My kid got rejected with 99th percentile Cogat

[Anonymous]

Anonymous wrote:
Not that he couldn’t do well in AAP but he didn’t sound like a good candidate from what you’ve written about his behavior. On the other hand he does seem advanced. Obviously he got in, so what exactly are you claiming? That he wouldn’t have?

What? A kid with a 140+ IQ who is way above grade level in all subjects, had glowing reviews from the math and reading specialists who performed the pull-out groups, and had excellent writing samples is not a good candidate for AAP because he wouldn't do coloring pages? In what universe are you living?

What I'm claiming is that the GBRS is meaningless. My child who has a highly gifted IQ and is excelling in the AAP classroom got an 11. My child who is merely bright and is a pretty average AAP student got a 16. If the committee is relying even more on the GBRS, then it's likely that many gifted kids will be excluded from AAP, while many slightly above average people-pleasers will get in.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The part about not being a people pleaser and his inability to complete work.

The smartest kid I ever came into contact with in the public school system went to the ED center because of horrible behavioral problems. Was reading and understanding any book you put in front of him in *kindergarten*. Could do complicated math in his head. These two qualities have nothing to do with intellect. Some kids don't have the personality to be trained monkeys dutifully cranking out worksheets.

Except AAP is not some specialized program for gifted kids. It’s AAP.

[Anonymous]

Anonymous wrote:The part about not being a people pleaser and his inability to complete work.

AAP is not supposed to be the people-pleaser program. Also, unwillingness to complete busywork is not the same as inability to complete meaningful work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The part about not being a people pleaser and his inability to complete work.

The smartest kid I ever came into contact with in the public school system went to the ED center because of horrible behavioral problems. Was reading and understanding any book you put in front of him in *kindergarten*. Could do complicated math in his head. These two qualities have nothing to do with intellect. Some kids don't have the personality to be trained monkeys dutifully cranking out worksheets.

Except AAP is not some specialized program for gifted kids. It’s AAP.

It's both. The implementation might vary between teachers and schools, but it's supposed to be both, and at some schools it is both.

[Anonymous]

Anonymous wrote:

Except AAP is not some specialized program for gifted kids. It’s AAP.

Except AAP is what FCPS uses to meet the gifted mandate set forth by the Virginia DOE. Thus it by definition is intended to serve the needs of gifted kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Not that he couldn’t do well in AAP but he didn’t sound like a good candidate from what you’ve written about his behavior. On the other hand he does seem advanced. Obviously he got in, so what exactly are you claiming? That he wouldn’t have?

What? A kid with a 140+ IQ who is way above grade level in all subjects, had glowing reviews from the math and reading specialists who performed the pull-out groups, and had excellent writing samples is not a good candidate for AAP because he wouldn't do coloring pages? In what universe are you living?

What I'm claiming is that the GBRS is meaningless. My child who has a highly gifted IQ and is excelling in the AAP classroom got an 11. My child who is merely bright and is a pretty average AAP student got a 16. If the committee is relying even more on the GBRS, then it's likely that many gifted kids will be excluded from AAP, while many slightly above average people-pleasers will get in.

My argument is AAP is asking for exactly what it wants. It is not requiring independently run full psycho educational testing. It wants bright students who are people pleasers. But your child was admitted. Sure his GBRS were mediocre, but do you not think his file lacked any of the other evidence you listed? Those were all part of the full package.

[Anonymous]

Anonymous wrote:The part about not being a people pleaser and his inability to complete work.

That's idiotic. If he's the top kid in his AAP classroom and winning all of the contests, then he clearly was an excellent candidate for AAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Except AAP is not some specialized program for gifted kids. It’s AAP.

Except AAP is what FCPS uses to meet the gifted mandate set forth by the Virginia DOE. Thus it by definition is intended to serve the needs of gifted kids.

The gifted mandate is worthless. They could and many districts do serve the gifted population with a weekly 1-hr pullout. AAP is designed to meet different needs.

[Anonymous]

Did you prep your kid? Yes or no.

[Anonymous]

I'm not OP, but can you really prep your kid up to getting 99th percentile? Isn't that basically not missing any questions?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Except AAP is not some specialized program for gifted kids. It’s AAP.

Except AAP is what FCPS uses to meet the gifted mandate set forth by the Virginia DOE. Thus it by definition is intended to serve the needs of gifted kids.

The gifted mandate is worthless. They could and many districts do serve the gifted population with a weekly 1-hr pullout. AAP is designed to meet different needs.

What different needs? I didn't realize that slightly above average, hothoused, UMC kids had any special needs that necessitated removal from a regular classroom. Most of those kids will bloom wherever they're planted. Gifted kids actually have different needs which can't be met in the regular classroom or in a weekly 1 hour pullout. So, what's the point of AAP if it's not to serve the needs of gifted kids rather than the wants of UMC parents?

[Anonymous]

Anonymous wrote:I'm not OP, but can you really prep your kid up to getting 99th percentile? Isn't that basically not missing any questions?

There are literally test prep schools.

[Anonymous]

Anonymous wrote:I'm not OP, but can you really prep your kid up to getting 99th percentile? Isn't that basically not missing any questions?

Even casual exposure to the types of questions raises a score a lot. Especially quantitative. I’m always skeptical of high quant scores.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Except AAP is not some specialized program for gifted kids. It’s AAP.

Except AAP is what FCPS uses to meet the gifted mandate set forth by the Virginia DOE. Thus it by definition is intended to serve the needs of gifted kids.

The gifted mandate is worthless. They could and many districts do serve the gifted population with a weekly 1-hr pullout. AAP is designed to meet different needs.

What different needs? I didn't realize that slightly above average, hothoused, UMC kids had any special needs that necessitated removal from a regular classroom. Most of those kids will bloom wherever they're planted. Gifted kids actually have different needs which can't be met in the regular classroom or in a weekly 1 hour pullout. So, what's the point of AAP if it's not to serve the needs of gifted kids rather than the wants of UMC parents?

More like the special needs of the parents of these kids who want their kids to be separated from the masses and told they are special.

[Anonymous]

Anonymous wrote:
Sure they can, but do you think that is fair? Two teachers can have two different views of the same child. One teacher might provide opportunities for children to produce interesting work, another teacher might rely on worksheets. It is so, so subjective.

9:29 PP here, and that's my point. DS's K and 1st grade teachers gave 16 GBRS and said he would obviously go to AAP. DS's math and reading teachers in 2nd also talked about how he would clearly go to AAP and was the top kid in the grade. 2nd grade homeroom teacher gave a GBRS of 11. Some teachers are quite poor at assessing gifted behaviors.