Step one is getting the aap file. Step two is interviewing the parent about their child. Examples of outstanding behavior, step three is writing the letter. Testing is their choice. I am not a tester. A parent yes! All in aap. 1 in 1st round. 2 on appeal. All in pool.

Anonymous wrote:

Anonymous wrote:No, I have never charged for my help. I am an educator (non-FCPS) and know how important education is to one's future. Some of those I helped did not speak English - and I only speak English.

How did you offer to help your friends? I've found myself in a situation with several acquaintances where I wanted to look at their DC's file. I (and they) believed their child should be in AAP and I was convinced the file didn't present everything that it could. In both cases, the child didn't get in to AAP. Can one tactfully suggest that you'd be willing to look at the file if they want some suggestions for an appeal? I'm not an educator, but both of my DDs were admitted first round with just barely in-pool scores, decent GBRS and supplemental materials that I worked hard to gather. I've often thought that there should be some kind of volunteer effort to assist non-English speaking parents prepare their submissions.

I helped a handful of friends, word got out, people call or ask me when then see me in person, I talk about AAP and push for parents to appeal. Just yesterday at the nail salon, I offered my help. I was talking about aap appeals, a mom heard me, on my way out the mom asked how to appeal. I'm meeting her on Friday to review her sons file. I do not know her, but I will help.

My child is in first round. I will help you for $1000.

Anonymous wrote:No, I have never charged for my help. I am an educator (non-FCPS) and know how important education is to one's future. Some of those I helped did not speak English - and I only speak English.

How did you offer to help your friends? I've found myself in a situation with several acquaintances where I wanted to look at their DC's file. I (and they) believed their child should be in AAP and I was convinced the file didn't present everything that it could. In both cases, the child didn't get in to AAP. Can one tactfully suggest that you'd be willing to look at the file if they want some suggestions for an appeal? I'm not an educator, but both of my DDs were admitted first round with just barely in-pool scores, decent GBRS and supplemental materials that I worked hard to gather. I've often thought that there should be some kind of volunteer effort to assist non-English speaking parents prepare their submissions.

Please don't outsource to be a helicopter parent to other people's children. Is about the child and his/her innate ability. You doing all the work training doesn't do the kid any good when he/she can't cut it in AAP and it's unfair to others who don't get your helicopter help.

No, I have never charged for my help. I am an educator (non-FCPS) and know how important education is to one's future. Some of those I helped did not speak English - and I only speak English.

13:00 here.

I researched the qualities of a gifted learners, the qualities of a 2E kid, gave examples of how child is outstanding and extraordinary in different ways, I spent 3+ hours working on the letter. Basically, I introduced the child to the committee and explained what makes the student in need of FT AAP services.

Honestly, once I am done with this appeal (for a friend), I may outsource my services to others in FCPS. I have only done this (letter writing) 2x before, and both got in on appeal. However, I have helped parents strategize on moving requests for their childrem from teacher a to teacher b due to issues, I have helped parents prepare their children for the NNAT and CogAT with 100% success - all were in pool. Those who didn't get in and were in pool, got in on appeal.

Current child (of friend) was not in pool (new to FCPS), parent referred, denied, so this is my 1st appeal without the "numbers"

13:00 - to the poster who said they wrote a super strong letter and had a child get in on appeal, what makes a letter super strong? I have a 2e type child (physical disability with some speech therapy issues) with 136 WISC (142 VCI).

Maybe that is his BEST work and he is proud. Dont be so judgey.

Anonymous wrote:Child may have dysgraphia or another LD. May be 2E. Be careful when you throw stones,

Very well may be true. Does not change the fact that his confidence could be crushed seeing his best displayed among the others'.

Child may have dysgraphia or another LD. May be 2E. Be careful when you throw stones,

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:GBRS grading is dependent on Teachers wish,mood and like on the kid?

Isnt it depends on teachers experience and perception of the kid??Few kids are lucky to have great teachers who can spend quality time and effort to complete a good GBRS...

It is appearing that GBRS score is contributing as a key for an AAP selection instead of the "objective and biased-less" Cogat/Nnat! shouldhave been!

GBRS is BS - some admin seem shameless in their use of it to weigh the odds in favor of those they feel should get in to AAP, and very few of these people seem to really know gifted behavior. The point of this program is not to reward the kids who have the behavioral traits of a successful student in the conventional classrooms. I am starting to think that the AART and others who rank the kids should be administered SAT's and GRE's prior to their hire.

I love this and could not agree more! But that's what too many simple-minded administrators are doing.

I have seen kids in my kid's 3rd grade AAP class and they do not have the behavioral traits and/or academic traits one would expect would be at the top of a class. Their work looks so sad when it is posted on the walls and pales in comparison to all others in the class. (A recent poem written last week was taped to the outside classroom. It was supposed to be on Haikus. One child had two words, which, when combined, were neither 5 or 7 syllables.) I would be hesitant to put a child who perhaps tests amazingly well but his/her output is so incredibly weak that immediately upon looking at the class' work as a whole, it stands out as something a child 3 years younger could do better.

And yet talented, hardworking and successful don't often go together with describing a poet ... everyone is a critic, give a 3rd grader a break for heaven's sake

I'm not viewing it as a critic. I'm viewing it from the perspective of this person's post saying that the point of the program isn't to reward the kid who has the behavioral traits of someone who is successful in a conventional classroom and my response is that the child, as a whole, should be considered. So if this kid "deserved" to be in it for whatever reason (i.e. lets say high WISC) but this is the output for what should be a fairly simple task (three line Haiku) and has been the output ongoing throughout the year, is that what is best for him? I am not his parents - so I don't know. So while yes, we don't just look at whether a kid fits into a mold of someone who rises to the top of a conventional classroom, I also don't think you look at scores alone and cram a kid in there who struggles. (Here's another example: another parent of a kid in my kid's class said that her child hates to read, refuses to read, looks at comics and even that is a struggle, but that his WISC was extremely high. She said pushing him on appeal might no have been what is best as he reports at home that he feels poorly about himself because he is the "nonreader in the class" - her words.)

NNAT: don't remember, we moved out of school district
COGAT: 128
GBRS: 15
Pool: not in pool, parent referred

IN

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:GBRS grading is dependent on Teachers wish,mood and like on the kid?

Isnt it depends on teachers experience and perception of the kid??Few kids are lucky to have great teachers who can spend quality time and effort to complete a good GBRS...

It is appearing that GBRS score is contributing as a key for an AAP selection instead of the "objective and biased-less" Cogat/Nnat! shouldhave been!

GBRS is BS - some admin seem shameless in their use of it to weigh the odds in favor of those they feel should get in to AAP, and very few of these people seem to really know gifted behavior. The point of this program is not to reward the kids who have the behavioral traits of a successful student in the conventional classrooms. I am starting to think that the AART and others who rank the kids should be administered SAT's and GRE's prior to their hire.

I love this and could not agree more! But that's what too many simple-minded administrators are doing.

I have seen kids in my kid's 3rd grade AAP class and they do not have the behavioral traits and/or academic traits one would expect would be at the top of a class. Their work looks so sad when it is posted on the walls and pales in comparison to all others in the class. (A recent poem written last week was taped to the outside classroom. It was supposed to be on Haikus. One child had two words, which, when combined, were neither 5 or 7 syllables.) I would be hesitant to put a child who perhaps tests amazingly well but his/her output is so incredibly weak that immediately upon looking at the class' work as a whole, it stands out as something a child 3 years younger could do better.

And yet talented, hardworking and successful don't often go together with describing a poet ... everyone is a critic, give a 3rd grader a break for heaven's sake

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:GBRS grading is dependent on Teachers wish,mood and like on the kid?

Isnt it depends on teachers experience and perception of the kid??Few kids are lucky to have great teachers who can spend quality time and effort to complete a good GBRS...

It is appearing that GBRS score is contributing as a key for an AAP selection instead of the "objective and biased-less" Cogat/Nnat! shouldhave been!

GBRS is BS - some admin seem shameless in their use of it to weigh the odds in favor of those they feel should get in to AAP, and very few of these people seem to really know gifted behavior. The point of this program is not to reward the kids who have the behavioral traits of a successful student in the conventional classrooms. I am starting to think that the AART and others who rank the kids should be administered SAT's and GRE's prior to their hire.

I love this and could not agree more! But that's what too many simple-minded administrators are doing.

I have seen kids in my kid's 3rd grade AAP class and they do not have the behavioral traits and/or academic traits one would expect would be at the top of a class. Their work looks so sad when it is posted on the walls and pales in comparison to all others in the class. (A recent poem written last week was taped to the outside classroom. It was supposed to be on Haikus. One child had two words, which, when combined, were neither 5 or 7 syllables.) I would be hesitant to put a child who perhaps tests amazingly well but his/her output is so incredibly weak that immediately upon looking at the class' work as a whole, it stands out as something a child 3 years younger could do better.