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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]OP here, thanks for the info. In hindsight, I should have highlighted it but I was concerned about getting other things in there and wasn't really thinking about the fact that the committee is looking at a huge stack of paper. It makes total sense though.

I did not mention the technology issues because the scores ended up being fine and very consistent with the WISC (within 1 point).

Hopefully I don't have to appeal, but if I do I will mention it. You can also include new work samples still. [/quote]

It does not sound like this oversight would lead to a rejection, as it's likely they'll still see your WISC and you've made it clear all the scores are good. The only concern would be that the HOPE is bad, but doesn't sound like you are worried about that.

The earlier poster said adding the WISC without context doesn't look good, but I don't see how they can possibly know that.

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Thanks for this. Her scores are good but they are not as high as some I see on her so I feel like I don't have a great idea of what is actually "good enough" for AAP. She was not in-pool. [/quote]

As much as people hate it, acceptance is more than test scores. DS had a 135 composite score and 145 in Q. His NNAT was a 135 as well. He had all 4's and strong GBRS's. I know that people on this forum think a 135 is on the low end for acceptance but the committee is looking for more than just those scores. They are trying to use the GBRSs and noe the HOPE scores to find kids who are academically strong but also curious and motivated to learn. I know people whose kids had strong test scores and didn't get in. Some of them the kids are not curious, given the choice of doing extra work or not, the kid always chooses to do less. Could the kids do the work in AAP? Yes. Did the kid want to do the work? No. I know kids who had higher test scores who didn't get in and I hav no idea why. The kids are smart as heck, curious, and I think would have been a great fit.

I suspect that the real answer is that about 1/3 of the kids in ES could legitimately handle AAP but FCPS does not want to let the program get that big because they fear that it will mean that they are tracking kids. And honestly, they would be. And the optics would be horrific and right now most school districts are about the optics and preventing lawsuits. Changes in AAP selection started a while back because of complaints from minority groups over representation in the program. Complaints and the threat of a lawsuit caused the changes in TJ admission. The last thing that FCPS wants, or any other county, is to have a program where the vast majority of the kids in it are White and Asian, and that is exactly what AAP would look like if they simply set a set scale and used that for placement.

The answer is to have Advanced Classes for each one of the core subjects and rotate kids in and out of that class(es). You can have the kids who are in all 3-4 Advanced class in the same homeroom(s) and rotate in the kids who need Advanced Math or Advanced LA into the room as needed.  If they had this set up, I think my kid is in for Advanced Math and Science but maybe not LA and Social Studies. He does well in all 4 core subjects but LA and History are not his strong suits.

The other answer is to use the base LIV curriculum in all classes, allowing Teachers to use extensions in the reading or math groups for the kids who need more while focusing on the basics for the kids who need that.

But again, no one wants the optic that comes tracking or similar programs. And no one wants the lawsuits. And no one, to include the NAACP, has the slightest clue how to motivate parents who are high school dropouts to care about their kids schooling and until the parent's care, the kids are not going to care, and the cycle of generational poverty with its known academic gap will continue.

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