Anonymous wrote:

Anonymous wrote:Do you think wisc 131 helps? The breakdown subtests are

Verbal 118, visual 102, fluid reasoning 140, working memory 120, processing speed 144.

There are some low ones, some high ones. Not sure if I should include it in the appeal package.

Does you kid have a high DRA or some other evidence of being advanced in language arts?
Verbal and Fluid Reasoning are the two indices that the committee seems to value the most. Your kid's fluid reasoning is great. You probably need to counterbalance that verbal score with something showing that your kid can handle AAP language arts.

Anonymous wrote:Do you think wisc 131 helps? The breakdown subtests are

Verbal 118, visual 102, fluid reasoning 140, working memory 120, processing speed 144.

There are some low ones, some high ones. Not sure if I should include it in the appeal package.

Anonymous wrote:

Anonymous wrote:Are recommendations and awards allowed for appeal, they were not allowed for initial package.

Same question here. I even didn’t know they were not allowed for the first round.

Anonymous wrote:Are recommendations and awards allowed for appeal, they were not allowed for initial package.

Anonymous wrote:Hi All

Are we allowed to put recommendations or awards in appeal packet? I know it was not allowed the first time.

We think the samples may have gotten us the rejection. I had an emergency during that time and i just threw first grade samples for lack of time. Should i explain that or just include new samples?

Anonymous wrote:

Anonymous wrote:There is no big difference in AAP and Honors in MS. I had one in AAP and 1 in Honors both were accelerated math. I would not worry about it. By HS it is obsolete. Anyone can take Honors or AP(or IB) classes.

This is school-dependent. I have twins. They're in HS now but in MS, 1 was in MS Honors and the other in MS AAP and their classes were very different, especially when it came to the books they read and level of HW. Social studies was the one class where we saw the least difference. However, Science and English had stark differences. And of course one was in Algebra I Honors and the other was in Math 7 Honors, and then they moved to Algebra I Honors and Honors Geometry. The math difference was major in 7th and 8th.

Anonymous wrote:There is no big difference in AAP and Honors in MS. I had one in AAP and 1 in Honors both were accelerated math. I would not worry about it. By HS it is obsolete. Anyone can take Honors or AP(or IB) classes.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have different take on WISC. We had it done last year and it was very high 99.9+%. (DC also had very high Cogat of over 140, but GBRS was FOs.) It didn't work on the appeal. However, this is the reason why I think you should get it if you can afford it. If the WISC score is really high then, even if the appeal doesn't work, (1) you can share that with your local school principal and AART as one of the reasons why your child should get into principal placement local LIV and (2) you can also share the WISC score next year with your AART and home room teacher in the beginning of the year to talk through your child's assessment and why you think advanced academics would be helpful for him/her.

What are they doing in class now that demonstrates it?

Sure, WISC can maybe help in principal placement. I am unfortunately at a center school. So that doesn’t work....

What exactly is "principle placement"? I'm in a local IV school and as a matter of fact, the AART called to encourage me (also expressed surprise/disappointment that DD did not get IN), From the package teachers gave her pretty strong support (3 CO, 1 FO). But AART never mentioned any possibility of "principle placement", only gave some recommendation on what to look for in new work samples. So does the “principle placement" possibly happen after exhausting my appeal or i can directly apply for it with local AART? We would stay at local AAP any ways because of being in immersion program.

Most schools with a Local Level IV do not have enough kids accepted into AAP by the Committee to fill an entire class. Schools with a Local Program will fill the class with kids that the Principal Places. Many times kids who were in-pool or parent referred but not accepted into AAP are considered because the kids have the test scores and interests in participating in AAP. Those kids can be removed if they are struggling or if enough kids who have been selected into AAP move into the program and they need a spot. Principal Placed kids are not allowed to take the AAP classes in MS because they were not accepted into AAP.

But luckily, MS has Honors level courses which are the same as AAP and are open for all kids to register for. To me, getting to stay at the neighborhood school and being principal placed, then doing all Honors in MS isn't really a bad set up. In fact, why isn't all AAP done this way, instead of all this aap center nonsense.

Come back to us when you have experience at a center school, before talking about getting rid of them.

I rather my kid not get as a rigorous education (and that’s questionable) than to deal with arrogant center parents and kids. You guys are insufferable bunch. And that local level kid is going to be in the same classes in MS as your center kid.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For the PPs who say (I think correctly) that the committee will not consider a WISC on appeal - do you think it might actually hurt the appeal? You know, like a red flag that you are privileged, etc?

Yes, I do. They don’t like anything that looks privileged.

I am not sure that this is true. It was considered the gold standard until last year. I think they are just under-emphasizing all scores and simply not looking at WISC. Fwiw, last year my kid had a 135 CoGat and was rejected, 135 WISC on appeal and rejected again.

Anonymous wrote:

Anonymous wrote:i think the work samples is what put my child over. rejected year one. it was the type of work samples and narrative, otherwise it seems like a child that did well on a test.

AAP teacher here. Work Samples are a huge part. I think it is easier to get AAP acceptance after 2nd grade as well. If I have students requesting AAP, I put in Level 4 curriculum work samples or ones that show critical or creative thinking. Also if they are in Adv Math in 3rd they also have more of a chance of getting in.

Anonymous wrote:i think the work samples is what put my child over. rejected year one. it was the type of work samples and narrative, otherwise it seems like a child that did well on a test.