2017 AAP Admission Thread

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

Um...I think she the poster did highlight "think outside the box" is an important trait to look for. You completely missed the point.

Typically, a kid who does well on these tests is a think outside the box kid, though. It is a kid who can see things a different way, esp. with a test like the NNAT and certain parts of the cogat. That is the point. If you were to fill in a missing piece of a puzzle and it isn't immediately clear to you what the piece was that was missing, you're not that kind of a thinker.

Yes, and while that may be ONE way to indeed to identify "outside the box" thinkers, there are other ways as well, that cannot always be measured by standardized tests. Hence the importance of a GBRS, unique work samples, parent input, etc. Which is why plenty of kids get in each year with below pool scores and do so well.

You're missing MY point. Absolutely kids who are not highly gifted can still do great in AAP even if they aren't out of the box thinkers. Most likely though a kid like that won't change the world. That kid can be skilled and trained to do amazing things, but can that kid create new techniques and come up with new creations? Probably not ones that will change the world for others. I/m thinking way beyond AAP. You're looking at this narrowly: can highly gifted kids and smart kids do well in AAP. Yep, they can. Do highly gifted kids stand out as out of the box thinkers? Absolutely. This is coming from a parent who has a highly gifted kid and one who is probably really smart but not highly gifted. I'm guessing my other kid isn't highly gifted but she got a 140 on the NNAT a 140 on the Cogat (no wisc, so I have no idea) and a 16 gbrs). She clearly is bright....but when she makes connections it is no where near like my other child. It is just...different...he is the kind of person who could change things in the world.

I think lots of people can change the world...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

Um...I think she the poster did highlight "think outside the box" is an important trait to look for. You completely missed the point.

Typically, a kid who does well on these tests is a think outside the box kid, though. It is a kid who can see things a different way, esp. with a test like the NNAT and certain parts of the cogat. That is the point. If you were to fill in a missing piece of a puzzle and it isn't immediately clear to you what the piece was that was missing, you're not that kind of a thinker.

Yes, and while that may be ONE way to indeed to identify "outside the box" thinkers, there are other ways as well, that cannot always be measured by standardized tests. Hence the importance of a GBRS, unique work samples, parent input, etc. Which is why plenty of kids get in each year with below pool scores and do so well.

You're missing MY point. Absolutely kids who are not highly gifted can still do great in AAP even if they aren't out of the box thinkers. Most likely though a kid like that won't change the world. That kid can be skilled and trained to do amazing things, but can that kid create new techniques and come up with new creations? Probably not ones that will change the world for others. I/m thinking way beyond AAP. You're looking at this narrowly: can highly gifted kids and smart kids do well in AAP. Yep, they can. Do highly gifted kids stand out as out of the box thinkers? Absolutely. This is coming from a parent who has a highly gifted kid and one who is probably really smart but not highly gifted. I'm guessing my other kid isn't highly gifted but she got a 140 on the NNAT a 140 on the Cogat (no wisc, so I have no idea) and a 16 gbrs). She clearly is bright....but when she makes connections it is no where near like my other child. It is just...different...he is the kind of person who could change things in the world.

Again, not doubting that your highly gifted child is gonna change the world, not one bit. I was simply responding to comments wondering how kids got in with lower scores and higher GBRS. That is all. Simply stating that obviously the teachers, parents, team, whoever saw something in that child that cannot necessarily be measured on a test. Admissions to AAP is a wholistic approach. And that I know plenty of kids in the AAP program that got in that way and are doing just fine. If you want to start a different thread about how highly gifted children are going to change the world, feel free. Lots of us will agree with you!

I think we are just talking about totally different things is all. Enjoy the rest of your day.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DS father said he lost the letter...already and I never got to read it.

There was a yellow form in the there that you have to fill out and return if you want your child to be in Level IV next year.

Oh no! Any suggestions on what to do now? Call the central office?

Or email your AART. It has the info on the orientation on it and the due date for the paperwork. He/She can probably get you a new one.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DS father said he lost the letter...already and I never got to read it.

There was a yellow form in the there that you have to fill out and return if you want your child to be in Level IV next year.

Oh no! Any suggestions on what to do now? Call the central office?

Or email your AART. It has the info on the orientation on it and the due date for the paperwork. He/She can probably get you a new one.

I think the central office sends the forms and you fax/mail/email it back to them. You can email the central office at [e-mail] or call them. The deadline to reply is May 3rd.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

Um...I think she the poster did highlight "think outside the box" is an important trait to look for. You completely missed the point.

Typically, a kid who does well on these tests is a think outside the box kid, though. It is a kid who can see things a different way, esp. with a test like the NNAT and certain parts of the cogat. That is the point. If you were to fill in a missing piece of a puzzle and it isn't immediately clear to you what the piece was that was missing, you're not that kind of a thinker.

Yes, and while that may be ONE way to indeed to identify "outside the box" thinkers, there are other ways as well, that cannot always be measured by standardized tests. Hence the importance of a GBRS, unique work samples, parent input, etc. Which is why plenty of kids get in each year with below pool scores and do so well.

You're missing MY point. Absolutely kids who are not highly gifted can still do great in AAP even if they aren't out of the box thinkers. Most likely though a kid like that won't change the world. That kid can be skilled and trained to do amazing things, but can that kid create new techniques and come up with new creations? Probably not ones that will change the world for others. I/m thinking way beyond AAP. You're looking at this narrowly: can highly gifted kids and smart kids do well in AAP. Yep, they can. Do highly gifted kids stand out as out of the box thinkers? Absolutely. This is coming from a parent who has a highly gifted kid and one who is probably really smart but not highly gifted. I'm guessing my other kid isn't highly gifted but she got a 140 on the NNAT a 140 on the Cogat (no wisc, so I have no idea) and a 16 gbrs). She clearly is bright....but when she makes connections it is no where near like my other child. It is just...different...he is the kind of person who could change things in the world.

I think lots of people can change the world...

Think of it this way: a bright kid could grow up to train under someone else, learning how to do the most skilled of surgeries. An out of the box thinker is the one who comes up with the idea do a face transplant in the first place.

[Anonymous]

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

That's nice to know. DC did not get into AAP this year. And I feel bad that DC has to go through the non challenging curriculum next year. I have been thinking a lot that why do kids need to go through this. It's too early to assess their smartness and intelligence even if it's about GBRS score. DC is immature but intelligent. He is intellectual but his second grade teacher did not see that. So do I really need to wait for next year and I am positive DC will remain immature, he is different outside. However this whole concept of separate classes for smart kids is unfair. Too early basically or change the curriculum. The standard of education has to be changed anyway. Not much stimulation given to kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

This is what I am trying to say, DC behaves the same way at home but at school, his teachers did not see this. It's so unnatural to tell my kiddo that show more smartness next year. Equal opportunity should be given, why separate classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

This is what I am trying to say, DC behaves the same way at home but at school, his teachers did not see this. It's so unnatural to tell my kiddo that show more smartness next year. Equal opportunity should be given, why separate classes.

I was a long time teacher in the classroom in Fairfax County. I've had lots of parents think their kids were out of the box thinkers. It is much more rarer than parents think. Please give concrete examples...

[Anonymous]

Agreed! It is probably truly the top 1-3%. However, that is not AAP. AAP is the top 15-20%, which means very bright kids with a strong academic potential.

[Anonymous]

Anonymous wrote:Agreed! It is probably truly the top 1-3%. However, that is not AAP. AAP is the top 15-20%, which means very bright kids with a strong academic potential.

The 15-20 percent includes level II and level III, not just level IV.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Agreed! It is probably truly the top 1-3%. However, that is not AAP. AAP is the top 15-20%, which means very bright kids with a strong academic potential.

The 15-20 percent includes level II and level III, not just level IV.

No, 15-20% many grades go into the AAP classes at the schools in just level IV. (NP here.)

[Anonymous]

Anonymous wrote:


That's nice to know. DC did not get into AAP this year. And I feel bad that DC has to go through the non challenging curriculum next year. I have been thinking a lot that why do kids need to go through this. It's too early to assess their smartness and intelligence even if it's about GBRS score. DC is immature but intelligent. He is intellectual but his second grade teacher did not see that. So do I really need to wait for next year and I am positive DC will remain immature, he is different outside. However this whole concept of separate classes for smart kids is unfair. Too early basically or change the curriculum. The standard of education has to be changed anyway. Not much stimulation given to kids.

Will you appeal? It's always worth a try. This was similar to my son. He was immature and bored, so he didn't look the part to his teacher. In late March she said to me "you know, DC's behavior sometimes keeps you from realizing how very smart he is." Great, thanks, that was what I tried to tell her in November, but March is too late! He did mature a lot of over the summer, and I spoke with his teacher before day 1 of third grade to make sure she was taking notes on him and prepared for me to refer him. (and he is in Level III and Advanced Math). He retook the CoGat and they went from mid 120's to 136 and his GBRS went from a 10 to a 13. He hasn't really had many friends in Gen Ed this year because they just don't have the same interests as him. I happy to say that he was accepted and will be in AAP next year. He enjoyed being pulled out for Level III and was happy with the advanced math (it's the same as the Level IV math) and loves his teacher so it's been an okay year, but I am looking forward to him having more of "his people" to socialize with next year. There is a way forward if you feel it is the right place for your child.

[Anonymous]

Anonymous wrote:

Anonymous wrote:


That's nice to know. DC did not get into AAP this year. And I feel bad that DC has to go through the non challenging curriculum next year. I have been thinking a lot that why do kids need to go through this. It's too early to assess their smartness and intelligence even if it's about GBRS score. DC is immature but intelligent. He is intellectual but his second grade teacher did not see that. So do I really need to wait for next year and I am positive DC will remain immature, he is different outside. However this whole concept of separate classes for smart kids is unfair. Too early basically or change the curriculum. The standard of education has to be changed anyway. Not much stimulation given to kids.

Will you appeal? It's always worth a try. This was similar to my son. He was immature and bored, so he didn't look the part to his teacher. In late March she said to me "you know, DC's behavior sometimes keeps you from realizing how very smart he is." Great, thanks, that was what I tried to tell her in November, but March is too late! He did mature a lot of over the summer, and I spoke with his teacher before day 1 of third grade to make sure she was taking notes on him and prepared for me to refer him. (and he is in Level III and Advanced Math). He retook the CoGat and they went from mid 120's to 136 and his GBRS went from a 10 to a 13. He hasn't really had many friends in Gen Ed this year because they just don't have the same interests as him. I happy to say that he was accepted and will be in AAP next year. He enjoyed being pulled out for Level III and was happy with the advanced math (it's the same as the Level IV math) and loves his teacher so it's been an okay year, but I am looking forward to him having more of "his people" to socialize with next year. There is a way forward if you feel it is the right place for your child.

I'm in the same situation for my 2nd grader DS! He needs more challenging work in Math and Language Arts, didn't get into AAP since teacher gave a GBRS of 8, but I really feel he has the potential to do more! How do we apply for Level III or more challenging work for 3rd grade, since he's not in AAP?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:


That's nice to know. DC did not get into AAP this year. And I feel bad that DC has to go through the non challenging curriculum next year. I have been thinking a lot that why do kids need to go through this. It's too early to assess their smartness and intelligence even if it's about GBRS score. DC is immature but intelligent. He is intellectual but his second grade teacher did not see that. So do I really need to wait for next year and I am positive DC will remain immature, he is different outside. However this whole concept of separate classes for smart kids is unfair. Too early basically or change the curriculum. The standard of education has to be changed anyway. Not much stimulation given to kids.

Will you appeal? It's always worth a try. This was similar to my son. He was immature and bored, so he didn't look the part to his teacher. In late March she said to me "you know, DC's behavior sometimes keeps you from realizing how very smart he is." Great, thanks, that was what I tried to tell her in November, but March is too late! He did mature a lot of over the summer, and I spoke with his teacher before day 1 of third grade to make sure she was taking notes on him and prepared for me to refer him. (and he is in Level III and Advanced Math). He retook the CoGat and they went from mid 120's to 136 and his GBRS went from a 10 to a 13. He hasn't really had many friends in Gen Ed this year because they just don't have the same interests as him. I happy to say that he was accepted and will be in AAP next year. He enjoyed being pulled out for Level III and was happy with the advanced math (it's the same as the Level IV math) and loves his teacher so it's been an okay year, but I am looking forward to him having more of "his people" to socialize with next year. There is a way forward if you feel it is the right place for your child.

I'm in the same situation for my 2nd grader DS! He needs more challenging work in Math and Language Arts, didn't get into AAP since teacher gave a GBRS of 8, but I really feel he has the potential to do more! How do we apply for Level III or more challenging work for 3rd grade, since he's not in AAP?

Same question. How do we apply for level III?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

Um...I think she the poster did highlight "think outside the box" is an important trait to look for. You completely missed the point.

Typically, a kid who does well on these tests is a think outside the box kid, though. It is a kid who can see things a different way, esp. with a test like the NNAT and certain parts of the cogat. That is the point. If you were to fill in a missing piece of a puzzle and it isn't immediately clear to you what the piece was that was missing, you're not that kind of a thinker.

Yes, and while that may be ONE way to indeed to identify "outside the box" thinkers, there are other ways as well, that cannot always be measured by standardized tests. Hence the importance of a GBRS, unique work samples, parent input, etc. Which is why plenty of kids get in each year with below pool scores and do so well.

You're missing MY point. Absolutely kids who are not highly gifted can still do great in AAP even if they aren't out of the box thinkers. Most likely though a kid like that won't change the world. That kid can be skilled and trained to do amazing things, but can that kid create new techniques and come up with new creations? Probably not ones that will change the world for others. I/m thinking way beyond AAP. You're looking at this narrowly: can highly gifted kids and smart kids do well in AAP. Yep, they can. Do highly gifted kids stand out as out of the box thinkers? Absolutely. This is coming from a parent who has a highly gifted kid and one who is probably really smart but not highly gifted. I'm guessing my other kid isn't highly gifted but she got a 140 on the NNAT a 140 on the Cogat (no wisc, so I have no idea) and a 16 gbrs). She clearly is bright....but when she makes connections it is no where near like my other child. It is just...different...he is the kind of person who could change things in the world.

I think lots of people can change the world...

+1.

I was an average student in my entire academic life. I am bringing lots of changes and activities ideas in my neighborhood. AAP should be for those 1% highly gifted kid.