APS — gifted tracking?

[Anonymous]

I’m new to the area and my oldest is in early elementary in APS. I’m trying to understand how gifted “clustering” works. Essentially, it sounds like they track the “gifted” kids into a specific class so they’re together. Or am I not understanding clustering properly?

[Anonymous]

In many schools anywhere between a quarter up to half of students are eventually classified as advanced/gifted. So they are often “clustered” in every classroom…

[Anonymous]

OP -APS published somewhere how many kids at each school are gifted (though they don’t use that term anymore) and the numbers really are very high, not just at some schools but across the board. There is also a written APS policy somewhere that says precisely how these kids are supposed to be grouped, but in our experience the elementary schools don’t seem to be following this policy exactly?
The term tracking is not used by APS iirc. Everything has to be open and accessible by all.

[Anonymous]

Does anyone have the link for where APS published the number of gifted kids at each elementary? I haven’t been able to find it.

[Anonymous]

APS gifted has been a joke from our experience. There is no real effort to plan and teach to these kids since everyone is allowed to participate in gifted assignments regardless of ability, thus preventing actual learning at the "gifted" level. Furthermore, classes are blended together with kids of all levels so teachers spend the bulk of time on kids that shouldn't even be in the same class. Mixing metaphors here but APS thinking seems to be that somehow learning through osmosis lifts all boats.

[Anonymous]

Agreed. The APS gifted program has been non-existent. Occasionally my son gets an extra math worksheet, but that’s it. It’s a totally joke.

[Anonymous]

My kid is still in early elementary school, so maybe I'll feel differently in a few years. But so far I like the philosophy of not separating kids, especially when they're so young and impressionable. I see them having a positive influence on each other. We did end up doing a supplementary math program this year, which maybe wouldn't be necessary if there were a more robust gifted services program. I'm just not convinced that the FCPS pressure cooker, or the private school rich-kid culture, are necessarily better than what APS offers.

[Anonymous]

Anonymous wrote:My kid is still in early elementary school, so maybe I'll feel differently in a few years. But so far I like the philosophy of not separating kids, especially when they're so young and impressionable. I see them having a positive influence on each other. We did end up doing a supplementary math program this year, which maybe wouldn't be necessary if there were a more robust gifted services program. I'm just not convinced that the FCPS pressure cooker, or the private school rich-kid culture, are necessarily better than what APS offers.

I agree, PP.

[Anonymous]

Anonymous wrote:My kid is still in early elementary school, so maybe I'll feel differently in a few years. But so far I like the philosophy of not separating kids, especially when they're so young and impressionable. I see them having a positive influence on each other. We did end up doing a supplementary math program this year, which maybe wouldn't be necessary if there were a more robust gifted services program. I'm just not convinced that the FCPS pressure cooker, or the private school rich-kid culture, are necessarily better than what APS offers.

My 5th grader reads 100-150 pages of her just-for-fun book every day at school because she's allowed to read after finishing her work. She has perfect scores, never studies, and apparently has several hours with nothing to do at school every day except read. They never give her more to do.

[Anonymous]

Anonymous wrote:My kid is still in early elementary school, so maybe I'll feel differently in a few years. But so far I like the philosophy of not separating kids, especially when they're so young and impressionable. I see them having a positive influence on each other. We did end up doing a supplementary math program this year, which maybe wouldn't be necessary if there were a more robust gifted services program. I'm just not convinced that the FCPS pressure cooker, or the private school rich-kid culture, are necessarily better than what APS offers.

We are trying to figure this out. Is it worth the move to Fairfax or Montgomery County for their better school systems? Is private a better option? I am really struggling with thinking this through.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kid is still in early elementary school, so maybe I'll feel differently in a few years. But so far I like the philosophy of not separating kids, especially when they're so young and impressionable. I see them having a positive influence on each other. We did end up doing a supplementary math program this year, which maybe wouldn't be necessary if there were a more robust gifted services program. I'm just not convinced that the FCPS pressure cooker, or the private school rich-kid culture, are necessarily better than what APS offers.

We are trying to figure this out. Is it worth the move to Fairfax or Montgomery County for their better school systems? Is private a better option? I am really struggling with thinking this through.

You should ask in those forums but my sense is no. With fairfax, you have to go through a very intense process to get into the advanced academic program and a lot of very smart kids don't get in. Overall it might be better but for us it's certainly not worth moving. Montgomery county seems to have SO many problems right now; I imagine a good number of people are leaving that district for a different public district or private. We couldn't have afforded a good private school - just catholic that wouldn't necessarily have been better than APS.

The gifted program was actually pretty okay for my kids. They got some interesting lessons that made school slightly less boring, and that was really all they needed. Recently APS has substantially increased the rigor of the elementary school ELA and social studies curriculum, so there is inherently more opportunity to be challenged. The biggest problems with APS are due to some principals really missing the mark on implementing DEI initiatives, which, combined with parents who tend to undermine teachers, have made behavioral issues pervasive in some schools. But this is almost a global phenomenon; teachers across the US and even in the UK, australia, and other countries are complaining of the same things. So all things considering, I'd say APS is solidly adequate.

[Anonymous]

+1

I was also a little surprised when both my kids were recommended for the gifted program. Always felt they are average or maybe slightly above average. Get the impression most kids at APS get recommended for something.

My problem with APS is the lack of grades and homework. I really have no idea if my kids are truly gifted.

quote=Anonymous]APS gifted has been a joke from our experience. There is no real effort to plan and teach to these kids since everyone is allowed to participate in gifted assignments regardless of ability, thus preventing actual learning at the "gifted" level. Furthermore, classes are blended together with kids of all levels so teachers spend the bulk of time on kids that shouldn't even be in the same class. Mixing metaphors here but APS thinking seems to be that somehow learning through osmosis lifts all boats.

[Anonymous]

Most kids aren't gifted, they are just advanced (especially in reading) relative to their peers in elementary school. The schools should differentiate but most kids don't need separation, tracking, or clustering if the teacher differentiates. The small number of kids who are gifted--like the kid in my son's fifth grade class who had taught himself math up through trig--should be getting IEP-level support and intervention.

[Anonymous]

Anonymous wrote:Most kids aren't gifted, they are just advanced (especially in reading) relative to their peers in elementary school. The schools should differentiate but most kids don't need separation, tracking, or clustering if the teacher differentiates. The small number of kids who are gifted--like the kid in my son's fifth grade class who had taught himself math up through trig--should be getting IEP-level support and intervention.

If gifted education was funded like special education is in the county, then there could be more teachers hired for this level of individualized support for those kids. Unfortunately, it is not-- and often not prioritized.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kid is still in early elementary school, so maybe I'll feel differently in a few years. But so far I like the philosophy of not separating kids, especially when they're so young and impressionable. I see them having a positive influence on each other. We did end up doing a supplementary math program this year, which maybe wouldn't be necessary if there were a more robust gifted services program. I'm just not convinced that the FCPS pressure cooker, or the private school rich-kid culture, are necessarily better than what APS offers.

We are trying to figure this out. Is it worth the move to Fairfax or Montgomery County for their better school systems? Is private a better option? I am really struggling with thinking this through.

Show me the money. By what metric?