Anonymous wrote:Do you think putting specific words in will tilt a response in your favor?

Yes, I do.

Do you think putting specific words in will tilt a response in your favor?

Talk about how your kid would thrive with experiential/hands on learning styles.

Point out that your child would thrive under teachers who are better trained in handling 2E issues.

The fact that he's helping other students learn points toward his leadership and strong sense of responsibility toward his class (bullet points in Motivation to Succeed part of GBRS)

Anonymous wrote:

Anonymous wrote:My sped kid is a super hard worker. My AAP kid is not. While I do think "hard work" should be a trait to be celebrated, it doesn't seem to be by the AAP people. They want "effortless"

Exactly, whenever something gets hard, my AAP kid gets lazy and doesn’t want to do the work.

And that is why DS goes to math on the weekends. I don’t want him to develop crappy habits because the work at school is easy.

Back to the OP.

Hard working is great but it is not going to get your child into AAP. You mentioned 3 FO and that your child has a developmental delay. It sounds like your child has worked hard and is doing well in school. I am guessing that the FO’s indicate that your child is a hard worker but that they are worried that he would not be able to keep up with the demands of AAP. If he is working hard right now, AAP will be that much more challenging and might be too much for him.

A 130 on the CogAT is a very good score, but what were the score distributions? Did he have an area that was a lot lower then the others? I am guessing, based only on your comments, that your son is likely going to be tagged for either LIII or Advanced Math, dependent on what was the higher CogAT area, and not AAP.

It sounds like you have a great kid, why do you think that he needs AAP? What isn’t he getting in Gen Ed that you think that he needs?

Stupendous
Amazing
Top notch
Brilliant
Extraordinary

Anonymous wrote:My sped kid is a super hard worker. My AAP kid is not. While I do think "hard work" should be a trait to be celebrated, it doesn't seem to be by the AAP people. They want "effortless"

Exactly, whenever something gets hard, my AAP kid gets lazy and doesn’t want to do the work.

My sped kid is a super hard worker. My AAP kid is not. While I do think "hard work" should be a trait to be celebrated, it doesn't seem to be by the AAP people. They want "effortless"

Anonymous wrote:Hard worker doesn't scream AAP to me. I teach high school, but my hardest workers are often my struggling students.

Agreed. This isn't where I'd put my emphasis. The interpretation could be that gen ed is hard for him and he has to work really hard to succeed.

Hard worker doesn't scream AAP to me. I teach high school, but my hardest workers are often my struggling students.

Do not focus on hard work, unless you’re framing it as perseverance. Focus more on other GBRS traits where the teachers gave F. Give specific examples where possible. Connect to the work samples.

Anonymous wrote:

Anonymous wrote:What was the GBRS score? Focus on the areas where he didn't get COs

3F 1C the C was in creativity.

Am I allowed to have his speech therapist write a note about how hard-working he is?

Is it hopeless with 3F? His teachers did mention they felt he’d be better in gen Ed because he likes to help struggling students and is a real asset to the classroom.

No, the speech therapist cannot write a note.

Compare the language used in the 1 CO to the FO. Address how you see the traits that the Teachers marked as FO.

I would point out in the letters that the Teachers see him helping other students with their work which demonstrates that he has a solid enough grasp of the material that his Teachers allow him to help other students. He needs AAP so that he can spend the class time he uses to help other students to dive more deeply into areas of interest. Probably better to say that he can take that ability to help other kids with their work and his creativity and apply it to group projects with his peers in AAP that allow him to dive more deeply into subjects of interest in science, history and LA in AAP. But look at the FOs and see what you can augment there.

Honestly, no one has a clue what the "right GBRSs" are. I would guess 2 COs and 2FOs are what they are looking for.

Anonymous wrote:What was the GBRS score? Focus on the areas where he didn't get COs

3F 1C the C was in creativity.

Am I allowed to have his speech therapist write a note about how hard-working he is?

Is it hopeless with 3F? His teachers did mention they felt he’d be better in gen Ed because he likes to help struggling students and is a real asset to the classroom.

Needs will be met in level iv
Needs aren’t met
Consistently likes to delve deeper into…
Consistently approaches problems with out of box thinking… (lol)

What was the GBRS score? Focus on the areas where he didn't get COs

DS didn’t get into AAP (LIV) on the first round so I’m appealing the decision.

What buzz words should I use in my letter? DS got a 130 on the CogAT, which I know isn’t high so I’m emphasizing that he works hard (it’s true). In my initial letter, I emphasized that he was ADHD Aand developmentally delayed and that didn’t get me anywhere so I might leave that out this time.

Any suggestions?