Fictional learning example · not an FCPS form

See what specific
parent evidence sounds like.

This example demonstrates structure, not a formula. A strong response is truthful, concrete, and centered on the individual child's learning needs—not labels, coaching language, or a promised outcome.

Sample learnerMaya R. · Grade 4

All names, situations, and details below are fictional. Never copy sample facts into a real referral.

Required referral narrativeBloomfield working example

Explain why the student should be considered for Full-Time AAP services. Include details that help the committee understand the child's learning needs.

Maya consistently seeks greater depth after completing grade-level work. While studying ecosystems, she independently compared two sources that disagreed about an invasive species, identified what evidence each source used, and created a chart explaining which claims remained uncertain.

She also transfers ideas between subjects. After learning ratios, she used them to revise the scale on a neighborhood map and explained why her first version distorted walking distances. When an approach fails, she usually changes one variable, records what happened, and tries again.

These patterns suggest that Maya benefits from sustained opportunities to investigate complex questions, defend conclusions with evidence, and work alongside peers who also want to pursue ideas beyond the initial assignment.

Optional questionnaire

One moment is stronger than three adjectives.

The official questionnaire asks how often a parent observes five behaviors and requests an example. The frequency choice should be honest; the example should carry the meaning.

Knowledge · Frequently

After reading about water systems, Maya connected a watershed diagram to runoff she had noticed near our street. She independently drew a revised diagram showing where litter might travel and asked whether the same model would work after snow.

Imagination · Consistently

When a cardboard bridge collapsed, Maya changed the shape of its supports, tested each version with the same stack of books, and kept a small table of results. Her final explanation compared why two designs failed differently.

Curiosity · Consistently

Maya often turns an answer into a new question. During a discussion about plant growth, she asked how we could separate the effect of sunlight from water and proposed changing only one condition at a time.

Unusual humor · Occasionally

She enjoys wordplay that depends on double meanings and recently rewrote a familiar riddle so the answer changed when one scientific term was interpreted literally.

Sustained focus · Frequently

She spent several afternoons revising a neighborhood map because she wanted the scale and walking-time estimates to agree. She returned to it without an adult assigning the task.

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