AAP decisions in

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are getting ready to appeal for a 2nd grader, who was in the pool with high test scores including HOPE, but didn't get in.
One question - Would including a recommendation letter for the kid from a coach or a teacher (e.g. Piano teacher) add any value to the appeal?

No. They did away with recommendation letters years ago. New Test scores, work samples, and parent letter are how you need to make your case.

We put in sports and music and lego building, all things I see get told no on here, and child was accepted. He IS exceptional at said sports, music, and legos, and we focused on the leadership and community building that comes from it, but, still didnt submit anything math or writing related.

I thought you could still submit letters of recommendation. Where did you see this?

they specifically told us not to at the meeting at our school. they don’t want anything from sports or music. they want writing and math samples.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We applied in third grade for second time and not in.

It is commonly believed that the only real advantage of AAP accelerated math and a more role following peer group. AAP also learns the 3rd most important cash crop of the original 13 colonies (instead of the top 2) and other important irreplaceable things like that. JK. 90% of it is just the math and peer group

This is accurate. Peer group was life-changing for my 2E kid, less so for my NT kid.

Would love to hear more. I have a 2E kid as well and working on appeal. What about peer group was life-changing?

DC found their people. Everyone in their friend group is 2E - mainly ASD/ ADHD a combo of both, or some traits that resemble that. They are all academically driven (and supportive), a bit socially awkward, and have intense interests. DC is 14 now and has had the same core group of friends since 3rd grade. They’ve also added a bunch of other kids along the way. Since they all get each other, they haven’t felt ostracized or the otherness of their quirkiness that I remember kids being bullied for in elementary and middle school. When I ask why they’re all so bonded, DC has told me many times that they all just get each other. I am very grateful they all found one another.

Im rolling my eyes at this. I have a 2E kid who is bullied by other AAP kids in his class. The fact that it is a small cohort is not a good thing. Its just eaiser to get everyone to turn against someone, and there are less options to branch out. And they are smart and crafty and dont get caught, or play innocent when they do. They arent crass like many bullies in gen ed, but dont kid yourself that your little quirky children arent capable of being just as cruel.

I am glad your child is content, but am skeptical that everyone else in their bubble feels the same.

I’m really sorry to hear this has been your child’s experience. We’re at a large center and DC has had a mix of new kids in class every year (they started with 56 in third and grew to 90-ish AAP kids by 6th grade). He has never had the issues you’ve described in his class, but FCPS is huge, so I have no doubt there’s a range of experiences, especially in a school with a smaller cohort. I hope your DC is able to find a kinder and more welcoming environment in middle and high school.

[Anonymous]

Anonymous wrote:We are debating about appealing for an ineligible decision. We are thinking if it's even worth appealing. How successful is the Appeal process since the committee has already made their decision? I see from the previous posts that there are some success stories with the Appeal process. So we feel encouraged about appealing. Any advice?

A completely different panel decides the appeals. Sometimes, all it takes is a new set of eyes on your kid's packet.

[Anonymous]

Thank you for the encouraging words.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We applied in third grade for second time and not in.

It is commonly believed that the only real advantage of AAP accelerated math and a more role following peer group. AAP also learns the 3rd most important cash crop of the original 13 colonies (instead of the top 2) and other important irreplaceable things like that. JK. 90% of it is just the math and peer group

This is accurate. Peer group was life-changing for my 2E kid, less so for my NT kid.

Would love to hear more. I have a 2E kid as well and working on appeal. What about peer group was life-changing?

DC found their people. Everyone in their friend group is 2E - mainly ASD/ ADHD a combo of both, or some traits that resemble that. They are all academically driven (and supportive), a bit socially awkward, and have intense interests. DC is 14 now and has had the same core group of friends since 3rd grade. They’ve also added a bunch of other kids along the way. Since they all get each other, they haven’t felt ostracized or the otherness of their quirkiness that I remember kids being bullied for in elementary and middle school. When I ask why they’re all so bonded, DC has told me many times that they all just get each other. I am very grateful they all found one another.

Im rolling my eyes at this. I have a 2E kid who is bullied by other AAP kids in his class. The fact that it is a small cohort is not a good thing. Its just eaiser to get everyone to turn against someone, and there are less options to branch out. And they are smart and crafty and dont get caught, or play innocent when they do. They arent crass like many bullies in gen ed, but dont kid yourself that your little quirky children arent capable of being just as cruel.

I am glad your child is content, but am skeptical that everyone else in their bubble feels the same.

I’m really sorry to hear this has been your child’s experience. We’re at a large center and DC has had a mix of new kids in class every year (they started with 56 in third and grew to 90-ish AAP kids by 6th grade). He has never had the issues you’ve described in his class, but FCPS is huge, so I have no doubt there’s a range of experiences, especially in a school with a smaller cohort. I hope your DC is able to find a kinder and more welcoming environment in middle and high school.

But the aap bullies bully the gen ed kids too. Have a kid getting 100% in honors and still doesn't have the confidence that they belong in honors. The system is a mess

[Anonymous]

Does anyone know how long does it normally take for the AAP Appeals Committee to get back on their decision?

Just curious - Did anyone, who has submitted their appeal this year, hear back yet?

[Anonymous]

Anonymous wrote:We know from friends who got into full-time AAP that the info session about it is happening at the end of this month. Given that appeals aren't even due until May 1, what happens to families who get in on appeal? Is there a second info session later?

Ask the principal if you can attend, but I would not bring your child. We have had appealing parents come to our session.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We applied in third grade for second time and not in.

It is commonly believed that the only real advantage of AAP accelerated math and a more role following peer group. AAP also learns the 3rd most important cash crop of the original 13 colonies (instead of the top 2) and other important irreplaceable things like that. JK. 90% of it is just the math and peer group

This is accurate. Peer group was life-changing for my 2E kid, less so for my NT kid.

Would love to hear more. I have a 2E kid as well and working on appeal. What about peer group was life-changing?

DC found their people. Everyone in their friend group is 2E - mainly ASD/ ADHD a combo of both, or some traits that resemble that. They are all academically driven (and supportive), a bit socially awkward, and have intense interests. DC is 14 now and has had the same core group of friends since 3rd grade. They’ve also added a bunch of other kids along the way. Since they all get each other, they haven’t felt ostracized or the otherness of their quirkiness that I remember kids being bullied for in elementary and middle school. When I ask why they’re all so bonded, DC has told me many times that they all just get each other. I am very grateful they all found one another.

Im rolling my eyes at this. I have a 2E kid who is bullied by other AAP kids in his class. The fact that it is a small cohort is not a good thing. Its just eaiser to get everyone to turn against someone, and there are less options to branch out. And they are smart and crafty and dont get caught, or play innocent when they do. They arent crass like many bullies in gen ed, but dont kid yourself that your little quirky children arent capable of being just as cruel.

I am glad your child is content, but am skeptical that everyone else in their bubble feels the same.

I’m really sorry to hear this has been your child’s experience. We’re at a large center and DC has had a mix of new kids in class every year (they started with 56 in third and grew to 90-ish AAP kids by 6th grade). He has never had the issues you’ve described in his class, but FCPS is huge, so I have no doubt there’s a range of experiences, especially in a school with a smaller cohort. I hope your DC is able to find a kinder and more welcoming environment in middle and high school.

But the aap bullies bully the gen ed kids too. Have a kid getting 100% in honors and still doesn't have the confidence that they belong in honors. The system is a mess

I am sorry but that last bit is on you. You need to figure out how to tell your kid that they are doing great and how to get that message through.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We applied in third grade for second time and not in.

It is commonly believed that the only real advantage of AAP accelerated math and a more role following peer group. AAP also learns the 3rd most important cash crop of the original 13 colonies (instead of the top 2) and other important irreplaceable things like that. JK. 90% of it is just the math and peer group

This is accurate. Peer group was life-changing for my 2E kid, less so for my NT kid.

Would love to hear more. I have a 2E kid as well and working on appeal. What about peer group was life-changing?

DC found their people. Everyone in their friend group is 2E - mainly ASD/ ADHD a combo of both, or some traits that resemble that. They are all academically driven (and supportive), a bit socially awkward, and have intense interests. DC is 14 now and has had the same core group of friends since 3rd grade. They’ve also added a bunch of other kids along the way. Since they all get each other, they haven’t felt ostracized or the otherness of their quirkiness that I remember kids being bullied for in elementary and middle school. When I ask why they’re all so bonded, DC has told me many times that they all just get each other. I am very grateful they all found one another.

Im rolling my eyes at this. I have a 2E kid who is bullied by other AAP kids in his class. The fact that it is a small cohort is not a good thing. Its just eaiser to get everyone to turn against someone, and there are less options to branch out. And they are smart and crafty and dont get caught, or play innocent when they do. They arent crass like many bullies in gen ed, but dont kid yourself that your little quirky children arent capable of being just as cruel.

I am glad your child is content, but am skeptical that everyone else in their bubble feels the same.

I’m really sorry to hear this has been your child’s experience. We’re at a large center and DC has had a mix of new kids in class every year (they started with 56 in third and grew to 90-ish AAP kids by 6th grade). He has never had the issues you’ve described in his class, but FCPS is huge, so I have no doubt there’s a range of experiences, especially in a school with a smaller cohort. I hope your DC is able to find a kinder and more welcoming environment in middle and high school.

But the aap bullies bully the gen ed kids too. Have a kid getting 100% in honors and still doesn't have the confidence that they belong in honors. The system is a mess

I am sorry but that last bit is on you. You need to figure out how to tell your kid that they are doing great and how to get that message through.

It's me vs the systems/ society/ peers/ teachers who believe the aap designation means more than it does

[Anonymous]

Anonymous wrote:A little birdie with insider knowledge let it slip that the selection committee is far more sophisticated than most parents give them credit for. It seems they’ve developed a quiet but effective method of identifying students who were coached through the process by cross-referencing standardized test scores against in-school work submissions and academic records.

A significant discrepancy between the two tells its own story. When a child’s classroom performance and their test results simply don’t align, the committee notices. And when they notice, they already know.

So all that expensive test prep, the tutors, the prep books, the weekend drilling sessions? The committee has seen it all before. They’ve learned to read between the lines and apparently, they’ve gotten quite good at it.​​​​​​​​​​​​​​​​

So smug!! Our non-prepped daughter had a 160 NNAT and 154 CoGat and 99% iReadys. The *expert* selection committee absolutely assumed she must have been prepped because she was found ineligible (!!) and we had to appeal. The new info on the appeal was a bunch of new work samples (as there was nowhere to go w/r/t test scores!) What's funny is that the work samples and parent letter actually took a ton of my time to contrive appropriate samples where she could demonstrate her "genius." OMG. So yes, please go on about how good the committee is!

[Anonymous]

Anonymous wrote:

Anonymous wrote:We know from friends who got into full-time AAP that the info session about it is happening at the end of this month. Given that appeals aren't even due until May 1, what happens to families who get in on appeal? Is there a second info session later?

Ask the principal if you can attend, but I would not bring your child. We have had appealing parents come to our session.

I don't even know why they do these except to help parents decide between the center school or not. It's kind of a sales job. Honestly, there's nothing you're going to miss.

[Anonymous]

Anonymous wrote:

Anonymous wrote:A little birdie with insider knowledge let it slip that the selection committee is far more sophisticated than most parents give them credit for. It seems they’ve developed a quiet but effective method of identifying students who were coached through the process by cross-referencing standardized test scores against in-school work submissions and academic records.

A significant discrepancy between the two tells its own story. When a child’s classroom performance and their test results simply don’t align, the committee notices. And when they notice, they already know.

So all that expensive test prep, the tutors, the prep books, the weekend drilling sessions? The committee has seen it all before. They’ve learned to read between the lines and apparently, they’ve gotten quite good at it.​​​​​​​​​​​​​​​​

So smug!! Our non-prepped daughter had a 160 NNAT and 154 CoGat and 99% iReadys. The *expert* selection committee absolutely assumed she must have been prepped because she was found ineligible (!!) and we had to appeal. The new info on the appeal was a bunch of new work samples (as there was nowhere to go w/r/t test scores!) What's funny is that the work samples and parent letter actually took a ton of my time to contrive appropriate samples where she could demonstrate her "genius." OMG. So yes, please go on about how good the committee is!

Slightly OT, because I agree that pp's smugness is off base, but collecting work samples doesn't have to be time intensive.

There's a lot of time in between the initial AAP parent info meeting and the application deadline. If you hold on to things your kid does, and jot down an anecdote here and there, as they happened, it would have been a much quicker process. Putting something together quickly for an appeal is harder.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We know from friends who got into full-time AAP that the info session about it is happening at the end of this month. Given that appeals aren't even due until May 1, what happens to families who get in on appeal? Is there a second info session later?

Ask the principal if you can attend, but I would not bring your child. We have had appealing parents come to our session.

I don't even know why they do these except to help parents decide between the center school or not. It's kind of a sales job. Honestly, there's nothing you're going to miss.

The required slides is a repeat between local and center schools and may even be posted online. But it’s helpful for parents and kids to see the building, meet the teachers and admin, meet current students and ask questions. The sessions were instrumental in our choice of school.