2021 AAP Admissions Thread

[Anonymous]

Anonymous wrote:I am quite certain that there is a correlation between acceptance and SES.

Sure. IQ is mostly heritable, and correlates strongly with life success. Smart parents achieve high SES and have smart kids, mostly. This doesn't mean that dumb parents or low SES parents can't have smart kids, but that's not the way to bet.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Did any kid who is in IEP got selected?

Mine did. ADHD.

Parent of HS senior student here. Stopped by forum out of curiosity, was in same place several years ago. DC made AAP ended up at TJ. Biggest regret is the lack of opportunities for DC to interact with children with special needs and various challenges re learning. I do think it would have impacted our DC in a very positive in different way instead of always being amidst like-minded, gifted peers.

I'm pretty sure TJ has kids with ADHD and IEPs. You just wouldn't have known who they were for privacy reasons.
People can have ADHD and be gifted. By HS, kids are able to better compensate with their various challenges in learning.

[Anonymous]

Anonymous wrote:This year, our school had a virtual AAP “town hall” for 2nd grade parents. The AART stressed the GBRS was determined by a panel of teachers and admin at the school(so not just your child’s teacher) The panel was made up of, child’s main teacher, specials teachers, input from 1st grade teacher, admin and the AART. Our AART met with each 2nd grade class every week up until packets were due. She would give the class a lesson, put the kids in breakout rooms, and have them do creative assignments, ask the questions on the spot etc. It really was all gauged towards getting to know each kid and most likely the AAP packet.

I find this so interesting b/c I just can't figure out how any of these people (other than maybe the first grade teacher, if she had input) knew anything about my daughter. We go to a huge elementary school. The administrators don't know her. I doubt the specials know much about her, other than maybe the librarian and I don't know if that counts. The AART met with them only every few weeks virtually and I couldn't tell if they had more than 1-2 projects that she would have been able to assess prior to the deadline. Main teacher never has met my daughter, and she's pretty shy/timid online. We ended up with great GBRS but I honestly can't figure out *how* and the whole process is so subjective, especially during pandemic year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Did any kid who is in IEP got selected?

Mine did. ADHD.

Parent of HS senior student here. Stopped by forum out of curiosity, was in same place several years ago. DC made AAP ended up at TJ. Biggest regret is the lack of opportunities for DC to interact with children with special needs and various challenges re learning. I do think it would have impacted our DC in a very positive in different way instead of always being amidst like-minded, gifted peers.

Wow.... TJ !! Impressive
How was the journey thru AAP??
Was it to much of pressure for ur child?
My kid has ASD so unsure whether to accept AAP or not.
We didn't submit any parent referral.
He got 146 in NNAT.

We loved the teachers in AAP program...not disappointed at all, great classmates, but we believe that working in a high pressure environment has not always been good for DC. If I had to do it all over again with DC, we would stay at base school for HS. That’s what we will do with sibling. TJ is too competitive. DC has done well but it is sad to see a teenager spend their HS days doing so much work...

Thanks for honest and giving another perspective.

Another perspective:
My kid had an IEP during elementary school and switched to 504 in middle school and is in TJ.
My child loves it at TJ. It’s a bit of work at times but my kid absolutely would not want to be anywhere else. 100% worth it for kid. My child is happy for the first time in FCPS.
If you have a smart STEM kid, I would recommend. Surprisingly, we had had a much easier time having the 504 accommodated at TJ than earlier years.

In terms of AAP, my kid HATED it. Elementary Teachers were resentful of having an IEP kid, for the most part it was pulling teeth with accommodations. Most principals had the attitude that kid “was taking up a space a kid who didn’t have an IEP could have”. Kid was still not challenged, even with extra math acceleration. Other students either openly teased kid or were trying to compete against kid, and my kid just wanted friends.

[Anonymous]

I had similar experience where principal actively steered us away from asking for IEP. He didn't even want us to email him psychological evaluation to avoid any paper trail.

[Anonymous]

2nd Grade
NNAT - 137
In-pool and parent referred
I submitted a poem, step-by-step math book he made in 1st grade during indoor recess, pictures of his crafts and a drawing he made.
GBRS - Don't know
IN

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Did any kid who is in IEP got selected?

Mine did. ADHD.

Parent of HS senior student here. Stopped by forum out of curiosity, was in same place several years ago. DC made AAP ended up at TJ. Biggest regret is the lack of opportunities for DC to interact with children with special needs and various challenges re learning. I do think it would have impacted our DC in a very positive in different way instead of always being amidst like-minded, gifted peers.

Wow.... TJ !! Impressive
How was the journey thru AAP??
Was it to much of pressure for ur child?
My kid has ASD so unsure whether to accept AAP or not.
We didn't submit any parent referral.
He got 146 in NNAT.

We loved the teachers in AAP program...not disappointed at all, great classmates, but we believe that working in a high pressure environment has not always been good for DC. If I had to do it all over again with DC, we would stay at base school for HS. That’s what we will do with sibling. TJ is too competitive. DC has done well but it is sad to see a teenager spend their HS days doing so much work...

Thanks for honest and giving another perspective.

Another perspective:
My kid had an IEP during elementary school and switched to 504 in middle school and is in TJ.
My child loves it at TJ. It’s a bit of work at times but my kid absolutely would not want to be anywhere else. 100% worth it for kid. My child is happy for the first time in FCPS.
If you have a smart STEM kid, I would recommend. Surprisingly, we had had a much easier time having the 504 accommodated at TJ than earlier years.

In terms of AAP, my kid HATED it. Elementary Teachers were resentful of having an IEP kid, for the most part it was pulling teeth with accommodations. Most principals had the attitude that kid “was taking up a space a kid who didn’t have an IEP could have”. Kid was still not challenged, even with extra math acceleration. Other students either openly teased kid or were trying to compete against kid, and my kid just wanted friends.

Glad to know he feels at home at TJ.
Thanks for the insight and headsup...

[Anonymous]

Anonymous wrote:I had similar experience where principal actively steered us away from asking for IEP. He didn't even want us to email him psychological evaluation to avoid any paper trail.

Are you saying that after taking AAP you were not eligible for IEP or was not recommended for it just before your kid was selected for AAP?

[Anonymous]

- In
- 2nd grade
- NNAT: 157
- all other info I don't know; no other standardized tests because my child skipped this year from 1st. Also don't know about the GBRS.

[Anonymous]

Do you think wisc helps with appeal? Score 150, all 4s on reports.

Please advise

[Anonymous]

Anonymous wrote:Do you think wisc helps with appeal? Score 150, all 4s on reports.

Please advise

Depends on the child's GBRS score...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Do any of you think that obtaining all of these extra test scores, requesting the GBRS file in advance, and all of this other extensive effort around these processes may not be helpful to your child’s cause? We all want the best for our kids but if you have to go to those lengths to prove your child’s brilliance, is this really about your child or about something else? Our kids will all be okay.

Why are you here? Shoo.

If you haven’t noticed, there is a trend in this thread of a lot of kids getting accepted without their parents going to an insane effort to paper their files. That’s why I’m here. But I am leaving soon because the amount of hyper-analysis going into navigating this process is making my head hurt.

Grateful for the seemingly sane comments in this thread.

Others leave me feeling like I live in an alternate universe.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Do you think wisc helps with appeal? Score 150, all 4s on reports.

Please advise

Depends on the child's GBRS score...

+1

I’m surprised with that score and all 4s on report card.. definitely ask for their GBRS score. If there are any occasionally observed.. you might have an uphill battle. All 4s on the report card but poor GBRS.. idk 🤷🏻‍♀️

Did your child work on any AART assignments?

[Anonymous]

Anonymous wrote:IN for level IV
Cogat 121
Nnat 117
High GRBS
Favorite of the AART

Nonsense. Our AART’s own daughter wasn’t accepted, so ... keep trolling, I guess.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Do you think wisc helps with appeal? Score 150, all 4s on reports.

Please advise

Depends on the child's GBRS score...

+1

I’m surprised with that score and all 4s on report card.. definitely ask for their GBRS score. If there are any occasionally observed.. you might have an uphill battle. All 4s on the report card but poor GBRS.. idk 🤷🏻‍♀️

Did your child work on any AART assignments?

All 4s on progress report does not indicate advanced learning in any way. 4 means child has learned material in an appropriate timeframe. That would be an expectation for all kids to do this. 4s can also mean child has support, small groups, remediation to learn standards. It doesn’t equate to As or a grade point average.