cutoff scores for Fairfax County GT centers for this year?

[Anonymous]

My first instinct was to get the testing done, but was really directed by the AAP teacher (who has been on the screening committee in the past), an Ed. Psy (who of course could take the $$ and do the testing), and a guidance counselor at an AAP center (not ours, a friend of a friend) to really do my best to choose work samples that are a better example, get additonal letters (his Lego league coach is the only one I can really come up with), and to write a heartfelt letter myself reiterating my disagreement, drawing attention back to his 148 CogAt. Basically, counteracting that which kept him out in the first place. The cost would be a stretch for us, especially if that is truly not what kept him out. Ugh, I thought he was shoe in. We do still also have the possibility of him being placed in the AAP class at our school if space is available, which it usually is. The principal uses this elaborate database of all second graders he has put together which include a host of items, including the test scores, DRA scores, etc..

[Anonymous]

I don't think writing a letter reiterating your disagreement and drawing attention back to his 148 is "new" information. They've already considered it and denied him. Work sample may help some and maybe a strong statement from an academic coach. But really, your best bet is a good score on an IQ test. Otherwise, you might have to wait until next year.

Anonymous wrote:My first instinct was to get the testing done, but was really directed by the AAP teacher (who has been on the screening committee in the past), an Ed. Psy (who of course could take the $$ and do the testing), and a guidance counselor at an AAP center (not ours, a friend of a friend) to really do my best to choose work samples that are a better example, get additonal letters (his Lego league coach is the only one I can really come up with), and to write a heartfelt letter myself reiterating my disagreement, drawing attention back to his 148 CogAt. Basically, counteracting that which kept him out in the first place. The cost would be a stretch for us, especially if that is truly not what kept him out. Ugh, I thought he was shoe in. We do still also have the possibility of him being placed in the AAP class at our school if space is available, which it usually is. The principal uses this elaborate database of all second graders he has put together which include a host of items, including the test scores, DRA scores, etc..

[Anonymous]

I should have clarified what our school AART recommended with regard to my "new" letter. Again, I should mention she has been on the screening comittee and has been part of the appeal process in the past for a number of years. In addition to drawing attention back to the scores, we were to also discuss those areas that were not considered (music/art abilities to name a few). As I said, my first instinct was to get the testing done, but truly after seeing his file it is plain to see that the GBRS and work sample they chose were what disqualified him. So, to that end, the Ed. Psych I consulted, as well as the AART and the guidance counselor felt that my "new" information needed to counteract those areas of "weakness". They all unequivocally agreed that he "passed" the testing portion, and additional testing would not negate those perceived areas of weakness that likely disqualified him.

That said, I feel it would be nice to have that concrete data to give additonal strength to my case, which I think is what the pp's were getting at...alas, the cost and time left for appeal may preclude that anyway. Might make some calls tomorrow, though my dh does NOT want further testing, agreeing with the advice we have been given thus far.

Any more thoughts appreciated.

[Anonymous]

Anonymous wrote:I should have clarified what our school AART recommended with regard to my "new" letter. Again, I should mention she has been on the screening comittee and has been part of the appeal process in the past for a number of years. In addition to drawing attention back to the scores, we were to also discuss those areas that were not considered (music/art abilities to name a few). As I said, my first instinct was to get the testing done, but truly after seeing his file it is plain to see that the GBRS and work sample they chose were what disqualified him. So, to that end, the Ed. Psych I consulted, as well as the AART and the guidance counselor felt that my "new" information needed to counteract those areas of "weakness". They all unequivocally agreed that he "passed" the testing portion, and additional testing would not negate those perceived areas of weakness that likely disqualified him.

That said, I feel it would be nice to have that concrete data to give additonal strength to my case, which I think is what the pp's were getting at...alas, the cost and time left for appeal may preclude that anyway. Might make some calls tomorrow, though my dh does NOT want further testing, agreeing with the advice we have been given thus far.

Any more thoughts appreciated.

I have to say, do what you think is best, but my DC had similar scores and a higher GBRS and did not get in, so I think the tests would be wise as a back up at least if you can. They can't hurt -- if the scores are bad, don't submit them. My AART says they consider the high score (my DC's was a 150) a "spike," and not demonstrative of your child's ability. The test scores will back up that it's not a fluke.

[Anonymous]

tp the prior poster, I take it you are appealing with test scores? This is tough...might make some calls to see if it is even possible this late

[Anonymous]

This is 19:35. We are appealing with test scores. Call GMU. They seem to bend over backwards to make it happen. We did it in late February just in case but the tester was telling me about how they worked hard in January to get them done. There are also private psychologists. I think you can get it done if you need to. I would recommend it, but what do I know? I think your DC would have a better shot.

[Anonymous]

Do you mind if I ask what the cost was at GMU? The WISC I assume? I got one quote from a private psychologist of $450 for the WISC.

[Anonymous]

If I recall correctly, the WISC at GMU was $380. You pay them the day of testing in check or cash. they have a website. Google GMU Cognative Ability testing. But if you want to use them, I'd call today!

[Anonymous]

I think it is the case that GMU submits all the scores to FCPS - not entirely sure, but that's what I've heard - BUT that may be only for group testing and not individual? With a private psych, of course you do whatever you want with the scores (don't submit them if they're not good). So it would check with GMU re what they do with the scores from individual testing and how much control you have over who sees them, before you go there for testing.

[Anonymous]

Anonymous wrote:I think it is the case that GMU submits all the scores to FCPS - not entirely sure, but that's what I've heard - BUT that may be only for group testing and not individual? With a private psych, of course you do whatever you want with the scores (don't submit them if they're not good). So it would check with GMU re what they do with the scores from individual testing and how much control you have over who sees them, before you go there for testing.

For the WISC, GMU gives you the report to do with what you will. They do not submit to FCPS (or at least they don't say they do -- and I would imagine it would be some sort of legal violaiton to submit it without your knowledge).

[Anonymous]

Been through the process. Do not think providing additional subjective information (letters of recommendation, work samples etc) is the way to go. If the appeal was granted based on subjective information, the committee would basically be agreeing that their process is flawed and they made a mistake. Additional objective testing which provides a standardized assessment of IQ would provide the committee an additional measurement for consideration that is more concrete. In addition, I believe you would learn more about your child's learning style and the environment that best suits their needs and in which he or she would thrive....the goal you are seeking.

[Anonymous]

I would strongly suggest having your child take the WISC. I suspect that one high score on one subtest, even though high enough to place in the pool, is not nearly as impressive as a strong FSIQ -- especially if you're trying to counteract middling GBRS & school support. My own children with decent CogAt & Naglieri scores tested significantly higher on the WISC, and I've heard of many similar cases, so I'd bet your child's WISC results would be strong. I believe a high FSIQ is the single most persuasive piece of new info. you could hope to submit. Keep in mind that the psychologist's WISC report might also include good descriptive info. re your child's motivation, perserverance, demeanor, etc. in the test, which could also counteract the school's input -- with a high FSIQ and a strong recommendation from the psychologist, the report would in effect be making the case that perhaps your child has not been appropriately recognized & served by the GE program.

[Anonymous]

Thanks for all the thoughts. We really could not afford the WISC or other testing at this time, alas, we put together the best possible package we could without. Since our school has school based Level IV, there is a strong chance we may end up in that class, if our appeal is denied. We may have to rethink the testing if he is denied, with regard to reapplying next year. I felt his work samples were excellent. The two provided by his teacher (I mentioned in my letter that she willingly provided them as examples of his best work when I requested them) were what I viewed as very advanced writing samples. I still am floored at what she submitted the first time. She was NOT advocating for him with the first one, at all. I also included a musical composition he wrote. He typed up the text, I explained the melody/harmony from the standpoint of a former elementary music teacher since I could not submit a recording. Lastly I submitted three additional letters. One was from me of course. I wrote it up, then had it edited, for grammar, and too much emotion. (I was fired up, lol). I brought attention to his strengths again. Also, I discussed the work samples, and without attacking the teacher, drew attention back to the fact that the one submitted by the school the first time, was not his "best work". I also had a very convincing letter from his Lego League coach, who talked about specific projects he worked on, and how his skills were far and above most of the group, working with robotics, etc. I had one additional letter from a family friend who has followed his progress since birth...

This process has been frustrating, and actually, I am curious to see what happens.

[Anonymous]

anyone know when the appeal decisions are mailed out?

[Anonymous]

our letter came in the mail today.