Today is the day! (AAP appeals)

[Anonymous]

Anonymous wrote:i feel it's so crazy that all of this is behind a veiled curtain - like, we get it, it's the whole child you're looking at, but there are definitely "cut-offs" they have determined.

and if a teacher was new or didn't know what papers to assign and collect/ What if a teacher was overwhelmed by personal circumstances and was not really invested in the kids. What if a teacher had a predetermined notion that one race is more gifted than another. There is too much weight on what the teacher says.

This whole program is ass-backwards. It should open up the floodgates and all students should be allowed - no, encouraged to have higher level thinking and challenges. as they grow, we see which kids thrive and which kids need more support and then support them so that they can succeed. This whole thing of pitting kids against each other and having parents prep and train their kids is asinine. I found out after taking my kid to take his WISC that the other parents prepped and found tests online and practiced with their kid. I asked the GMU people if there was anything i needed to do (after learning parents prepped their kids for COGAT) and she said no, there was no way to prep, it was a one-on-one evaluation that they would either know or wouldn't... clearly that was not 100% true.

Or maybe your kid is getting their needs met and will do fine in the gen ed classroom. You sound like a conspiracy theorist; not a good look.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

I am not sure how honors is going. But what my ds is learning is very very basic in 2nd grade. He was in private school in kg and was taught multiplication and division and he grasped it. Public school curriculum is quite far behind. So unless the kid is very slow in learning or parents not able to sit with the kid, all other kids can benefit from an advanced curriculum.

There is a big jump for every student between 2nd grade and 3rd grade. Whether in AAP or gen ed.

Public school doesn't teach multiplication and division in kindergarten but overall the public school curriculum is generally on par with or ahead of private school curriculum.

How will it jump suddenly from 2nd to 3rd? DS is pretty bored in his class and we supplement a lot outside school. And this summer will be prepping him for Cogat so he gets into level IV!!!

Never did it so far, but came to know there were kids who put in a lot of work and got very high scores.

So if that is the only way, will get that covered.

Not the most intelligent system but will play by it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

I am not sure how honors is going. But what my ds is learning is very very basic in 2nd grade. He was in private school in kg and was taught multiplication and division and he grasped it. Public school curriculum is quite far behind. So unless the kid is very slow in learning or parents not able to sit with the kid, all other kids can benefit from an advanced curriculum.

There is a big jump for every student between 2nd grade and 3rd grade. Whether in AAP or gen ed.

Public school doesn't teach multiplication and division in kindergarten but overall the public school curriculum is generally on par with or ahead of private school curriculum.

How will it jump suddenly from 2nd to 3rd? DS is pretty bored in his class and we supplement a lot outside school. And this summer will be prepping him for Cogat so he gets into level IV!!!

Never did it so far, but came to know there were kids who put in a lot of work and got very high scores.

So if that is the only way, will get that covered.

Not the most intelligent system but will play by it.

Getting a high Cogat score is not the only way into Level IV. However, even more importantly, a high Cogat score doesn’t guarantee a student is a good fit for Level IV and will thrive in AAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:i feel it's so crazy that all of this is behind a veiled curtain - like, we get it, it's the whole child you're looking at, but there are definitely "cut-offs" they have determined.

and if a teacher was new or didn't know what papers to assign and collect/ What if a teacher was overwhelmed by personal circumstances and was not really invested in the kids. What if a teacher had a predetermined notion that one race is more gifted than another. There is too much weight on what the teacher says.

This whole program is ass-backwards. It should open up the floodgates and all students should be allowed - no, encouraged to have higher level thinking and challenges. as they grow, we see which kids thrive and which kids need more support and then support them so that they can succeed. This whole thing of pitting kids against each other and having parents prep and train their kids is asinine. I found out after taking my kid to take his WISC that the other parents prepped and found tests online and practiced with their kid. I asked the GMU people if there was anything i needed to do (after learning parents prepped their kids for COGAT) and she said no, there was no way to prep, it was a one-on-one evaluation that they would either know or wouldn't... clearly that was not 100% true.

Or maybe your kid is getting their needs met and will do fine in the gen ed classroom. You sound like a conspiracy theorist; not a good look.

Where is the conspiracy? my child told me he was bored. my neighbors and colleagues told me they prepped their kids. what is the conspiracy?

i taught him at home for the past 2 years through COVID. I know where he is. my daughter got into level IV with less, but higher GBRS - her teacher advocated for her. My sons did not and told me at the beginning of the year that he was struggling and i asked what she was talking about because i had received no work at home indicating that he was struggling. neither did she - it was just her "feeling", yet all of his work was complete and correct.

And just so you know, I've been in education for 25 years here in FCPS, Alexandria and Arlington. You bet your butt that some of these teachers treat different races differently, You're kidding yourself if you don't think that's the truth. I have sat in meeting after CT meeting, after administrative meeting where it was obvious what the teachers were saying without saying it (and some flat out did). I'm Caucasian and I'm seriously offended by comments made by my colleagues. I have reported them, but have learned to just keep quiet because you get in more trouble repeating the racists than the racists do making their comments. My child's needs may be met at the school, but he is not being challenged.

"advanced" curriculum should be open to all elementary students - just like honors is in middle school "open enrollment". why do we limit their growth and education in elementary only to open the floodgates in middle school?

additionally, i'm not worried what the "look" is. I'll advocate for my children no matter what. You can worry about what people think of you on an online forum.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.


Honors is open enrollment. You can be reading below grade level and sign up for English honors cause your parents wanted you too. I have seen so many kids sign up for an honors class that struggle in Gen Ed.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

How is honors going in middle schools?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

I am not sure how honors is going. But what my ds is learning is very very basic in 2nd grade. He was in private school in kg and was taught multiplication and division and he grasped it. Public school curriculum is quite far behind. So unless the kid is very slow in learning or parents not able to sit with the kid, all other kids can benefit from an advanced curriculum.

There is a big jump for every student between 2nd grade and 3rd grade. Whether in AAP or gen ed.

Public school doesn't teach multiplication and division in kindergarten but overall the public school curriculum is generally on par with or ahead of private school curriculum.

How will it jump suddenly from 2nd to 3rd? DS is pretty bored in his class and we supplement a lot outside school. And this summer will be prepping him for Cogat so he gets into level IV!!!

Never did it so far, but came to know there were kids who put in a lot of work and got very high scores.

So if that is the only way, will get that covered.

Not the most intelligent system but will play by it.

Getting a high Cogat score is not the only way into Level IV. However, even more importantly, a high Cogat score doesn’t guarantee a student is a good fit for Level IV and will thrive in AAP.

Yes, not the only way but one way. Why leave prepping your kid if that’s possible and allowed

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:i feel it's so crazy that all of this is behind a veiled curtain - like, we get it, it's the whole child you're looking at, but there are definitely "cut-offs" they have determined.

and if a teacher was new or didn't know what papers to assign and collect/ What if a teacher was overwhelmed by personal circumstances and was not really invested in the kids. What if a teacher had a predetermined notion that one race is more gifted than another. There is too much weight on what the teacher says.

This whole program is ass-backwards. It should open up the floodgates and all students should be allowed - no, encouraged to have higher level thinking and challenges. as they grow, we see which kids thrive and which kids need more support and then support them so that they can succeed. This whole thing of pitting kids against each other and having parents prep and train their kids is asinine. I found out after taking my kid to take his WISC that the other parents prepped and found tests online and practiced with their kid. I asked the GMU people if there was anything i needed to do (after learning parents prepped their kids for COGAT) and she said no, there was no way to prep, it was a one-on-one evaluation that they would either know or wouldn't... clearly that was not 100% true.

Or maybe your kid is getting their needs met and will do fine in the gen ed classroom. You sound like a conspiracy theorist; not a good look.

Where is the conspiracy? my child told me he was bored. my neighbors and colleagues told me they prepped their kids. what is the conspiracy?

i taught him at home for the past 2 years through COVID. I know where he is. my daughter got into level IV with less, but higher GBRS - her teacher advocated for her. My sons did not and told me at the beginning of the year that he was struggling and i asked what she was talking about because i had received no work at home indicating that he was struggling. neither did she - it was just her "feeling", yet all of his work was complete and correct.

And just so you know, I've been in education for 25 years here in FCPS, Alexandria and Arlington. You bet your butt that some of these teachers treat different races differently, You're kidding yourself if you don't think that's the truth. I have sat in meeting after CT meeting, after administrative meeting where it was obvious what the teachers were saying without saying it (and some flat out did). I'm Caucasian and I'm seriously offended by comments made by my colleagues. I have reported them, but have learned to just keep quiet because you get in more trouble repeating the racists than the racists do making their comments. My child's needs may be met at the school, but he is not being challenged.

"advanced" curriculum should be open to all elementary students - just like honors is in middle school "open enrollment". why do we limit their growth and education in elementary only to open the floodgates in middle school?

additionally, i'm not worried what the "look" is. I'll advocate for my children no matter what. You can worry about what people think of you on an online forum.

Honors open enrollment is not great because you have kids below grade level who decide to take it and struggle and then content gets watered down.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

I am not sure how honors is going. But what my ds is learning is very very basic in 2nd grade. He was in private school in kg and was taught multiplication and division and he grasped it. Public school curriculum is quite far behind. So unless the kid is very slow in learning or parents not able to sit with the kid, all other kids can benefit from an advanced curriculum.

There is a big jump for every student between 2nd grade and 3rd grade. Whether in AAP or gen ed.

Public school doesn't teach multiplication and division in kindergarten but overall the public school curriculum is generally on par with or ahead of private school curriculum.

How will it jump suddenly from 2nd to 3rd? DS is pretty bored in his class and we supplement a lot outside school. And this summer will be prepping him for Cogat so he gets into level IV!!!

Never did it so far, but came to know there were kids who put in a lot of work and got very high scores.

So if that is the only way, will get that covered.

Not the most intelligent system but will play by it.

Getting a high Cogat score is not the only way into Level IV. However, even more importantly, a high Cogat score doesn’t guarantee a student is a good fit for Level IV and will thrive in AAP.

Yes, not the only way but one way. Why leave prepping your kid if that’s possible and allowed

It’s more accurate to say that it’s not disallowed.

Frankly, prepping is a waste of time. Cogat is only one of many considerations that the selection committee takes under advisement. If your kid is truly bright, then they’ll do fine on the Cogat without help.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:i feel it's so crazy that all of this is behind a veiled curtain - like, we get it, it's the whole child you're looking at, but there are definitely "cut-offs" they have determined.

and if a teacher was new or didn't know what papers to assign and collect/ What if a teacher was overwhelmed by personal circumstances and was not really invested in the kids. What if a teacher had a predetermined notion that one race is more gifted than another. There is too much weight on what the teacher says.

This whole program is ass-backwards. It should open up the floodgates and all students should be allowed - no, encouraged to have higher level thinking and challenges. as they grow, we see which kids thrive and which kids need more support and then support them so that they can succeed. This whole thing of pitting kids against each other and having parents prep and train their kids is asinine. I found out after taking my kid to take his WISC that the other parents prepped and found tests online and practiced with their kid. I asked the GMU people if there was anything i needed to do (after learning parents prepped their kids for COGAT) and she said no, there was no way to prep, it was a one-on-one evaluation that they would either know or wouldn't... clearly that was not 100% true.

Or maybe your kid is getting their needs met and will do fine in the gen ed classroom. You sound like a conspiracy theorist; not a good look.

Where is the conspiracy? my child told me he was bored. my neighbors and colleagues told me they prepped their kids. what is the conspiracy?

i taught him at home for the past 2 years through COVID. I know where he is. my daughter got into level IV with less, but higher GBRS - her teacher advocated for her. My sons did not and told me at the beginning of the year that he was struggling and i asked what she was talking about because i had received no work at home indicating that he was struggling. neither did she - it was just her "feeling", yet all of his work was complete and correct.

And just so you know, I've been in education for 25 years here in FCPS, Alexandria and Arlington. You bet your butt that some of these teachers treat different races differently, You're kidding yourself if you don't think that's the truth. I have sat in meeting after CT meeting, after administrative meeting where it was obvious what the teachers were saying without saying it (and some flat out did). I'm Caucasian and I'm seriously offended by comments made by my colleagues. I have reported them, but have learned to just keep quiet because you get in more trouble repeating the racists than the racists do making their comments. My child's needs may be met at the school, but he is not being challenged.

"advanced" curriculum should be open to all elementary students - just like honors is in middle school "open enrollment". why do we limit their growth and education in elementary only to open the floodgates in middle school?

additionally, i'm not worried what the "look" is. I'll advocate for my children no matter what. You can worry about what people think of you on an online forum.

Honors open enrollment is not great because you have kids below grade level who decide to take it and struggle and then content gets watered down.

yes, i can see that argument, but that's what is happening in the regular classrooms as well. that is what the administration at our kids' schools told us. "due to the covid pandemic, many students lost or were not able to stay on track and now, we have to catch them up". meanwhile, kids who did succeed in covid, are left to the side. it's the whole closing the gap, but they bring the top down instead of bringing the bottom up.

[Anonymous]

Anonymous wrote:Got in for grade 3. Shocked.

If you're shocked, then maybe your child doesn't belong.

[Anonymous]

DD got in on appeal. 2nd grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

I am not sure how honors is going. But what my ds is learning is very very basic in 2nd grade. He was in private school in kg and was taught multiplication and division and he grasped it. Public school curriculum is quite far behind. So unless the kid is very slow in learning or parents not able to sit with the kid, all other kids can benefit from an advanced curriculum.

There is a big jump for every student between 2nd grade and 3rd grade. Whether in AAP or gen ed.

Public school doesn't teach multiplication and division in kindergarten but overall the public school curriculum is generally on par with or ahead of private school curriculum.

How will it jump suddenly from 2nd to 3rd? DS is pretty bored in his class and we supplement a lot outside school. And this summer will be prepping him for Cogat so he gets into level IV!!!

Never did it so far, but came to know there were kids who put in a lot of work and got very high scores.

So if that is the only way, will get that covered.

Not the most intelligent system but will play by it.

Getting a high Cogat score is not the only way into Level IV. However, even more importantly, a high Cogat score doesn’t guarantee a student is a good fit for Level IV and will thrive in AAP.

Yes, not the only way but one way. Why leave prepping your kid if that’s possible and allowed

It’s more accurate to say that it’s not disallowed.

Frankly, prepping is a waste of time. Cogat is only one of many considerations that the selection committee takes under advisement. If your kid is truly bright, then they’ll do fine on the Cogat without help.

Don't know any kid around me who got into AAP without prepping! I learned about this whole process very late. My kid with a little push can do extremely well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

I am not sure how honors is going. But what my ds is learning is very very basic in 2nd grade. He was in private school in kg and was taught multiplication and division and he grasped it. Public school curriculum is quite far behind. So unless the kid is very slow in learning or parents not able to sit with the kid, all other kids can benefit from an advanced curriculum.

There is a big jump for every student between 2nd grade and 3rd grade. Whether in AAP or gen ed.

Public school doesn't teach multiplication and division in kindergarten but overall the public school curriculum is generally on par with or ahead of private school curriculum.

How will it jump suddenly from 2nd to 3rd? DS is pretty bored in his class and we supplement a lot outside school. And this summer will be prepping him for Cogat so he gets into level IV!!!

Never did it so far, but came to know there were kids who put in a lot of work and got very high scores.

So if that is the only way, will get that covered.

Not the most intelligent system but will play by it.

Getting a high Cogat score is not the only way into Level IV. However, even more importantly, a high Cogat score doesn’t guarantee a student is a good fit for Level IV and will thrive in AAP.

Yes, not the only way but one way. Why leave prepping your kid if that’s possible and allowed

It’s more accurate to say that it’s not disallowed.

Frankly, prepping is a waste of time. Cogat is only one of many considerations that the selection committee takes under advisement. If your kid is truly bright, then they’ll do fine on the Cogat without help.

Don't know any kid around me who got into AAP without prepping! I learned about this whole process very late. My kid with a little push can do extremely well.

Mine did. Scores were above average but not off the charts. I've heard that kids who do well in AAP don't need the little push, and that's what teachers see and rate on the GBRS. IDK. I guess we'll find out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So my 2nd grader was in the pool, had high test scores but low GBRS because I don't think his teacher really sees his abilities (despite telling us that other students ask him for help frequently). We appealed, including a high WISC result and addressing the low GBRS scores but he still didn't get in. Guess that teacher input or lack thereof, means a lot. Hope he gets one who will advocate for him next year.

Same, not a great GBRS - 99th% on both cogat (139) and NNAT (152), rejected on appeal (2nd grade).

same here, 3Fs 1 O not great school samples. Kid is in the Advanced Math group in class. Sciences not an issue at all! All kids in his Advanced Math group got into Level IV and moving away to Center school, his best friend included. Such a ridiculous system.

Cogat 122, Wisc 124. Appealed with lots of evidence of Advanced aptitude of kid.

So let's say ds was borderline (which I strongly disagree even though standardized scores suggest so), even then he needs full time AAP so he can push himself to a higher level.

Advanced Academics should be offered to all kids who either the teacher or parent think needs them. A continuous evaluation can be done during the school year again and if any kid/parent want to opt out, then they should be allowed to do so.

I hope some sense dawns in the school administrators of this process. There are so many excluded students that can really benefit from a higher curriculum.

I don’t think it should be just parent wanting it. Just look at how honors is going in middle school.

Yeah, absolutely not to that. Most parents “want” it for their kids, but these are group classes, and kids who can’t keep up drag everyone else down — hence why there are standards and not just “Mommy thinks I’m super smart!”

[Anonymous]

So what are considered as prepping? Having kids go through some practice questions? Tutoring? (If there's such a thing). My friend suggested me to at least get a practice book but knowing my stubborn kid, I decided not to go through the ordeal with him. My ds didnt make the pool in our center school but he got a decent enough score at high 130s. I am always curious about what people mean by prepping. If I had my kid work on some practice questions would that be prepping? How do people prep? Someone above mentioned that people even prep for WISC. We did it for our son for his adhd evaluation and it sounded like it's almost impossible to prep for it.