GT/AAP Appeals WISC Scores

[Anonymous]

FWIW, low processing can often times be the result of a highly intelligent kid losing interest in a task that has already been mastered and waiting for another task to come his or her way. PP, why would "one think so" about processing time being a factor in an AAP class? There is a reason that the VCI and PRI are the only 2 scores that really matter. In fact, a kid with an FSIQ over 130, but low scores in VCI and PRI would not be an ideal APP candidate, as these are the predictors of intelligence, not processing.

[Anonymous]

AAP is about pacing. It's faster, with fewer repetitions. I am sure that processing speed plays a huge role.
If a child needs more time, or more repetition, that's what general ed is for.

A highly intelligent kid with a normal attention span isn't going to "get bored" during a subtest on the WISC that only takes a few minutes. That's a pretty ridiculous assumption.

[Anonymous]

Anonymous wrote:AAP is about pacing. It's faster, with fewer repetitions. I am sure that processing speed plays a huge role.
If a child needs more time, or more repetition, that's what general ed is for.

A highly intelligent kid with a normal attention span isn't going to "get bored" during a subtest on the WISC that only takes a few minutes. That's a pretty ridiculous assumption.

Spoken as the parent of a student that does NOT have ADHD.

[Anonymous]

Anonymous wrote:AAP is about pacing. It's faster, with fewer repetitions. I am sure that processing speed plays a huge role.
If a child needs more time, or more repetition, that's what general ed is for.

A highly intelligent kid with a normal attention span isn't going to "get bored" during a subtest on the WISC that only takes a few minutes. That's a pretty ridiculous assumption.

Not really... As the psychologist explained to us, low processing speed could just mean that the kid did not realize that this part of the test was timed (the tester is not supposed to disclose that) and since the questions are rather simple and boring, they took their time to complete it. The processing speed measured during WISC has nothing to do with the fast pace of AAP. Kids who score sky-high at VCI and PRI exhibit fast and great understanding of complex concepts, so the pace in AAP would be just perfect for them. Plus your point about repetitions does not apply. Who said that kids with lower processing speed need more repetitions? In reality, it is rather the opposite: the smarter the kid (high VCI and PRI), the less inclined to do (or need) repetitions to learn. So AAP is perfect for these kids: more complex concepts and less mundane tasks.

[Anonymous]

Anonymous wrote:

Anonymous wrote:PP, I have to disagree. My DC scored a 119 on the WISC, but scored very superior in the PRI and VCI sub categories. I wasn't going to appeal but a poster on another thread suggested that I appeal, as FCPS is beginning to recognize 2E kids. FWIW - an extremely low processing speed brought down the FSIQ, w/o the low processing, the score was well above 132. DC has an obvious processing issue - more than likely
ADD-inattentive. DC is very bright, almost all 4s, except for organization ; a 3. DC had the scores on the NNAT and GBRS were above 10. I did appeal and DC got in.

To other DCUMs, I would suggest that you appeal if you, in your heart, believe that your DC would be successful in AAP. Our Wisc administrator advised against appealing, and we almost didn't appeal. If it weren't for another DCUMer, I wouldn't have appealed. So glad I listened to the DCUMer.

Your child is 2E with ADD so the appeals committee threw out the FSIQ and looked at the subscores which is standard practice for students with special needs. Unless there is a diagnosis, it generally isn't worth appealing with a WISC FSIQ<130 no matter what the parent feels "in their heart".

It doesn't sound like her child has been diagnosed with ADHD. I had the same situation. DD had a very low processing score but other scores were good. It put FSIQ below 130. She got in on appeal a few years ago and has done great in AAP. We never went for a formal diagnosis although a lot of the signs of ADHD inattentive type are there. DD has done well in AAP. It hasn't been perfect because she likely has ADHD but she is developing her own methods (with out help) for working around her issues. Our preference was to let her try to work it out if she could with the idea that we'd seek help if it became too much. We didn't want to medicate if we didn't have to. So far, it has worked out, but I wouldn't foreclose the idea of taking her in for an evaluation later if things go south.

[Anonymous]

Anonymous wrote:

Anonymous wrote:AAP is about pacing. It's faster, with fewer repetitions. I am sure that processing speed plays a huge role.
If a child needs more time, or more repetition, that's what general ed is for.

A highly intelligent kid with a normal attention span isn't going to "get bored" during a subtest on the WISC that only takes a few minutes. That's a pretty ridiculous assumption.

Spoken as the parent of a student that does NOT have ADHD.

The apple doesn't fall far from the tree.

If you can't focus long enough to read a paragraph...how's that going to work in AAP?

[Anonymous]

WOW, just WOW. Your are taking jabs at kids with LDs - you are a true ASSHOLE. Your kid is probably one, too - most definitely. Bill Gates was 2E - low processing speed was his main issue. AAP would have been great for Bill Gates and is ideal for kids like him. Kids who are SUPERIOR in VCI and PRI and get bored with the mundane and repititious nature of traditional schooling.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:AAP is about pacing. It's faster, with fewer repetitions. I am sure that processing speed plays a huge role.
If a child needs more time, or more repetition, that's what general ed is for.

A highly intelligent kid with a normal attention span isn't going to "get bored" during a subtest on the WISC that only takes a few minutes. That's a pretty ridiculous assumption.

Spoken as the parent of a student that does NOT have ADHD.

The apple doesn't fall far from the tree.

If you can't focus long enough to read a paragraph...how's that going to work in AAP?

ADHD runs in families. Evidently so does crassness and bullying behavior.

[Anonymous]

Anonymous wrote:WOW, just WOW. Your are taking jabs at kids with LDs - you are a true ASSHOLE. Your kid is probably one, too - most definitely. Bill Gates was 2E - low processing speed was his main issue. AAP would have been great for Bill Gates and is ideal for kids like him. Kids who are SUPERIOR in VCI and PRI and get bored with the mundane and repititious nature of traditional schooling.

New poster here - I have no problem with any of your other statements, but your comments about Bill Gates made me think "How do you know?" Everything I've read about Bill Gates being 2E is purely anecdotal. Has he ever spoken publicly about it? What factual evidence do you have about his processing speed?

[Anonymous]

When our DC was diagnosed with an LD, I did research and came across such. I guess, it is only anecdtoal, as I have not heard him say it.

[Anonymous]

If you're going off a list like this

http://www.vmi.edu/uploadedFiles/Academics/Academic_Support/Disabilities_Services/Famous%20People%20with%20Learning%20Disabilities%20-%20updated.pdf

Please note that more than half the entries are assumptions.

[Anonymous]

Had a question: DD has a WISC of 147, GBRS 8 what are the chances on appeal? Do I need to include anything else to make the appeal case stronger?

[Anonymous]

Anonymous wrote:Had a question: DD has a WISC of 147, GBRS 8 what are the chances on appeal? Do I need to include anything else to make the appeal case stronger?

With that Wisc it seems ur DC is in.

Any idea what last year's Wisc cutoff was?

[Anonymous]

Would be good to know the WISC cutoff scores. Also how much GBRS=8 would impact the appeal? (The comments are all good but in all areas the teacher rated 2/4.)

[Anonymous]

Anonymous wrote:AAP is about pacing. It's faster, with fewer repetitions. I am sure that processing speed plays a huge role.
If a child needs more time, or more repetition, that's what general ed is for.

A highly intelligent kid with a normal attention span isn't going to "get bored" during a subtest on the WISC that only takes a few minutes. That's a pretty ridiculous assumption.

My son made it into aap, he has adhd, primarily inattentive. He definitely has an issue with attention and processing speed. It affects his reflexes/actions in sports and how fast he does things. I was concerned when we received the pool letter, and once he was accepted I talked to his teacher. She said he belonged in the program. So I guess it must not be that important to do things fast rather than well? He'll never win at doing 50 problems the fastest, but he'll surely get them right. Seriously, I need to stop reading this posts, they just stress me out :o(