Fairfax County GT/AAP Appeals.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a question for a person who's familiar with the process ( or anyone else!), would the WISC scores actually play a part in decisions or is it all based on GBRS ratings? I'm thinking to apply for my child next year and was told to do the test ( which is a costly option for us ).

WISC scores MAY play a part if a student is on the borderline of being found eligible. WISC scores are NOT required, however. If you plan to do a parent referral next year, you may wish to make an appointment with the AART at your school and get his/her thoughts about the test scores, GBRS with commentary, etc. Then you may want to consider planning for a WISC after the initial decisions are sent out in the spring.

our kids school AART teacher is not supportive at all. She said all my daughters scores are fake. AAP program is not meant for who wanted it but its for who need it. She very harsh comments not even ready to suggest anything. i don't how to approach her . I would like try in next year if she doesn't get in this year in appeal.

I wonder if we had the same teacher? She also said my DD scores were fake. Really, they came directly from the school and testing centers. Bizarre.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When you are appealing or parent referring, the WISC also tends to be the ONLY substantively "new" information submitted and agree that a score of >130 should be sufficient. Hopefully, nobody is appealing a non-borderline student.

What do you mean by a 'non-borderline' student? And who are you to judge them?

yes, well several have asked who this pretentious pontificator is, and no answers. No name needed of course but how the heck does he/she purport to be such a total expert on this process?

Exactly!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When you are appealing or parent referring, the WISC also tends to be the ONLY substantively "new" information submitted and agree that a score of >130 should be sufficient. Hopefully, nobody is appealing a non-borderline student.

What do you mean by a 'non-borderline' student? And who are you to judge them?

yes, well several have asked who this pretentious pontificator is, and no answers. No name needed of course but how the heck does he/she purport to be such a total expert on this process?

Exactly!

+1

[Anonymous]

First of all, if we are to believe the scores posted here (I have no reason not to), there are kids that are clearly not borderline -- 150+ WISC -- apealing.

[Anonymous]

"Clearly not borderline" would mean that the child got in the first time; after all, it is an appeal. Not sure if I would believe everything you read on the internet.

[Anonymous]

Many appealing have high NNAT, GBRS, and WISC. Only FxAT was low, so I would not call these borderline kids.

[Anonymous]

Anonymous wrote:Many appealing have high NNAT, GBRS, and WISC. Only FxAT was low, so I would not call these borderline kids.

I agree. Kids with 99% NNAT and 12+ GBRS and 140+ WISC are clearly not borderline. It's the low FxAT that got them denied in the initial round. And it also tells these are the kids that may not have been prepped (that is a different discussion altogether).

The Psychologist where we did the WISC was telling us that when the GT program was started in 1980's, the county was actually conducting WISC testing to determine the eligibility. Later on the group testing came in to keep the costs down.

[Anonymous]

Anonymous wrote:The Psychologist where we did the WISC was telling us that when the GT program was started in 1980's, the county was actually conducting WISC testing to determine the eligibility. Later on the group testing came in to keep the costs down.

http://www.fcps.edu/is/aap/column/columnhistorical.shtml

1964-1993, Selection Criteria
From 1964 - 1993, the only information used to determine who was eligible for GT programs was a student's score on a group ability test and/or an individual intelligence test. These were provided either by the school system or a private psychologist. Students who scored 140 and above were offered GT center placement. Students who scored 130 and above were offered the school-based gifted program.

1993, Screening Committees Formed
In 1993, the county identification program changed from a single test score to a review of multiple criteria that make up a student's screening file. Local and central screening and selections committees were formed to review the data and make decisions based on information from multiple sources. These include ability test scores such as the Cognitive Abilities Test and the Naglieri Nonverbal Ability Test, achievement test scores such as the State Standards of Learning (SOL) tests, a score on a Gifted Behavior Rating Scale (GBRS) that is completed by classroom teachers and other teachers who work with a child, and student progress reports. In addition, student work samples, a parent/guardian questionnaire, and student awards may also be added. The change from a single test score, to a holistic case study approach that requires a review of multiple sources of information allows FCPS to identify a broader range of gifted students. It also led the district to create a continuum of gifted services that moves beyond the notion of giftedness as a static trait and supports the notion of giftedness as dynamic, evolving potential that has no limits.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The Psychologist where we did the WISC was telling us that when the GT program was started in 1980's, the county was actually conducting WISC testing to determine the eligibility. Later on the group testing came in to keep the costs down.

http://www.fcps.edu/is/aap/column/columnhistorical.shtml

1964-1993, Selection Criteria
From 1964 - 1993, the only information used to determine who was eligible for GT programs was a student's score on a group ability test and/or an individual intelligence test. These were provided either by the school system or a private psychologist. Students who scored 140 and above were offered GT center placement. Students who scored 130 and above were offered the school-based gifted program.

1993, Screening Committees Formed
In 1993, the county identification program changed from a single test score to a review of multiple criteria that make up a student's screening file. Local and central screening and selections committees were formed to review the data and make decisions based on information from multiple sources. These include ability test scores such as the Cognitive Abilities Test and the Naglieri Nonverbal Ability Test, achievement test scores such as the State Standards of Learning (SOL) tests, a score on a Gifted Behavior Rating Scale (GBRS) that is completed by classroom teachers and other teachers who work with a child, and student progress reports. In addition, student work samples, a parent/guardian questionnaire, and student awards may also be added. The change from a single test score, to a holistic case study approach that requires a review of multiple sources of information allows FCPS to identify a broader range of gifted students. It also led the district to create a continuum of gifted services that moves beyond the notion of giftedness as a static trait and supports the notion of giftedness as dynamic, evolving potential that has no limits.

I have to say that I like the way things are now. Answers to test questions can't begin to compare with what a child can achieve with imagination, insight, and initiative.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a question for a person who's familiar with the process ( or anyone else!), would the WISC scores actually play a part in decisions or is it all based on GBRS ratings? I'm thinking to apply for my child next year and was told to do the test ( which is a costly option for us ).

WISC scores MAY play a part if a student is on the borderline of being found eligible. WISC scores are NOT required, however. If you plan to do a parent referral next year, you may wish to make an appointment with the AART at your school and get his/her thoughts about the test scores, GBRS with commentary, etc. Then you may want to consider planning for a WISC after the initial decisions are sent out in the spring.

our kids school AART teacher is not supportive at all. She said all my daughters scores are fake. AAP program is not meant for who wanted it but its for who need it. She very harsh comments not even ready to suggest anything. i don't how to approach her . I would like try in next year if she doesn't get in this year in appeal.

I wonder if we had the same teacher? She also said my DD scores were fake. Really, they came directly from the school and testing centers. Bizarre.

which school is your kid from ?

[Anonymous]

when are the AAP appeal decision letters mailed? In the past they were received right as school let out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a question for a person who's familiar with the process ( or anyone else!), would the WISC scores actually play a part in decisions or is it all based on GBRS ratings? I'm thinking to apply for my child next year and was told to do the test ( which is a costly option for us ).

WISC scores MAY play a part if a student is on the borderline of being found eligible. WISC scores are NOT required, however. If you plan to do a parent referral next year, you may wish to make an appointment with the AART at your school and get his/her thoughts about the test scores, GBRS with commentary, etc. Then you may want to consider planning for a WISC after the initial decisions are sent out in the spring.

our kids school AART teacher is not supportive at all. She said all my daughters scores are fake. AAP program is not meant for who wanted it but its for who need it. She very harsh comments not even ready to suggest anything. i don't how to approach her . I would like try in next year if she doesn't get in this year in appeal.

I wonder if we had the same teacher? She also said my DD scores were fake. Really, they came directly from the school and testing centers. Bizarre.

which school is your kid from ?

I can guess - Mosby Woods?

[Anonymous]

AAP Appeal Letters Any answers yet?

[Anonymous]

Anonymous wrote:AAP Appeal Letters Any answers yet?

It's June 20th and no response.

My son did receive notification that he is eligible for Levell II (aka Token) differentiated services.

He also came home scoring Advanced in all of his SOLs.

I'm sure the AART will suggest that everything else is irrelevant because, by her interpretation, he does not need "special services". How can something with such a supposed objective process be so subjective and clouded in secrecy?

[Anonymous]

Anonymous wrote:

Anonymous wrote:AAP Appeal Letters Any answers yet?

It's June 20th and no response.

My son did receive notification that he is eligible for Levell II (aka Token) differentiated services.

He also came home scoring Advanced in all of his SOLs.

I'm sure the AART will suggest that everything else is irrelevant because, by her interpretation, he does not need "special services". How can something with such a supposed objective process be so subjective and clouded in secrecy?

Can't speak for your school, but my DC recieved level II through 2nd grade, and they were definitely not token, she benefited greatly.