Reply to 2016 AAP admissions Thread

Forum Index » Advanced Academic Programs (AAP)

Reply to "2016 AAP admissions Thread"

Subject:

Emoticons





More smilies

Text Color: Font: Close Marks

[quote=Anonymous][quote=Anonymous]I have gone through the entire thread to see if any of it can be helpful to me.
Our situation does not look hopeful but I am trying to appeal because I think that my child is[b] v[/b][b]ery bright (not gifted in a typical sense) and his classroom behavior and results point to the fact that he needs to be challenged[/b]. That is my sole purpose in pursuing AAP process. in short, I'd rather have him try and fail at acquiring new knowledge, fall down, dust it off and try again than do rote memorization and worksheets at nauseum in his current classroom set up. I do not care about labels. I know my child is exceptional. EVERY child is. Mine would benefit from the AAP environment. He is an exceptional numerical thinker and analyzes every single situation in numbers. He also has great vocabulary and likes learning new words. He like analogies. But he stutters and I wonder if that is making his school 'profile' him in a particular way.

I also believe that the AAP program must be conditioned to a certain degree by what the local level IV capacity is and what the center capacity is. I am not making any accusations here - it has to do with physical limitations of a particular school. No one can convince me that if, hypothetically, 50 students across my child's school's 2nd grade applied to AAP and all 50 would be found eligible on all scores (GBRS, CogAT, NNAT, holistic package from parents, etc) but there were those who were just a tad more advanced, that there would be no cut-off, whatever that school determined its OWN cut-off to be.

I do want to state the facts as well and hope that someone can enlighten me as to what would be helpful do to in our case.
NNAT - 104 I know it is average or slightly above average
CogAT - 111 the same comment as above
GBRS - 6 we are truly flabbergasted by this number. Hardly any positive commentary is provided (so to an earlier poster who said "All GBRS commentary is positive", this is clearly not true)

I don't think I have seen GBRS as low as ours, in these and all past forums I have combed through. So I am curious to hear your opinions.

I am scheduled to have my child tested with the WSIC (IV or V? I do not know) at GMU. I was told the score would be known before the appeals deadline so I am not planning to frantically look for an independently licensed psychologist to get the results instantaneously. I am not pursuing WSIC to prove my school wrong. My child did not do well on CogAT because he is a visual person and I understand CogAT test instructions are done verbally without being repeated. I am pursuing WSIC to determine whether my child has solid knowledge and aptitude to function in a fast-paced world with lots of demands placed on kids. His grade reports for the most part have 4s and a few 3s. He consistently brings home school work graded at 4. Why is GBRS so low? He does not jump in front of his teacher shouting answers. He takes time to ponder issues, look at everything from different angles and asks me inquisitive questions. I KNOW he wants to learn more. His teacher seemingly believes he is fine in his littler corner, doing rote memorization (she loves that style of teaching and learning and admitted it to me during several teacher-parent conferences). I know my child needs more. I'd rather have him be at the bottom of the AAP class due novelty of the concepts and the ways students are asked to approach and solve them, then near the top of his Gen Ed classes. This way, in the Gen Ed classes, he is conditioned to be complacent.

What do you think our chances of an appeal are? What would you think his WSIC needs to be? Is it worth my time to contact the school screening file committee (not sure if this is the class teacher, AART teacher, principal?) and challenge the content of the screening file which I do have at my disposal. How to prepare the appeals package so it tells the central committee that my child deserves to be in the AAP class because he is an exceptional child, exceptional in his own ways. What to put an emphasis on in the appeals package? I assume that since my school thinks so low of my child that involving them in the appeals file is pointless? I did submit a parent questionnaire and recommendation letter the first time around. Is it worth arguing this point again? New samples and if so, of what type? original writing? Math critical thinking? Artsy projects?

Thank you for all your thoughts and input.[/quote]

What were the GBRS comments exactly?

If you read your bolded statement above, you describe many, many, many of the kids in the base program AND yet you were still expecting a higher GBRS.  If your child had a 16 GBRS, your child still would not have been admitted with those scores.  I am not trying to be mean, but you seem to be thinking that the school's poor view of him was the reason he was denied admission.[/quote]

Options

	Disable HTML in this message
	Disable BB Code in this message
	Disable smilies in this message

Review message

Search Recent Topics Hottest Topics