Anonymous wrote:

Anonymous wrote:Our home school has a strong AAP program. The school could have 2 AAP classrooms but half the students leave to a "prestigious" AAP center. My son loves his school and chose to stay. We live in a largely Asian area and my neighbor and good friend told me she sent her son to the AAP center because it sounds nicer when she talks about what school he goes to, it shows he is AAP. She said it is the same with her Korean friends. But the level 4 at the home school is full AAP. The only time non AAP students join is when there are advance math students that did not make it into AAP. My son told me one of the kids that joins is a math "genious" lol. There are 4 kids that join, just for math instruction. I'm thinking schools that don't have a large student body that is AAP might need to pull level III students full time to fill the classroom. It sounds from what you wrote that it depends on the school and the area you live in.

Sounds like your so called friend is a typical kcpc eagle hunter.

Eagle: Someone with US Citizenship
Hunter: Someone who came to the US with a tourist or student visa.

Anonymous wrote:What's a kcpc eagle hunter??

????Korean Central Presbyterian Church????

Anonymous wrote:OP here -

My original question, which was answered well, was how the other seats in a local level IV classroom are filled when there aren't enough center-eligible children to go around. There are always children that didn't make the official cut yet are still capable of handling AAP IV, otherwise Local IV wouldn't make sense.

I don't think this is correct and it isn't the point of local level IV (LLIV).

I think LLIV was intended to reduce the burden of the centers - and perhaps phase the centers out all together. I think it is a good idea to provide LLIV as it keeps the kids from the neighborhood in the neighborhood schools. Downside is that unless you have enough AAP population, you will have to overstaff the LLIV classroom (i.e. smaller class size = more instructional salary per student).

Apparently some schools are doing "principal placed" in-fill with non-AAP qualified students to minimize staff costs. Perhaps they will relax the AAP entry hurdles in order to increase the AAP population to produce the same result.

Some schools just 'suffer' through small LLIV class sizes - some places are like 17 kids to a LLIV class - and have to justify the expense somehow with their higher ups. For the students in that LLIV classroom, they will just benefit with more teacher attention at the expense of having a larger group of classmates and friends.

What's a kcpc eagle hunter??

Anonymous wrote:Our home school has a strong AAP program. The school could have 2 AAP classrooms but half the students leave to a "prestigious" AAP center. My son loves his school and chose to stay. We live in a largely Asian area and my neighbor and good friend told me she sent her son to the AAP center because it sounds nicer when she talks about what school he goes to, it shows he is AAP. She said it is the same with her Korean friends. But the level 4 at the home school is full AAP. The only time non AAP students join is when there are advance math students that did not make it into AAP. My son told me one of the kids that joins is a math "genious" lol. There are 4 kids that join, just for math instruction. I'm thinking schools that don't have a large student body that is AAP might need to pull level III students full time to fill the classroom. It sounds from what you wrote that it depends on the school and the area you live in.

Sounds like your so called friend is a typical kcpc eagle hunter.

Anonymous wrote:Our home school has a strong AAP program. The school could have 2 AAP classrooms but half the students leave to a "prestigious" AAP center. My son loves his school and chose to stay. We live in a largely Asian area and my neighbor and good friend told me she sent her son to the AAP center because it sounds nicer when she talks about what school he goes to, it shows he is AAP. She said it is the same with her Korean friends. But the level 4 at the home school is full AAP. The only time non AAP students join is when there are advance math students that did not make it into AAP. My son told me one of the kids that joins is a math "genious" lol. There are 4 kids that join, just for math instruction. I'm thinking schools that don't have a large student body that is AAP might need to pull level III students full time to fill the classroom. It sounds from what you wrote that it depends on the school and the area you live in.

It sounds a lot like you are talking about Colin Powell. If so, there are definitely level III students in the class.

If I'm wrong, never mind.

OP here -

My interest isn't in getting my DC into a program that they're not qualified for, to the detriment of both her education and that of the other students in the program. If I came across that way, I apologize.

My original question, which was answered well, was how the other seats in a local level IV classroom are filled when there aren't enough center-eligible children to go around. There are always children that didn't make the official cut yet are still capable of handling AAP IV, otherwise Local IV wouldn't make sense.

In both my original post and my follow up I think I was clear that no matter what my next step is individualized testing and I remember asking for recommendations as to where to get that down with the shortest delay. I'm still interested in those recommendations if anyone has them.

If the individualized test comes back and the scores are still 90th percentile then of course we'll question our intent to put her into AAP level IV. My own feeling is that her abilities were not captured well on that first COGAT, but honestly I have no way of knowing whether she's 90%, 95%, 98% whatever just from observation, and the teacher probably may not either.

Our home school has a strong AAP program. The school could have 2 AAP classrooms but half the students leave to a "prestigious" AAP center. My son loves his school and chose to stay. We live in a largely Asian area and my neighbor and good friend told me she sent her son to the AAP center because it sounds nicer when she talks about what school he goes to, it shows he is AAP. She said it is the same with her Korean friends. But the level 4 at the home school is full AAP. The only time non AAP students join is when there are advance math students that did not make it into AAP. My son told me one of the kids that joins is a math "genious" lol. There are 4 kids that join, just for math instruction. I'm thinking schools that don't have a large student body that is AAP might need to pull level III students full time to fill the classroom. It sounds from what you wrote that it depends on the school and the area you live in.

At our LLIV program school, there are students who elected not to leave to go to the center, and there are also (quite a few) students who are "principal placed" based on prior year teachers recommendations. The principal goes to the teachers and asks for recommendations and then decides who he/she thinks is a good fit. These are students who just missed being in the pool, or students whom their prior year teacher feels would thrive in the program.

They stay in the class for the entire year, but are never guaranteed a spot from year to year. Many of those students are parent referred as a result. Many get in Level IV, some don't.

This is how my kids' school worked. They were both in the LLIV class for grades 3 through 6, despite being offered Level III services. I didn't have either re-tested. One easily qualified for Algebra I in 7th grade, one didn't.

Some schools can probably easily fill the LLIV class with kids who got into AAP. My kids went to a smaller, Title I school that historically was not sending 20+ kids to the center, prior to getting LLIV at the school.

Anonymous wrote:

Anonymous wrote:The scores need to be in the top 2%. That is the 98% or higher or super high GBRS and Scores that are around the 98%. At the 90% and 75% you would not want your child in level 4 unless it was strongly recommended by the School. They basically skip 3rd grade math... If you have the $ get the WISC "They say" it still needs to be 132+ (still top 2 %). You should talk to your school about level 2 or 3. Schools may fill local level 4 with level 3 students simply to fill seats.

The pool STARTS w/ the top 2% and is widened with parent referrals, then appeals. OP's kid appears bright - don' t let the 90%,75% scores tell you differently - ask DC's teacher if they are capable of AAP math. From our DC's experience, 3rd grade math isn't skipped, they review 2nd grade, do 3rd grade and half of 4th grade math. WISC scores are more heavily weighted that Cogat (IMHO), they don't have to be 132+ - ours and other posters have found their kids scored much more strongly on WISC.

Some AAP schools skip 3rd grade math. There is review every year though.