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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I requested and received my child's HOPE scores and they're terrible, which feels completely misaligned with her academics. Any advice on how to overcome this during the appeal process? I know HOPE weighs heavily into the committee decision making, so it's clear now why my kid didn't get in during initial review despite what seemed like decently high (though not off the charts) test performance.

Pyramid: Marshall 
In/out of pool: In pool

Tests submitted by school in original packet
CogAt: 140 (138 Q, 139 NonV, 125 V)
NNAT: 129
Fall 2024 iReady math: 99th %ile (454, looks like just %ile submitted)
Fall 2023 iReady reading: 99th %ile (I don't see the raw score submitted/can't find the old paperwork; fall 2024 VALLS similarly high but not submitted by school/not really supposed to be used for this type of determination anyway)

WISC (not in original packet, done over spring break): 134

HOPE: 2 often, 5 sometimes, 4 rarely (!!!), no subjects checked/no comments.

I'm floored at the HOPE. It doesn't sound like my kid at all. The work samples weren't great (mostly because of terrible handwriting) but I had felt confident we could overcome those until I saw the HOPE. Now I'm also concerned about what's going on in that classroom, because I see my child exhibiting significantly above-grade-level talent in math and reading as part of our daily life, and if the teacher isn't seeing any of that, it feels like a huge problem (maybe my kid is totally checked out, maybe there's a behavior issue no one has mentioned, maybe a weird peer dynamic, could be any number of things that mean a completely different kid at home than at school, I suppose).

Any advice from people who have addressed a really bad HOPE during appeal through samples or the cover letter (or, if you were denied 2nd grade appeal, how to set up a conversation with 3rd grade teacher to make sure there isn't so much of a gulf between the at home and school experiences?).
[/quote]

From your description, it is likely your child IS the disruptive one in class.

Have you had them tested for ADD / ADHD ?

I think you should be looking at special services for them, which would be a better fit, and not AAP.[/quote]

You're jumping to special services and ADHD, based on OP's description?  That's quite the reach.  OP has indicated she has gotten no feedback about behavior problems.    [/quote]

ok.

What do you think the likely explanation could be for her child’s:

- high test scores + really low HOPE rating? [/quote]

Teacher perception?  My child didn't get in with similar scores (still waiting to receive her HOPE). Her teacher is new to the school and frequently tells the students that she is overwhelmed and "stressed out." Not sure she'd be the best judge of my child's aptitude.  [/quote]

Yes, the overwhelmed teacher who doesn't notice anything is a problem for getting into AAP. At schools with a good AART there's the hedge of the AART pulling out level II kids from every class to know them and get good samples so the 2nd grade teacher an be bad and the kid can still get a fair packet. But not every AART is helpful like that and some 2nd grade teachers are terrible. When your school has a good one for a different class than your kid is compared against kids from that good teacher's class and disadvantaged.

The best you can do is amazing examples in your parent questionnaire (did you do one already?) and appeal cover. Make sure they show specific times your kid has demonstrated these exceptional traits. Paint a picture.[/quote]

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