Anonymous wrote:

Anonymous wrote:I am a huge center school. Almost every kid I know that got into AAP this year from our school had some type of outside tutoring on math (in fact that is how they are viewed as being so advance in math and problem solving). My 140+ Cogat and WISC kid was the only one who didn't take those classes during the school year. Scored above grade in iReady in the beginning in the year got all 4s in math. I din't think I needed to push my child into that type of enrichment program because I was sure that my kid would not have any problems "catching up" once she got into AAP and in later years. (We did the same thing with our older child who got into APP the first time around. She had no problems with Math without any tutoring and was at the top of her class.)

I do wonder though that some of the kids that got into AAP this year from my school may have had higher GBRS because their enrichment. From what I understand these enrichment programs focus heavily on "problem solving" and competition math.

So, I think this notion that somehow kids getting higher GBRS are kids working independently, no outside help etc. is completely off.

Sorry! Correction. Scored above on reading and high end of in-grade in math.

Anonymous wrote:I am a huge center school. Almost every kid I know that got into AAP this year from our school had some type of outside tutoring on math (in fact that is how they are viewed as being so advance in math and problem solving). My 140+ Cogat and WISC kid was the only one who didn't take those classes during the school year. Scored above grade in iReady in the beginning in the year got all 4s in math. I din't think I needed to push my child into that type of enrichment program because I was sure that my kid would not have any problems "catching up" once she got into AAP and in later years. (We did the same thing with our older child who got into APP the first time around. She had no problems with Math without any tutoring and was at the top of her class.)

I do wonder though that some of the kids that got into AAP this year from my school may have had higher GBRS because their enrichment. From what I understand these enrichment programs focus heavily on "problem solving" and competition math.

So, I think this notion that somehow kids getting higher GBRS are kids working independently, no outside help etc. is completely off.

Anonymous wrote:
Also, LOL at the PP who thought that kids who have very high IQs and are advanced are not necessarily AAP material because they aren't showing enough curiosity or enough excitement to be learning. PP, you obviously know nothing at all about gifted ed and gifted children. Gifted programs were created primarily to help the high IQ kids who were underachieving and who were falling through the cracks. It has been documented for a long time that many gifted kids disengage when they already know the material being taught and can't make themselves slog through another worksheet. Or they start having behavioral problems because everything is so incredibly slow.

Anonymous wrote:

Anonymous wrote:So every other child I know is in Mathnasium or Kumon. The center owner said they have a TON of AAP kids. So I guess they ALL must not be gifted or advanced.

This. At least half of the kids in my child's AAP class were in Kumon, Mathnasium, RSM, AoPS, or some other tutoring system. If they're trying to guess which kids are being tutored and then keep them out of AAP, they're doing a miserable job.

Also, LOL at the PP who thought that kids who have very high IQs and are advanced are not necessarily AAP material because they aren't showing enough curiosity or enough excitement to be learning. PP, you obviously know nothing at all about gifted ed and gifted children. Gifted programs were created primarily to help the high IQ kids who were underachieving and who were falling through the cracks. It has been documented for a long time that many gifted kids disengage when they already know the material being taught and can't make themselves slog through another worksheet. Or they start having behavioral problems because everything is so incredibly slow.

The kids who the teachers view as curious and excited to learn are the kids who will thrive in any educational setting. If they're stuck in gen ed, they would create their own assignments or challenges, or they would read the entire classroom library. They really don't "need AAP." Kids who have gifted IQs genuinely need gifted programming.

Anonymous wrote:Recommendation for a tutor was the red flag here. Your kid got borderline scores because he had a tutor. Gifted kids don’t need tutors.

Anonymous wrote:

Anonymous wrote:So every other child I know is in Mathnasium or Kumon. The center owner said they have a TON of AAP kids. So I guess they ALL must not be gifted or advanced.

This. At least half of the kids in my child's AAP class were in Kumon, Mathnasium, RSM, AoPS, or some other tutoring system. If they're trying to guess which kids are being tutored and then keep them out of AAP, they're doing a miserable job.

Also, LOL at the PP who thought that kids who have very high IQs and are advanced are not necessarily AAP material because they aren't showing enough curiosity or enough excitement to be learning. PP, you obviously know nothing at all about gifted ed and gifted children. Gifted programs were created primarily to help the high IQ kids who were underachieving and who were falling through the cracks. It has been documented for a long time that many gifted kids disengage when they already know the material being taught and can't make themselves slog through another worksheet. Or they start having behavioral problems because everything is so incredibly slow.

The kids who the teachers view as curious and excited to learn are the kids who will thrive in any educational setting. If they're stuck in gen ed, they would create their own assignments or challenges, or they would read the entire classroom library. They really don't "need AAP." Kids who have gifted IQs genuinely need gifted programming.

Anonymous wrote:So every other child I know is in Mathnasium or Kumon. The center owner said they have a TON of AAP kids. So I guess they ALL must not be gifted or advanced.

Anonymous wrote:No one said your kid had a tutor for the wisc, chill out.

I agree that any kid scoring above 130 on the wisc schools he automatically in. That’s the gold standard.
Maybe if they don’t trust some private psychs they can mandate everyone go through GMU.

My child’s wisc was too low to include in the appeal and he is doing fine in aap, we are not at a popular center.

Anonymous wrote:DS was accepted with a 135 NNAT and 135 CogAT. I just read through his comments on the GBRS. They said things like he enjoys solving math problems using different methods. he uses his time after finishing his work to do independent reading into science and math topics. He is able to take concepts from social studies or in reading and apply it to his life. He is curious and imaginative.


I still think that every school should have its own AAP class and the top 10-20% of the grade, dependent on the size of the school, should be in AAP. Kids who are not able to maintain the more advanced work should return to the regular class. That way the kids who are in need of more based on their schools situation, are able to have their needs met.