Anonymous wrote:
So true. I was talking to a few neighbors and all of their bright kids got in with "low scores" as well. It is an advanced program, after all. My kid is crazy bright and always has been. Not saying my kid belongs in Mensa or anything but I am glad test scores are not the only factor.

You have a bizarre definition of "crazy bright." This thread really illustrates why my gifted kid is so bored in AAP. He's stuck twiddling his thumbs and waiting for all of the "crazy bright kids" to learn the concepts and catch up.

Anonymous wrote:I think GBRS and school submitted samples play a very important role. Dare I say more important than Cogat it seems!

I agree, but I think it's absurd. Good work samples are more likely to show high executive function than high intelligence. Likewise, there are many things that bias GBRS. The system is set up to select upper middle class, above average kids who are somewhat advanced. This is actually a good fit for the program, since AAP itself best serves exactly those kids. It's weird, though, that a program that is supposed to serve gifted kids fails to identify a bunch of them, and then falls far short of serving their needs when they are in the program. It's also odd that the schools keep harping about the achievement gap, but then continue changing AAP admissions in a way that is likely to admit even more already privileged kids.

I think GBRS and school submitted samples play a very important role. Dare I say more important than Cogat it seems!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NNAT: 114
COGAT: 119
GBRS: No idea

I submitted the parent referral, questionnaire, and additional work samples, one was from school. Level 2 services from K-2.

Another surprise!

I was surprised actually. Almost didn’t bother referring but at the parent presentation the AART said if in doubt, just parent refer. Glad I did. I guess street cred matters, even in AAP.

No one wants to admit it in dcum-land, but your kid’s profile is not that atypical for kids who are admitted. There are many kids who get in who are solid students with high GBRS and test scores that are “too low.”

So true. I was talking to a few neighbors and all of their bright kids got in with "low scores" as well. It is an advanced program, after all. My kid is crazy bright and always has been. Not saying my kid belongs in Mensa or anything but I am glad test scores are not the only factor.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NNAT: 114
COGAT: 119
GBRS: No idea

I submitted the parent referral, questionnaire, and additional work samples, one was from school. Level 2 services from K-2.

Another surprise!

I was surprised actually. Almost didn’t bother referring but at the parent presentation the AART said if in doubt, just parent refer. Glad I did. I guess street cred matters, even in AAP.

No one wants to admit it in dcum-land, but your kid’s profile is not that atypical for kids who are admitted. There are many kids who get in who are solid students with high GBRS and test scores that are “too low.”

Anonymous wrote:

Anonymous wrote:

Yep. They seem to be placing a huge emphasis on work samples, which really hurts the kids with poor executive function. I bet your DD1 had prettier looking work samples than DD2, and that was why DD1 got in and DD2 didn't.

I think this is a stereotype about the process. My DS definitely didn't have 'pretty work samples' and wasn't a particular people-pleaser and got in without appeal. His sister with much prettier work samples, more conscientious worker and similar scores (cogat 134) only got in with appeal and a IQ test of 145. I think it varies widely by committee. But if the kids in either of their AAP classes are any case pretty work samples and strong executive function are not required.

I think teachers and committee members are more likely to expect pretty work from girls and excuse messy work from boys. But I also agree that it varies widely by committee. It is not a consistent process, and there’s a decent chance that if your DS’ and DD’s files had landed on different tables with different panel members, the DS’ file might have been rejected and the DD’s might have been in first round.

Anonymous wrote:

Anonymous wrote:NNAT: 114
COGAT: 119
GBRS: No idea

I submitted the parent referral, questionnaire, and additional work samples, one was from school. Level 2 services from K-2.

Another surprise!

I was surprised actually. Almost didn’t bother referring but at the parent presentation the AART said if in doubt, just parent refer. Glad I did. I guess street cred matters, even in AAP.

Anonymous wrote:

Anonymous wrote:Twin 1:

NNAT not taken, new to FCPS
CogAT - 128
GBRS - unknown
Submitted a few home work samples and wrote a letter.
In

Twin 2:

NNAT not taken
CogAT- 134
GBRS - unknown
Submitted a few home work samples and wrote a letter.
Not Accepted.

DD1 is an organized, outgoing people-pleaser who is good at the "school" part of school. Her teacher had glowing things to say at the fall conference, so GBRS must have been good. She would have been fine either staying in Gen Ed or moving to AAP.

DD2 is more introverted and struggles with ADHD-inattentive, but is obsessed with science and flies through new math concepts. She would love to make a friend who likes lizards and space as much as she does. Of the two, she's the one who would have truly benefited from AAP.

From my perspective, the whole process is completely arbitrary and subjective.

Yep. They seem to be placing a huge emphasis on work samples, which really hurts the kids with poor executive function. I bet your DD1 had prettier looking work samples than DD2, and that was why DD1 got in and DD2 didn't.

I think this is a stereotype about the process. My DS definitely didn't have 'pretty work samples' and wasn't a particular people-pleaser and got in without appeal. His sister with much prettier work samples, more conscientious worker and similar scores (cogat 134) only got in with appeal and a IQ test of 145. I think it varies widely by committee. But if the kids in either of their AAP classes are any case pretty work samples and strong executive function are not required.

Anonymous wrote:

Anonymous wrote:NNAT: not available. New to county
COGAT: 129
GBRS: no idea but teacher absolutely loved DC and had great things to say at the conference. Said child was perfect in every way
Zip: 22101

We just submitted a parent referral and questionnaire. We did not submit any work samples but I know the teacher had really strong work samples which she showed me at the conference. I was pretty sure we won’t get in based on the rejections here but I wasn’t planning on appealing. Would have just applied in third grade again. So glad we don’t have to do that!

You are telling us the teacher said this?

Yes I am. She used the exact words. No I don’t think my child is perfect but I was just stating that based on her comments I am sure the GBRS was good. The teacher had great things to say and even I was taken aback.

Anonymous wrote:NNAT: not available. New to county
COGAT: 129
GBRS: no idea but teacher absolutely loved DC and had great things to say at the conference. Said child was perfect in every way
Zip: 22101

We just submitted a parent referral and questionnaire. We did not submit any work samples but I know the teacher had really strong work samples which she showed me at the conference. I was pretty sure we won’t get in based on the rejections here but I wasn’t planning on appealing. Would have just applied in third grade again. So glad we don’t have to do that!

You are telling us the teacher said this?

NNAT: not available. New to county
COGAT: 129
GBRS: no idea but teacher absolutely loved DC and had great things to say at the conference. Said child was perfect in every way
Zip: 22101

We just submitted a parent referral and questionnaire. We did not submit any work samples but I know the teacher had really strong work samples which she showed me at the conference. I was pretty sure we won’t get in based on the rejections here but I wasn’t planning on appealing. Would have just applied in third grade again. So glad we don’t have to do that!

Pretty work and outgoing personality do catch teacher’s eye than a bright kid with poor executive function ! DD fits right in ! She is creative and productive thinker but not your typical child ! It is what it is ! No AAP for us . Branded too early ??

Anonymous wrote:NNAT not taken- recently moved.
Cogat 99%
Member of MENSA
Not in

Wow that’s crazy. I know of a few kids were had gifted IQs last year and didn’t get in either.

Anonymous wrote:Twin 1:

NNAT not taken, new to FCPS
CogAT - 128
GBRS - unknown
Submitted a few home work samples and wrote a letter.
In

Twin 2:

NNAT not taken
CogAT- 134
GBRS - unknown
Submitted a few home work samples and wrote a letter.
Not Accepted.

DD1 is an organized, outgoing people-pleaser who is good at the "school" part of school. Her teacher had glowing things to say at the fall conference, so GBRS must have been good. She would have been fine either staying in Gen Ed or moving to AAP.

DD2 is more introverted and struggles with ADHD-inattentive, but is obsessed with science and flies through new math concepts. She would love to make a friend who likes lizards and space as much as she does. Of the two, she's the one who would have truly benefited from AAP.

From my perspective, the whole process is completely arbitrary and subjective.

Yep. They seem to be placing a huge emphasis on work samples, which really hurts the kids with poor executive function. I bet your DD1 had prettier looking work samples than DD2, and that was why DD1 got in and DD2 didn't.

Anonymous wrote:

Anonymous wrote:Twin 1:

NNAT not taken, new to FCPS
CogAT - 128
GBRS - unknown
Submitted a few home work samples and wrote a letter.
In

Twin 2:

NNAT not taken
CogAT- 134
GBRS - unknown
Submitted a few home work samples and wrote a letter.
Not Accepted.

DD1 is an organized, outgoing people-pleaser who is good at the "school" part of school. Her teacher had glowing things to say at the fall conference, so GBRS must have been good. She would have been fine either staying in Gen Ed or moving to AAP.

DD2 is more introverted and struggles with ADHD-inattentive, but is obsessed with science and flies through new math concepts. She would love to make a friend who likes lizards and space as much as she does. Of the two, she's the one who would have truly benefited from AAP.

From my perspective, the whole process is completely arbitrary and subjective.

If there is so much reliance on GBRS or teacher comments, whats the point in taking these aptitude tests? I thought the whole point of NNAT or COGAT is to identify kids who might not otherwise be recognized in normal setting.

Neither kid crushed the the test. 134 is an excellent score but it is only a few questions answered correctly above a 128. I am not knocking the score, DS scored 135, just saying that they are not the types of scores that you scratch your head and go how did that kid get in and that kid did not? The GBRSs are important because it points to what the Teachers are seeing in the classroom. In the example above, the kids are very different personalities.

Ask for the GBRSs. You will be able to compare what the Teaches said and that should help you write a great appeal letter for your second child that addresses the areas that the Teacher favored your one child over the other. Call out your child's comprehension of math and provide examples. Like, she enjoys playing math based games or completing logic puzzles or something more concrete then "She flies through math." Discuss her obsession around space. What is it that she is fascinated by and provide examples of how she dives deeper into the subject. "DD2 loves studying space. She has read books on super novas and and asked to watch shows on Super Novas. She finds is interested in understanding why Uranus has a different orbit than Earth." The more specific you are, the easier it is for the Committee to see what you are talking about.

Provide work samples that point to her more in depth knowledge, interest in math and science. Find some logic puzzles online and ask her to solve them and write an explanation of how she got that answer. Look for ones for kids in third grade. DS's packet included two logic puzzles that he solved at school with his explanation on his thought process.