Anonymous wrote:
Thank you. We've actually been doing a lot of enrichment for her since she was young, based on her interests. She really enjoys learning languages, has insatiable appetite for science, etc. Avid reader etc. Thanks for the referral on Davidson Young. It came up on my research recently after we received the WISC score. Ironic that she qualifies for that but is found ineligible for FCPS AAP!

Only in FCPS can a kid who is in the national top 0.1% fail to be picked for the top 20%

Anonymous wrote:But how can they just go with one teacher's decision and ignore cognitive assessment results? It is frustrating. Any idea if certain schools have max limit and if that is reached they don't consider any further irrespective of kids being advanced or not.

In two schools my kids attended, GBRS input is no tprovided by only their main teacher. Their ART teacher, reading specialist also are involved.

DS is in a language immersion class. One of his classmates is fluent in two languages and learning a third in school. It is a wonderful gift but it does not immediately translate to gifted.

The comments in the GBRSs are always worded to be positive, you have to read a bit between the lines to see where the Teachers are identifying an area where the student really stands out and where the student is served fine in the regular classroom. The CO scores stand out from the FO and I would imagine the OO comments.

This is why I asked about what was said at Conferences or comments that might have been made on report cards or in progress reports. If you are being told that you child is not doing extra work in the classroom or not completing assignments in the classroom then you can bet that they are likely to have lower GBRSs. And we can argue that a kid who is advanced is going to be bored by the worksheet or assignment that they are given until we are blue in the face, the kid still has to complete the work. If they are not, then the GBRSs are going to be low and that is going to hurt a kids chances.

And we can skip the BS that the Teachers love the kids who are vocal, know it all, suck ups. The Teachers have full classes and can only act on the info that they have in front of them. The loud kid, raising their hand, and doing work above grade level is going to be more visible than the kid who is refusing to do the assigned work and not doing extra work. The kid who is bored and reusing to do the work assigned is not going to be seen as gifted or bored. They are going to be seen as a kid not doing the work. For many kids their refusal is because they are struggling or have a learning disability. If you are hearing form the Teachers that your child is not engaging, then you should be talking with your child about completing their work and engaging, even if they are not excited about the material.

Anonymous wrote:

Anonymous wrote:But how can they just go with one teacher's decision and ignore cognitive assessment results? It is frustrating. Any idea if certain schools have max limit and if that is reached they don't consider any further irrespective of kids being advanced or not.

Test scores (such as SAT) are not everything since kids can prep for high scores or pay the right price for the right score. The county is using "holistic" process.

But, these high test scores were also accompanies by high quality work samples, recommendation letters from those who taught and knew the student for several years, above average GBRS (with good comments), 4s on report card etc. The point here is that the committee seems to have completely disregarded the high test scores and not even taken into account other qualitative inputs.

Understood, but the work samples were great.
In combination with the high scores, I just don't see how this is not holistic.
This is an 8-year-old who can write in two languages now. I don't see how they cannot be advanced.

PP, can you please explain what that holistic means. Anyway I see this, I cant see her not being advanced

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not in 149 WISC-V - all subsections were high
3 new samples (realistic fiction, science oriented writing and math problem solving)
3 recommendation letters

Original submission CogAt 141, 4FO, NNAT 126 (can't remember the exact number)

No words. Beyond frustrated.

I am the poster with this result. Thank you to the OPs for your sentiments. Beyond the test scores alone, my child had produced really great work samples. Also, the recommendations were stellar (2 from language teachers who have taught her for 2-3 years straight - my child likes learning new languages). I am just flabbergasted. Also, I think it's important to share this information even if like this so that others know. This really really seems wrong to me. If anyone has any constructive ideas about how I can try to address this or even raise awareness, I would welcome input.

To be perfectly honest, AAP is beneath your child, and your child would have been bored out of his/her mind. I'd look into private schools, homeschooling, outside enrichment/tutoring programs, or the like so your child's needs might actually be met.

You should also apply to Davidson Young Scholars ( https://www.davidsongifted.org/young-scholars ) They have a lot of resources for kids with IQs above 145.

Thank you. We've actually been doing a lot of enrichment for her since she was young, based on her interests. She really enjoys learning languages, has insatiable appetite for science, etc. Avid reader etc. Thanks for the referral on Davidson Young. It came up on my research recently after we received the WISC score. Ironic that she qualifies for that but is found ineligible for FCPS AAP!

Anonymous wrote:But how can they just go with one teacher's decision and ignore cognitive assessment results? It is frustrating. Any idea if certain schools have max limit and if that is reached they don't consider any further irrespective of kids being advanced or not.

Test scores (such as SAT) are not everything since kids can prep for high scores or pay the right price for the right score. The county is using "holistic" process.

Did not get in

COGAT 136
NNAT 152

3F1O GBRS - which is also surprising, because the scores do not match the narrative for each but we saw these after the first round was rejected so could not discuss with teachers if it was a mistake

We literally thought the first round rejection was a mistake, hence appealed with new work.
DD picked a new language writing skill since we were at home, and I sent an example of that
Participated in Language and Math tests, and did really well.
We did not do WISC because scores were high in the first place, would it have helped?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not in 149 WISC-V - all subsections were high
3 new samples (realistic fiction, science oriented writing and math problem solving)
3 recommendation letters

Original submission CogAt 141, 4FO, NNAT 126 (can't remember the exact number)

No words. Beyond frustrated.

Wow. Have you considered consulting an education attorney.

I am just in shock at the moment, so haven't considered anything. Honestly, my daughter should have been admitted the first round and we thought it was a mistake. But now, I don't know what is going on. We also have an older kid in the full-time program, so we have a sense of the process and believe that the full-time AAP will serve my daughter well. Yikes.

This is how Asians feel when they receive rejection letters from colleges/universities. Shocked and frustrated.

I am the poster above. We are Asian-Americans. Didn't want to go there but since you brought it up.

Have any of you contacted FCAG? - www.fcag.org
They're an advocacy group for the gifted and have some role in FCPS gifted services.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not in 149 WISC-V - all subsections were high
3 new samples (realistic fiction, science oriented writing and math problem solving)
3 recommendation letters

Original submission CogAt 141, 4FO, NNAT 126 (can't remember the exact number)

No words. Beyond frustrated.

Wow. Have you considered consulting an education attorney.

I am just in shock at the moment, so haven't considered anything. Honestly, my daughter should have been admitted the first round and we thought it was a mistake. But now, I don't know what is going on. We also have an older kid in the full-time program, so we have a sense of the process and believe that the full-time AAP will serve my daughter well. Yikes.

This is how Asians feel when they receive rejection letters from colleges/universities. Shocked and frustrated.

Anonymous wrote:

Anonymous wrote:Not in 149 WISC-V - all subsections were high
3 new samples (realistic fiction, science oriented writing and math problem solving)
3 recommendation letters

Original submission CogAt 141, 4FO, NNAT 126 (can't remember the exact number)

No words. Beyond frustrated.

I am the poster with this result. Thank you to the OPs for your sentiments. Beyond the test scores alone, my child had produced really great work samples. Also, the recommendations were stellar (2 from language teachers who have taught her for 2-3 years straight - my child likes learning new languages). I am just flabbergasted. Also, I think it's important to share this information even if like this so that others know. This really really seems wrong to me. If anyone has any constructive ideas about how I can try to address this or even raise awareness, I would welcome input.

To be perfectly honest, AAP is beneath your child, and your child would have been bored out of his/her mind. I'd look into private schools, homeschooling, outside enrichment/tutoring programs, or the like so your child's needs might actually be met.

You should also apply to Davidson Young Scholars ( https://www.davidsongifted.org/young-scholars ) They have a lot of resources for kids with IQs above 145.

But how can they just go with one teacher's decision and ignore cognitive assessment results? It is frustrating. Any idea if certain schools have max limit and if that is reached they don't consider any further irrespective of kids being advanced or not.

Some of these rejections are absolutely ridiculous. Anyone with WISC 130+ from a reputable source should get in. They are top 2% of the population and would be at least top 20% in AAP. I am sorry to hear about these rejections - how frustrating..

Given lot of rejection of kids with high scores, I am wondering if overall did FCPS get "tougher" with their evaluation even in the initial round so there are less kids in AAP? Also, have they started giving much higher priority to GBRS over other test scores?