AAP Appeal

[Anonymous]

Anonymous wrote:The problem is that too many people have cheated on the tests. Maybe the scores were so high, the assumed he cheated. Then if the GRBS doesn’t match up, that probably supports the cheating theory.

Appeal. Take it all the way to the Supreme Court.

Maybe the teacher is racist. If the scores and the GBRS don't match, that sounds like bias. Fill out a civil rights complaint against the teacher and the aart with the county and make them justify the non-inclusion

[Anonymous]

Anonymous wrote:

Anonymous wrote:The problem is that too many people have cheated on the tests. Maybe the scores were so high, the assumed he cheated. Then if the GRBS doesn’t match up, that probably supports the cheating theory.

Appeal. Take it all the way to the Supreme Court.

Maybe the teacher is racist. If the scores and the GBRS don't match, that sounds like bias. Fill out a civil rights complaint against the teacher and the aart with the county and make them justify the non-inclusion

I hope your are joking. Accusing a teacher of racism based on this is insane. Parents then wonder why teachers are quitting. This also very circumstantial since pp has not seen the GRBS.

This is one the craziest comments I have seen here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

blueseahorse30 wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

There is no Advanced Math in 2nd grade, he might be getting LII services but that is not Advanced Math.

You need to check his GBRS and address the issues raised ther specifically. Based on your description, I would guess mainly Occasionally Observes. His test scores are solid but not the 140 and higher that tend to be head scratchers for folks here.

You may be right, its L2 services. I wish i had been more involved in school! Is it worth taking the WISC 5 ? I am still waiting for the school to give me the package to see what went wrong.

The process is so subjective even with the packet, you may never know why. Really.

The process is so subjective that even your school's very experienced AART might be completely mystified by the rejection. BTDT.

If the GBRS is not good, the WISC is unlikely to help. The only thing that might help on appeals is if you can write a letter convincing the committee that there are solid reasons why your child is not demonstrating gifted traits in the classroom, but how your child absolutely needs AAP to have their needs met. The most likely outcome, though, is that your kid won't get in this year, and you'll just have to hope the 3rd grade teacher likes your kid a lot more than the 2nd grade teacher did. FWIW, one of my kids had a low GBRS in 2nd, but then a very high one when reapplying in 3rd.

If the GBRS is good, the WISC is still unlikely to help. The only time a WISC seems to help is if your child had one low score on the CogAT for either Verbal or Quant, like less than 115, but the WISC shows that your child is actually strong in that area.

The mystifying part is that on CogAT he got all 99% in the 140s…, and a perfect score on NNAT 160….

Do you get the feeling that his daily work efforts align with the test scores? My thought is that the teacher wants to see a consistency between both, and that could be an issue.

This is why teacher recs are so inconsistent and biased.

On the contrary, they probably more accurately reflect the level of the student. Anybody can prep for a test.

You can't prep to that level on cogats. It sounds like a teacher who prefers girls and filled out GBRS accordingly.

Yes you can.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The problem is that too many people have cheated on the tests. Maybe the scores were so high, the assumed he cheated. Then if the GRBS doesn’t match up, that probably supports the cheating theory.

Appeal. Take it all the way to the Supreme Court.

Maybe the teacher is racist. If the scores and the GBRS don't match, that sounds like bias. Fill out a civil rights complaint against the teacher and the aart with the county and make them justify the non-inclusion

This is absurd. The GBRS is the teacher's observations, not comments that validate test scores. Read up on the process and then come back.

[blueseahorse30]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

blueseahorse30 wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

There is no Advanced Math in 2nd grade, he might be getting LII services but that is not Advanced Math.

You need to check his GBRS and address the issues raised ther specifically. Based on your description, I would guess mainly Occasionally Observes. His test scores are solid but not the 140 and higher that tend to be head scratchers for folks here.

You may be right, its L2 services. I wish i had been more involved in school! Is it worth taking the WISC 5 ? I am still waiting for the school to give me the package to see what went wrong.

The process is so subjective even with the packet, you may never know why. Really.

The process is so subjective that even your school's very experienced AART might be completely mystified by the rejection. BTDT.

If the GBRS is not good, the WISC is unlikely to help. The only thing that might help on appeals is if you can write a letter convincing the committee that there are solid reasons why your child is not demonstrating gifted traits in the classroom, but how your child absolutely needs AAP to have their needs met. The most likely outcome, though, is that your kid won't get in this year, and you'll just have to hope the 3rd grade teacher likes your kid a lot more than the 2nd grade teacher did. FWIW, one of my kids had a low GBRS in 2nd, but then a very high one when reapplying in 3rd.

If the GBRS is good, the WISC is still unlikely to help. The only time a WISC seems to help is if your child had one low score on the CogAT for either Verbal or Quant, like less than 115, but the WISC shows that your child is actually strong in that area.

The mystifying part is that on CogAT he got all 99% in the 140s…, and a perfect score on NNAT 160….

Do you get the feeling that his daily work efforts align with the test scores? My thought is that the teacher wants to see a consistency between both, and that could be an issue.

This is why teacher recs are so inconsistent and biased.

On the contrary, they probably more accurately reflect the level of the student. Anybody can prep for a test.

You can't prep to that level on cogats. It sounds like a teacher who prefers girls and filled out GBRS accordingly.

Yes you can.

He did all the CogAT and NNAT free questions that we can find online. And his whole class did one week of test prep in class for one week for each test. That’s all the test preps he did…. If you even call that test preps….

[Anonymous]

Anonymous wrote:DP here; below are my kid's creds. Will an appeal make sense? Should we do the WISK 5 test? thx

Current grade: 2
NNAT/CoGAT: 132/133 - 98% on both
GBRS (if known): unknown
Enrolled in advanced math
Excellent grades
School or center: Falls Church pyramid
In/not in: NOT IN

I'd appeal. WISC may or may not be helpful. Try to get a copy of the GBRS so you can see if there are any red flags. You can then try to address any perceived GBRS issues with your appeal package.

[Anonymous]

So he did practice questions and a week of practice in school and scored a 133?

No offense but that is not a score that screams LIV. Get the GBRSs and look at them. From what you have said, he has some behavior issues. It is very likely that his Teacher is not seeing the gifted behaviors.

Appeal if you would like but I would be more focused on working on improving his behavior and what he is doing in the classroom because it sounds like there are problems there.

[Anonymous]

Anonymous wrote:So he did practice questions and a week of practice in school and scored a 133?

No offense but that is not a score that screams LIV. Get the GBRSs and look at them. From what you have said, he has some behavior issues. It is very likely that his Teacher is not seeing the gifted behaviors.

Appeal if you would like but I would be more focused on working on improving his behavior and what he is doing in the classroom because it sounds like there are problems there.

+1000

This isn't a teacher problem IMO.

[Anonymous]

Anonymous wrote:So he did practice questions and a week of practice in school and scored a 133?

No offense but that is not a score that screams LIV. Get the GBRSs and look at them. From what you have said, he has some behavior issues. It is very likely that his Teacher is not seeing the gifted behaviors.

Appeal if you would like but I would be more focused on working on improving his behavior and what he is doing in the classroom because it sounds like there are problems there.

He got 160 on NNAT and 144 on Cogat

[Anonymous]

Anonymous wrote:

Anonymous wrote:So he did practice questions and a week of practice in school and scored a 133?

No offense but that is not a score that screams LIV. Get the GBRSs and look at them. From what you have said, he has some behavior issues. It is very likely that his Teacher is not seeing the gifted behaviors.

Appeal if you would like but I would be more focused on working on improving his behavior and what he is doing in the classroom because it sounds like there are problems there.

+1000

This isn't a teacher problem IMO.

You are mixing him up with someone else asking here. He got 160 on NNAT and 144 on CogAT.

[Anonymous]

OP, if it makes you feel better, the Mosaic AAP program is terrible, and your kid would likely be a bad fit. They tend to lower the instructional level to coddle the kids who don't belong in AAP, so things move very, very slowly. Most projects are just making google slides. The teachers still had the kids rotate through stations, so they were stuck on bad edu-tainment platforms, or they just talked to their friends all day. For the entire month leading up to the SOLs, they ran SOL bootcamp and practiced excessively for the tests. By 5th grade, math is just gen ed math given one year earlier. There was no meaningful writing or grammar instruction, and the whole program was basically gen ed with somewhat smarter kids. The kids also got a lot of busy work.

My gifted kid was bored out of his mind there, and he was overwhelmed by the complete chaos caused by stuffing 28 kids into a classroom with teachers who can't manage their classes and with a "rotating through stations" model of instruction.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So he did practice questions and a week of practice in school and scored a 133?

No offense but that is not a score that screams LIV. Get the GBRSs and look at them. From what you have said, he has some behavior issues. It is very likely that his Teacher is not seeing the gifted behaviors.

Appeal if you would like but I would be more focused on working on improving his behavior and what he is doing in the classroom because it sounds like there are problems there.

+1000

This isn't a teacher problem IMO.

You are mixing him up with someone else asking here. He got 160 on NNAT and 144 on CogAT.

We were in a similar situation (all scores around 140, NNAT, COGAT, and WISC), GBRS not good: 2O 2F, Advanced Math, and excellent grades. First time - NOT IN. We applied again in Grade 3, with the same NNAT and COGAT (we didn't include WISC) and DC was IN... AAPIV is not what we expected, very slow and not especially advanced...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So he did practice questions and a week of practice in school and scored a 133?

No offense but that is not a score that screams LIV. Get the GBRSs and look at them. From what you have said, he has some behavior issues. It is very likely that his Teacher is not seeing the gifted behaviors.

Appeal if you would like but I would be more focused on working on improving his behavior and what he is doing in the classroom because it sounds like there are problems there.

+1000

This isn't a teacher problem IMO.

You are mixing him up with someone else asking here. He got 160 on NNAT and 144 on CogAT.

We were in a similar situation (all scores around 140, NNAT, COGAT, and WISC), GBRS not good: 2O 2F, Advanced Math, and excellent grades. First time - NOT IN. We applied again in Grade 3, with the same NNAT and COGAT (we didn't include WISC) and DC was IN... AAPIV is not what we expected, very slow and not especially advanced...

So your child did not have to take the 3rd grade CogAT? I thought CogAT has different exams for different grade level?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So he did practice questions and a week of practice in school and scored a 133?

No offense but that is not a score that screams LIV. Get the GBRSs and look at them. From what you have said, he has some behavior issues. It is very likely that his Teacher is not seeing the gifted behaviors.

Appeal if you would like but I would be more focused on working on improving his behavior and what he is doing in the classroom because it sounds like there are problems there.

+1000

This isn't a teacher problem IMO.

You are mixing him up with someone else asking here. He got 160 on NNAT and 144 on CogAT.

We were in a similar situation (all scores around 140, NNAT, COGAT, and WISC), GBRS not good: 2O 2F, Advanced Math, and excellent grades. First time - NOT IN. We applied again in Grade 3, with the same NNAT and COGAT (we didn't include WISC) and DC was IN... AAPIV is not what we expected, very slow and not especially advanced...

So your child did not have to take the 3rd grade CogAT? I thought CogAT has different exams for different grade level?

In FCPS, NNAT is given in 1st and COGAT in 2nd. That's it.

[Anonymous]

In FCPS, NNAT is given in 1st and COGAT in 2nd. That's it.

Wrong- you can retake cogat one more time in any grade from 3-5. In each cogat becomes tougher to match the grade level