2021 AAP Admissions Thread

[Anonymous]

Can a child be principal placed at a center school if their base school is a center school?

[Anonymous]

Can I write a new parent letter as part of the appeal packet? Does it count as one of the five work samples that can be submitted?

[Anonymous]

Anonymous wrote:Can a child be principal placed at a center school if their base school is a center school?

Nope. We are at a center school, and unfortunately, NO. This is why I am so regretting being at a Center school now. Kids with way lower schools were admitted at local schools. Center schools DO have space issues, thus there is a capacity limit. Locals can send the kids to other schools and also principal place. The whole system is incredibly unfair in this regard.

[Anonymous]

Anonymous wrote:I’m trying to decide if it’s even worth appealing with an NNAT of 106. There was no CogAt this year and doing external testing is not feasible for us. How can a child be judged by a score that is just a snapshot of a day 18 months ago? My child had DRA of 30 in the fall, all 4’s on progress reports the entire year, iReady scores above grade level. That is all the information I have available to me.

I don't know the deadlines but if you can get a COGAT scores back in time for the appeal deadline - do it. With a new (hopefully strong) COGAT, you have something substantial to appeal with. Also, what was the GRBS like? If not strong, I would try again in 3rd grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m trying to decide if it’s even worth appealing with an NNAT of 106. There was no CogAt this year and doing external testing is not feasible for us. How can a child be judged by a score that is just a snapshot of a day 18 months ago? My child had DRA of 30 in the fall, all 4’s on progress reports the entire year, iReady scores above grade level. That is all the information I have available to me.

I don't know the deadlines but if you can get a COGAT scores back in time for the appeal deadline - do it. With a new (hopefully strong) COGAT, you have something substantial to appeal with. Also, what was the GRBS like? If not strong, I would try again in 3rd grade.

Unfortunately GMU isn’t offering a spring CogAT. Only fall testing

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m trying to decide if it’s even worth appealing with an NNAT of 106. There was no CogAt this year and doing external testing is not feasible for us. How can a child be judged by a score that is just a snapshot of a day 18 months ago? My child had DRA of 30 in the fall, all 4’s on progress reports the entire year, iReady scores above grade level. That is all the information I have available to me.

I don't know the deadlines but if you can get a COGAT scores back in time for the appeal deadline - do it. With a new (hopefully strong) COGAT, you have something substantial to appeal with. Also, what was the GRBS like? If not strong, I would try again in 3rd grade.

My child got 3F’s and 1O. I have serious doubts about the reliability of any GBRS this year. How can that panel claim to know my child in the virtual setting? But it is what it is this year I guess. I think a lot of kids got screwed over with no CogAt and virtual learning

[Anonymous]

2nd
NNAT 127
IN: Level IV

[Anonymous]

Anonymous wrote:2nd
NNAT 127
IN: Level IV

..and I don't even know what all this COGAT GPRS stuff you guys are talking about even means? I filled out the parent referral form, with no work samples. We had my son do a couple of NNAT practice tests the week before the exam date and then when we were going to have him do a third test, he said he already had taken this test in school which surprised us. This was in November of 2019 before the pandemic, when teachers DID have the chance to have direct interaction with the children. What I think is missing from this thread is the recognition that the teachers knew the students because they worked with and observed them everyday. I don't know what qualities they were looking for, or how various teachers might have prepared the kids for the NNAT test, but my guess is, there was some reliance on the direct observation the teachers had of each student that may have played a role.

[Anonymous]

Anonymous wrote:

Anonymous wrote:2nd
NNAT 127
IN: Level IV

..and I don't even know what all this COGAT GPRS stuff you guys are talking about even means? I filled out the parent referral form, with no work samples. We had my son do a couple of NNAT practice tests the week before the exam date and then when we were going to have him do a third test, he said he already had taken this test in school which surprised us. This was in November of 2019 before the pandemic, when teachers DID have the chance to have direct interaction with the children. What I think is missing from this thread is the recognition that the teachers knew the students because they worked with and observed them everyday. I don't know what qualities they were looking for, or how various teachers might have prepared the kids for the NNAT test, but my guess is, there was some reliance on the direct observation the teachers had of each student that may have played a role.

These kids took the NNAT 18 months ago in first grade. First grade teachers had no say in this process. It was this year’s second grade teacher who only knew their students in the virtual setting that had a say in the GBRS. I’m happy for you and your child though. Congratulations

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:2nd
NNAT 127
IN: Level IV

..and I don't even know what all this COGAT GPRS stuff you guys are talking about even means? I filled out the parent referral form, with no work samples. We had my son do a couple of NNAT practice tests the week before the exam date and then when we were going to have him do a third test, he said he already had taken this test in school which surprised us. This was in November of 2019 before the pandemic, when teachers DID have the chance to have direct interaction with the children. What I think is missing from this thread is the recognition that the teachers knew the students because they worked with and observed them everyday. I don't know what qualities they were looking for, or how various teachers might have prepared the kids for the NNAT test, but my guess is, there was some reliance on the direct observation the teachers had of each student that may have played a role.

These kids took the NNAT 18 months ago in first grade. First grade teachers had no say in this process. It was this year’s second grade teacher who only knew their students in the virtual setting that had a say in the GBRS. I’m happy for you and your child though. Congratulations

First grade teachers absolutely have an active part in this process. They complete a GBRS in first grade. Every year all kids have a GBRS completed in general education. All of them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Can a child be principal placed at a center school if their base school is a center school?

Nope. We are at a center school, and unfortunately, NO. This is why I am so regretting being at a Center school now. Kids with way lower schools were admitted at local schools. Center schools DO have space issues, thus there is a capacity limit. Locals can send the kids to other schools and also principal place. The whole system is incredibly unfair in this regard.

We are in center school. Our principal have right to assign principal placement but won’t do it because AAP class already have enough students, does not like the case in base school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:2nd
NNAT 127
IN: Level IV

..and I don't even know what all this COGAT GPRS stuff you guys are talking about even means? I filled out the parent referral form, with no work samples. We had my son do a couple of NNAT practice tests the week before the exam date and then when we were going to have him do a third test, he said he already had taken this test in school which surprised us. This was in November of 2019 before the pandemic, when teachers DID have the chance to have direct interaction with the children. What I think is missing from this thread is the recognition that the teachers knew the students because they worked with and observed them everyday. I don't know what qualities they were looking for, or how various teachers might have prepared the kids for the NNAT test, but my guess is, there was some reliance on the direct observation the teachers had of each student that may have played a role.

These kids took the NNAT 18 months ago in first grade. First grade teachers had no say in this process. It was this year’s second grade teacher who only knew their students in the virtual setting that had a say in the GBRS. I’m happy for you and your child though. Congratulations

First grade teachers absolutely have an active part in this process. They complete a GBRS in first grade. Every year all kids have a GBRS completed in general education. All of them.

I'm pretty sure this isn't correct. What I've been told is that the GBRS is only completed in second grade for in-pool or parent referred kids. So I don't think the kids in 1st grade will have a GBRS completed by their 1st grade teacher. As far as I understand, the AART, Principal, VP, and their second grade teacher are part of the committee that put the packet together that gets sent to the CC.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m trying to decide if it’s even worth appealing with an NNAT of 106. There was no CogAt this year and doing external testing is not feasible for us. How can a child be judged by a score that is just a snapshot of a day 18 months ago? My child had DRA of 30 in the fall, all 4’s on progress reports the entire year, iReady scores above grade level. That is all the information I have available to me.

I don't know the deadlines but if you can get a COGAT scores back in time for the appeal deadline - do it. With a new (hopefully strong) COGAT, you have something substantial to appeal with. Also, what was the GRBS like? If not strong, I would try again in 3rd grade.

My child got 3F’s and 1O. I have serious doubts about the reliability of any GBRS this year. How can that panel claim to know my child in the virtual setting? But it is what it is this year I guess. I think a lot of kids got screwed over with no CogAt and virtual learning

Sorry but I think you'll have a better shot when you have the option to retake the COGAT next year. You really need to have some consistently observed in the GBRS with the 106 NNAT. Try again next year. Or you can still appeal but I wouldn't get my hopes up.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:2nd
NNAT 127
IN: Level IV

..and I don't even know what all this COGAT GPRS stuff you guys are talking about even means? I filled out the parent referral form, with no work samples. We had my son do a couple of NNAT practice tests the week before the exam date and then when we were going to have him do a third test, he said he already had taken this test in school which surprised us. This was in November of 2019 before the pandemic, when teachers DID have the chance to have direct interaction with the children. What I think is missing from this thread is the recognition that the teachers knew the students because they worked with and observed them everyday. I don't know what qualities they were looking for, or how various teachers might have prepared the kids for the NNAT test, but my guess is, there was some reliance on the direct observation the teachers had of each student that may have played a role.

These kids took the NNAT 18 months ago in first grade. First grade teachers had no say in this process. It was this year’s second grade teacher who only knew their students in the virtual setting that had a say in the GBRS. I’m happy for you and your child though. Congratulations

First grade teachers absolutely have an active part in this process. They complete a GBRS in first grade. Every year all kids have a GBRS completed in general education. All of them.

I'm pretty sure this isn't correct. What I've been told is that the GBRS is only completed in second grade for in-pool or parent referred kids. So I don't think the kids in 1st grade will have a GBRS completed by their 1st grade teacher. As far as I understand, the AART, Principal, VP, and their second grade teacher are part of the committee that put the packet together that gets sent to the CC.

The first grade teacher may or may not complete a GBRS - I have no idea - but it has absolutely nothing to do w the application for AAP. if you’ve seen the packet, it’s the second grade teacher and AART who complete the GBRS for the packet. Now, there may be a GBRS from 1st grade in a student file somewhere, but it doesn’t go to the committee for consideration for the program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hi - I am trying to make sense of my DS's rejection for AAP. I submitted an application for my 2nd grader who is currently attending a private school (he was in FCPS for 1st grade, we moved him for 2nd). WISC score was a 126, 4 COs on the GBRS, top of the class grades for the last 2 years or report cards that we submitted. The teacher wrote in the recommendation letter that he is currently excelling at 3-5th grade level of schoolwork in all subjects, not just math and that he is naturally curious, loves learning and is emotionally mature when interacting with his peers. I am assuming that I used poor work examples from his classwork and that the parent letter I submitted worked against him somehow? I'm confused and at a loss. Any thoughts would be appreciated.

Did he get good score for NNAT in 1st grade? His WISC is good but not 130. WISC 130 = 98 percentile.

He got a 119 on the 1st grade test.

None of his test scores hit the 132 in pool cut off. Grades really are not that important in the process. No idea about the work samples. Did his Teacher provide you with any work samples?

There is a belief that it is harder to get into AAP through Private Schools, but I don't think we have seen any numbers to prove this. One comment that I have seen is that the committee is less likely to trust the GBRSs from the Private School because the Teachers are not trained on how to apply the GBRSs and they are less likely done by a committee.

Per my friend who has been on the AAP selection committee, they do not give much weight to the GBRS from private school teachers. FCPS teachers have specific training on what to look for, and how to complete the GBRS, and since private school teachers do not, their input is not given much value.