madness with lots of 4CO students with no testing or with tests that committee doesn’t want to recognize

The whole process has really become a throw of dice and a bit of a sham for recognizing the amorphous term “need”

You summed it up so well. This is precisely why I can't be confident my child (with 99 percentile NNAT scores but quiet and shy in class) will get in. Because of DL challenges, there were hardly any work samples the schools collected that would show meaningful differentiation between kids in his 2nd grade class.. My kid got assignments where he filled out multiple chpice questions, filled out just two sentences (project by the AART) or had to drag and drop the correct choice, save, and submit. They did perhaps one meaningful work which I'm guessing they collected.

My 2nd grade daughter teacher ask for her work sample right before sending her file to center. She sent two math sum addition and subtraction which was hard for 2nd graders. My daughter needs to solve it and explain her strategies in flipgrid video all by herself. Also she ask for her drawing pictures that she did for her thanksgiving project.

[Anonymous]

Anonymous wrote:

Anonymous wrote:No one knows. There is no consistency to the process. Relying on the GBRS, a subjective and invalided measure measure over valid tests with established norms introduces error into the process that you can’t control. MNy extremely gifted children were not accepted and many students that shouldn’t have been were. No one knows or is able to predict which is where part of the anxiety comes from.

And, to the PP, yes we do have other deadlines. Many apply to private schools if their gifted child is not accepted

Just curious, what makes your children extremely gifted?

150 IQ

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s one of the inherent problems with GBRS:
Different teachers perceive and assign GBRS differently
Different schools / AART / principal : same
Some schools top scales for their applicants
Some don’t
After last year when 2CO 2FO isn’t in, teachers/AART/principals/schools will be tempted to
Tip scales even more - especially given lack of in person school - benefit of doubt to student

Result: more madness with lots of 4CO students with no testing or with tests that committee doesn’t want to recognize

The whole process has really become a throw of dice and a bit of a sham for recognizing the amorphous term “need”

You summed it up so well. This is precisely why I can't be confident my child (with 99 percentile NNAT scores but quiet and shy in class) will get in. Because of DL challenges, there were hardly any work samples the schools collected that would show meaningful differentiation between kids in his 2nd grade class.. My kid got assignments where he filled out multiple chpice questions, filled out just two sentences (project by the AART) or had to drag and drop the correct choice, save, and submit. They did perhaps one meaningful work which I'm guessing they collected.

My 2nd grade daughter teacher ask for her work sample right before sending her file to center. She sent two math sum addition and subtraction which was hard for 2nd graders. My daughter needs to solve it and explain her strategies in flipgrid video all by herself. Also she ask for her drawing pictures that she did for her thanksgiving project.

Whereas, teachers at our school asked for nothing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Another question, 2CO and 2FO. Any chance for them?
(adv math and level iii)

I think it's really hard to predict. I've heard of kids with 2CO / 2FO who didn't get in last year. Also, I am seeing a lot of 4CO on this year's threads. Will just have to see.

My daughter report card said her current level of AAP is level 3 she is in 2nd grade, does that mean she is already getting level 3 support? We never notified by anyone from school.

According to the website, level 3 is grades 3-6 so not sure.

I've heard of certain really high performing second graders being in L3 AAP in second grade. But, I am pretty sure that the school informed the parent.

[Anonymous]

Any bets that we will NOT get AAP results tomorrow?

[Anonymous]

Anonymous wrote:Any bets that we will NOT get AAP results tomorrow? [/quote
Yep!

[Anonymous]

Anonymous wrote:Not allowing testing discriminates against 2E children. They cannot completely ignore the only form of unbiased testing for this population.

2E kids tests are considered but those are given by the school as part of the process.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not allowing testing discriminates against 2E children. They cannot completely ignore the only form of unbiased testing for this population.

2E kids tests are considered but those are given by the school as part of the process.

Ours were done outside the school. Schools can’t diagnose dyslexia or give neuropsychological evals.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s one of the inherent problems with GBRS:
Different teachers perceive and assign GBRS differently
Different schools / AART / principal : same
Some schools top scales for their applicants
Some don’t
After last year when 2CO 2FO isn’t in, teachers/AART/principals/schools will be tempted to
Tip scales even more - especially given lack of in person school - benefit of doubt to student

Result: more madness with lots of 4CO students with no testing or with tests that committee doesn’t want to recognize

The whole process has really become a throw of dice and a bit of a sham for recognizing the amorphous term “need”

You summed it up so well. This is precisely why I can't be confident my child (with 99 percentile NNAT scores but quiet and shy in class) will get in. Because of DL challenges, there were hardly any work samples the schools collected that would show meaningful differentiation between kids in his 2nd grade class.. My kid got assignments where he filled out multiple chpice questions, filled out just two sentences (project by the AART) or had to drag and drop the correct choice, save, and submit. They did perhaps one meaningful work which I'm guessing they collected.

My 2nd grade daughter teacher ask for her work sample right before sending her file to center. She sent two math sum addition and subtraction which was hard for 2nd graders. My daughter needs to solve it and explain her strategies in flipgrid video all by herself. Also she ask for her drawing pictures that she did for her thanksgiving project.

Whereas, teachers at our school asked for nothing.

Same here. And then sprung an "interview" on my son in the middle of asynchronous time, asking questions like, "Do you research things at home?" "Is school too easy for you?" He is shy and tries very hard to be polite, so of course the answer to the second one was "No" ... because he did not want to hurt her feelings. That's what we get for trying to raise a non-mansplainer.

[Anonymous]

Found this school update email today..


"Families will be notified of level IV eligibility by mail in early April. Please note students who are not found eligible for level IV services for the 2021-2022 academic school year will automatically be screened for school based level (II-III) services. Parents do not need to submit a Level II/III Referral Form. "

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s one of the inherent problems with GBRS:
Different teachers perceive and assign GBRS differently
Different schools / AART / principal : same
Some schools top scales for their applicants
Some don’t
After last year when 2CO 2FO isn’t in, teachers/AART/principals/schools will be tempted to
Tip scales even more - especially given lack of in person school - benefit of doubt to student

Result: more madness with lots of 4CO students with no testing or with tests that committee doesn’t want to recognize

The whole process has really become a throw of dice and a bit of a sham for recognizing the amorphous term “need”

You summed it up so well. This is precisely why I can't be confident my child (with 99 percentile NNAT scores but quiet and shy in class) will get in. Because of DL challenges, there were hardly any work samples the schools collected that would show meaningful differentiation between kids in his 2nd grade class.. My kid got assignments where he filled out multiple chpice questions, filled out just two sentences (project by the AART) or had to drag and drop the correct choice, save, and submit. They did perhaps one meaningful work which I'm guessing they collected.

My 2nd grade daughter teacher ask for her work sample right before sending her file to center. She sent two math sum addition and subtraction which was hard for 2nd graders. My daughter needs to solve it and explain her strategies in flipgrid video all by herself. Also she ask for her drawing pictures that she did for her thanksgiving project.

Whereas, teachers at our school asked for nothing.

Same here. And then sprung an "interview" on my son in the middle of asynchronous time, asking questions like, "Do you research things at home?" "Is school too easy for you?" He is shy and tries very hard to be polite, so of course the answer to the second one was "No" ... because he did not want to hurt her feelings. That's what we get for trying to raise a non-mansplainer.

Every child who answered yes was raised as a mansplainer? Do you even know what that means?

[Anonymous]

FCPS website says notifications will be through sending “decision letters”. Not sure who started the email rumor.

Also, according to the website, orientations for Level 4 schools start April 14, so that would likely be a pretty hard deadline for receiving a decision letter.

[Anonymous]

Anonymous wrote:FCPS website says notifications will be through sending “decision letters”. Not sure who started the email rumor.

Also, according to the website, orientations for Level 4 schools start April 14, so that would likely be a pretty hard deadline for receiving a decision letter.

The “rumor” was started by an AART, who said we would be notified by email today (4/8).