AAP Questionnaire

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DC does surprising, out of the box things all of the time, but I haven't documented anything nor do I know what counts as "impressive" to anyone besides me. I'm not around DC's peers and am not sure what is normal for this age. The examples mentioned above for example are not mind blowing (no offense) - I just feel like whatever I include to so subjective - I feel like a bragging parent.

The questionnaire is optional. If you do not want to brag, then opt to skip the questionnaire.

I want to provide useful, relevant information. I am having a hard time filling out the form. I write something and then scrap it, imagining the screening committee member rolling their eyes at my stories. I guess I just feel like as a parent, how can I be viewed as objective about my own child's brilliance? Doesn't everyone think their kid is a shining star? I'll fill it out and submit, I am just struggling right now to weed out what is truly relevant I guess.

Honestly, I think if you are struggling this much than your child is not gifted. Now, AAP is not really for gifted kids, just high achievers, so the examples given above are relevant.

For our first, we had no problem filling out the form. We gave several examples in each area, so pp is full of it.

For our 2nd kid, we will have a problem filling the form out because while I think he's a smart kid and can probably handle AAP if he gets in, he's no where near as gifted as his sibling. He really doesn't need AAP but I'm sure he'll do okay in it. We'll give the lego type answer provided above.

Why would you provide any answer if you don't see signs of giftedness in your son? Our oldest actually is gifted and I didn't provide examples for every question. Don't try so hard.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My DC does surprising, out of the box things all of the time, but I haven't documented anything nor do I know what counts as "impressive" to anyone besides me. I'm not around DC's peers and am not sure what is normal for this age. The examples mentioned above for example are not mind blowing (no offense) - I just feel like whatever I include to so subjective - I feel like a bragging parent.

The questionnaire is optional. If you do not want to brag, then opt to skip the questionnaire.

I want to provide useful, relevant information. I am having a hard time filling out the form. I write something and then scrap it, imagining the screening committee member rolling their eyes at my stories. I guess I just feel like as a parent, how can I be viewed as objective about my own child's brilliance? Doesn't everyone think their kid is a shining star? I'll fill it out and submit, I am just struggling right now to weed out what is truly relevant I guess.

Honestly, I think if you are struggling this much than your child is not gifted. Now, AAP is not really for gifted kids, just high achievers, so the examples given above are relevant.

For our first, we had no problem filling out the form. We gave several examples in each area, so pp is full of it.

For our 2nd kid, we will have a problem filling the form out because while I think he's a smart kid and can probably handle AAP if he gets in, he's no where near as gifted as his sibling. He really doesn't need AAP but I'm sure he'll do okay in it. We'll give the lego type answer provided above.

Why would you provide any answer if you don't see signs of giftedness in your son? Our oldest actually is gifted and I didn't provide examples for every question. Don't try so hard.

We will provide appropriate answers, but if we don't have a good example we may not give an example. I don't try that hard, that is my point. The whole thing is a joke. The teacher is trying to convince us that he is gifted and belongs in AAP. He might do well in AAP, but the whole program has turned into one for high achievers and not gifted kids. They need to put this program in place at all of the schools and use it as a differentiation tool. Then bring back an actual GT program.

[Anonymous]

Have any of the most recent posters here noticed the dates on the earlier posts? You may be responding to a poster asking about the 2nd grade pool who now, so many months/years later, has a 5th grader in AAP.

[Anonymous]

Anonymous wrote:Have any of the most recent posters here noticed the dates on the earlier posts? You may be responding to a poster asking about the 2nd grade pool who now, so many months/years later, has a 5th grader in AAP.

Good catch. I was wondering why people are stressing about the forms now, since they are not due until January. I was only planning to look at it over the winter break.

[Anonymous]

We will provide appropriate answers, but if we don't have a good example we may not give an example. I don't try that hard, that is my point. The whole thing is a joke. The teacher is trying to convince us that he is gifted and belongs in AAP. He might do well in AAP, but the whole program has turned into one for high achievers and not gifted kids. They need to put this program in place at all of the schools and use it as a differentiation tool. Then bring back an actual GT program.

If I recall correctly, you can actively request that your in-pool kid not be considered for AAP. Ignore the teacher and keep your kid where you know he belongs.

[Anonymous]

Anonymous wrote:

We will provide appropriate answers, but if we don't have a good example we may not give an example. I don't try that hard, that is my point. The whole thing is a joke. The teacher is trying to convince us that he is gifted and belongs in AAP. He might do well in AAP, but the whole program has turned into one for high achievers and not gifted kids. They need to put this program in place at all of the schools and use it as a differentiation tool. Then bring back an actual GT program.

If I recall correctly, you can actively request that your in-pool kid not be considered for AAP. Ignore the teacher and keep your kid where you know he belongs.

We will most likely keep him at the base school no matter what happens. We love our base school and they have level 4 at the base school so I most likely would leave the 2nd kid there. Why move them when it's not necessary? It was necessary for the 1st.

[Anonymous]

Anonymous wrote:The questionnaire says give "an example" for each item. Is it worth putting two examples if you can fit them in the available space? Thanks!

[Anonymous]

Anonymous wrote:

Anonymous wrote:The questionnaire says give "an example" for each item. Is it worth putting two examples if you can fit them in the available space? Thanks!

That's what I did for my center kid. It can't hurt as far as I know. If you use the fillable online form you can fit four lines of text, which provides plenty of space for more than one example.

[Anonymous]

Anonymous wrote:Complete the parent questionnaire and if you have any work samples, you could include those. The AART at your school will likely include strong school work samples so I would not stress out too much about those. Add in a recommendation letter from a coach or camp as an optional item.

Just answer the questions on the questionnaire as honestly as you can. Something like this:

Questionnaire Item: My child comes up with imaginative and/or unusual ways of doing things. FREQUENTLY

Parent Answer: John is particularly adept at building things, often with LEGO bricks. (He has also built with blocks and tape many other items he can find around the house.) Just before the holidays, he became fascinated by LEGO Ninjago characters, and he wanted to build a battle arena. He borrowed some Playmobil items from his younger brother, and, aided by some LEGO Master Builder Academy parts as well as some portions of LEGO Harry Potter’s Hogwarts castle, constructed a mountain top battle arena, taking over roughly 20 square feet of the living room floor.

Oh brother! I would gag if I were on the committee and had to read these things.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I also think it is important to be honest.

For example, on the question "My child finds humor in situations or events unusual for his/her age." you check consistently, and the best example you can come up with is that your kids knows a lot of knock knock jokes, then the consistently appears biased and not accurate. However, if you have a child that could watch and understand all the Monty Python humor from age 2 and preferred it over kids shows, that might be a more appropriate reason to give a "consistently".

Or they might just assume that you're a horrible parent for subjecting a young child to such inappropriate content.

Ha!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Complete the parent questionnaire and if you have any work samples, you could include those. The AART at your school will likely include strong school work samples so I would not stress out too much about those. Add in a recommendation letter from a coach or camp as an optional item.

Just answer the questions on the questionnaire as honestly as you can. Something like this:

Questionnaire Item: My child comes up with imaginative and/or unusual ways of doing things. FREQUENTLY

Parent Answer: John is particularly adept at building things, often with LEGO bricks. (He has also built with blocks and tape many other items he can find around the house.) Just before the holidays, he became fascinated by LEGO Ninjago characters, and he wanted to build a battle arena. He borrowed some Playmobil items from his younger brother, and, aided by some LEGO Master Builder Academy parts as well as some portions of LEGO Harry Potter’s Hogwarts castle, constructed a mountain top battle arena, taking over roughly 20 square feet of the living room floor.

Oh brother! I would gag if I were on the committee and had to read these things.

That's because it is so 2013.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Complete the parent questionnaire and if you have any work samples, you could include those. The AART at your school will likely include strong school work samples so I would not stress out too much about those. Add in a recommendation letter from a coach or camp as an optional item.

Just answer the questions on the questionnaire as honestly as you can. Something like this:

Questionnaire Item: My child comes up with imaginative and/or unusual ways of doing things. FREQUENTLY

Parent Answer: John is particularly adept at building things, often with LEGO bricks. (He has also built with blocks and tape many other items he can find around the house.) Just before the holidays, he became fascinated by LEGO Ninjago characters, and he wanted to build a battle arena. He borrowed some Playmobil items from his younger brother, and, aided by some LEGO Master Builder Academy parts as well as some portions of LEGO Harry Potter’s Hogwarts castle, constructed a mountain top battle arena, taking over roughly 20 square feet of the living room floor.

Oh brother! I would gag if I were on the committee and had to read these things.

That's because it is so 2013.

Yep, all the cringe worthy questionnaires this year will reference Minecraft.

[Anonymous]

Do I really need to fill out aap parents/guardians questionnaire?

[Anonymous]

OP, read the GBRS questionnaire, which is online. Write answers that show that your child always:consistently does whatever and give more than one example. I wrote my answers as if I were giving my DC a 16 on the GBRS. Exaggeration may be appropriate.

[Anonymous]

OP, read the GBRS questionnaire, which is online. Write answers that show that your child always:consistently does whatever and give more than one example. I wrote my answers as if I were giving my DC a 16 on the GBRS. Exaggeration may be appropriate.