OP, I am happy to help you. I will post the letter (or snippets thereof) that I sent to the cmte last year for my DC with low processing, later. DC had the scores (was in the pool) and GBRS was 10, but not accepted. We appealed with WISC and a letter and was accepted. Ignore the rude aka "honest" folks on this board. There are many haters in the world. GL.

Anonymous wrote:He went through the whole IEP process because of concerns from his teacher and ourselves and the school put him under the Educational Disability of Aspergers. We don't have, and don't need, an educational diagnosis for the IEP

If you are in FCPS, I think you are confused. There is no "educational disability of Aspergers." There is an educational disability of Autism. It is not a medical diagnosis of autism. The screening committee found your child eligible for services through the Autism disability based on observations, rating scales and testing conducted by the school. Please go back a re-read the paper called "Basis for Committee Decision."

If you do have a medical diagnosis of autism from the pediatrician, you can bring that paperwork in and the committee could also find your child eligible for services through the autism disability.

To re-cap, the school does not "diagnose" any child with autism. Only medical doctors diagnose autism. The school can test and find the child eligible for services through the autism disability. Or the parent can provide the medical diagnosis of autism as documentation that their child is eligible for services.

He went through the whole IEP process because of concerns from his teacher and ourselves and the school put him under the Educational Disability of Aspergers. We don't have, and don't need, an educational diagnosis for the IEP

Anonymous wrote:yes, he does not have a medical diagnosis

So his Aspergers is undiagnosed?

yes, he does not have a medical diagnosis

So he has an IEP in place with an autism designation?

Anonymous wrote:OP here. He has an educational disability (Aspergers) and signs of ADHD (not diagnosed) and that is what I attribute some of his grades to (though they're all 3s & 4s).
The Woodcock Johnson put him in the 97-99+ %
I stopped working with him because we have after school activities and limited time which he needs to relax and play. The social aspect of school is emotionally and mentally draining for him.

I'm not sure if he'll get into AAP but whether he does or doesn't is up to the committee. I don't understand the need for people to be rude.

THAT should be in the letter.

Anonymous wrote:OP here. He has an educational disability (Aspergers) and signs of ADHD (not diagnosed) and that is what I attribute some of his grades to (though they're all 3s & 4s).
The Woodcock Johnson put him in the 97-99+ %
I stopped working with him because we have after school activities and limited time which he needs to relax and play. The social aspect of school is emotionally and mentally draining for him.

I'm not sure if he'll get into AAP but whether he does or doesn't is up to the committee. I don't understand the need for people to be rude.

If you haven't submitted work samples yet (to the maximum allowed), perhaps submit some that shows he is working ahead also. I would also possibly describe why you think he has signs of ADHD and if any medical professional or school personnel has said anything about that to you.

If you had said that before, I would have responded differently. A whole picture makes a huge difference.

Yes, I am planning on doing that. Thanks.

Anonymous wrote:Then you should say in your letter that he has Aspergers. It might help them make sense of the scores.

Agree.

They are very familiar with twice exceptional kids in that program.

Then you should say in your letter that he has Aspergers. It might help them make sense of the scores.

I only meant those two. I appreciate the honest advice everyone else gave. Thanks!

OP, other than the 2nd poster (12:32) and the two people who agreed with her, none of the other posters were rude at all.

They were honest, candid and gave good solid advice. But they were not rude.

Sometimes when we put our thoughts out to be responded to, they sound silly when thrown back at us. It is easy to get sensitive when that happens. Be grateful you have an anonymous forum to run your appeal letter through. What you suggested in your original post sounded like a clear cut reason why your child is not ready for an AAP classroom, particularly with regards to math skills, memory, speed and processing. Maybe you can take a different approach to your appeal packet instead of the one you suggested in your original post.

OP here. He has an educational disability (Aspergers) and signs of ADHD (not diagnosed) and that is what I attribute some of his grades to (though they're all 3s & 4s).
The Woodcock Johnson put him in the 97-99+ %
I stopped working with him because we have after school activities and limited time which he needs to relax and play. The social aspect of school is emotionally and mentally draining for him.

I'm not sure if he'll get into AAP but whether he does or doesn't is up to the committee. I don't understand the need for people to be rude.