APS AAC Differentiation Report

[Anonymous]

First we renamed GT to AAC I think to mimic AAP.

Then we get a “differentiation” report, which I guess is school wide for “gifted” and is just a list of jargon with check boxes.

Why can’t we have concrete reports like 3rd grade GT were given a project to design their own student govt constitution or whatever they actually did that was more than prep for SOL

[Anonymous]

Because that doesn’t happen. The report is a listing things that might or might not have happened in a given classroom. And because so much is choice your own child might or might not have even done it.

[Anonymous]

Anonymous wrote:Because that doesn’t happen. The report is a listing things that might or might not have happened in a given classroom. And because so much is choice your own child might or might not have even done it.

Honestly I don’t even care if my kid did it, I just want to see something concrete of what could be happening

[Anonymous]

The AAC doesn't do differentiation. Everything the AAC does has to be for all students because of "equity". That's a new change this year, as explained by APS.

The report is just a list of enrichment projects the AAC assisted with that term. No differentiation.

[Anonymous]

Anonymous wrote:The AAC doesn't do differentiation. Everything the AAC does has to be for all students because of "equity". That's a new change this year, as explained by APS.

The report is just a list of enrichment projects the AAC assisted with that term. No differentiation.

So being identified as gifted has ZERO impact now?

[Anonymous]

Anonymous wrote:

Anonymous wrote:The AAC doesn't do differentiation. Everything the AAC does has to be for all students because of "equity". That's a new change this year, as explained by APS.

The report is just a list of enrichment projects the AAC assisted with that term. No differentiation.

So being identified as gifted has ZERO impact now?

There's supposed to be clustering still.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The AAC doesn't do differentiation. Everything the AAC does has to be for all students because of "equity". That's a new change this year, as explained by APS.

The report is just a list of enrichment projects the AAC assisted with that term. No differentiation.

So being identified as gifted has ZERO impact now?

There's supposed to be clustering still.

But every class is supposed to have a cluster, and all kids are included in AAC activities…

[Anonymous]

Anonymous wrote:But every class is supposed to have a cluster, and all kids are included in AAC activities…

Where is this documented - is there a link? My kid's school is something like 14% gifted, so it would be hard to have a 10+ gifted-students cluster in every classroom.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The AAC doesn't do differentiation. Everything the AAC does has to be for all students because of "equity". That's a new change this year, as explained by APS.

The report is just a list of enrichment projects the AAC assisted with that term. No differentiation.

So being identified as gifted has ZERO impact now?

There's supposed to be clustering still.

But every class is supposed to have a cluster, and all kids are included in AAC activities…

This is false. Each cluster is now supposed to have a minimum of 10 GT-identified kids, so that there is a baseline number that makes it easier for the teacher to differentiate. Not every classroom will have a GT cluster. Some schools are doing better than others in achieving that number.

The second sentence is true in terms of how APS delivers GT content. Content is pushed-in and the teacher is supposed to make challenging material available to all students. This is why especially in elementary school they highlight how they offer choice boards so that all kids can access advanced materials.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The AAC doesn't do differentiation. Everything the AAC does has to be for all students because of "equity". That's a new change this year, as explained by APS.

The report is just a list of enrichment projects the AAC assisted with that term. No differentiation.

So being identified as gifted has ZERO impact now?

There's supposed to be clustering still.

But every class is supposed to have a cluster, and all kids are included in AAC activities…

This is false. Each cluster is now supposed to have a minimum of 10 GT-identified kids, so that there is a baseline number that makes it easier for the teacher to differentiate. Not every classroom will have a GT cluster. Some schools are doing better than others in achieving that number.

The second sentence is true in terms of how APS delivers GT content. Content is pushed-in and the teacher is supposed to make challenging material available to all students. This is why especially in elementary school they highlight how they offer choice boards so that all kids can access advanced materials.

To add on, schools with more identified gifted kids will have more cluster classrooms. Sometimes this means a cluster in each class, but not in ever case.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The AAC doesn't do differentiation. Everything the AAC does has to be for all students because of "equity". That's a new change this year, as explained by APS.

The report is just a list of enrichment projects the AAC assisted with that term. No differentiation.

So being identified as gifted has ZERO impact now?

There's supposed to be clustering still.

But every class is supposed to have a cluster, and all kids are included in AAC activities…

This is false. Each cluster is now supposed to have a minimum of 10 GT-identified kids, so that there is a baseline number that makes it easier for the teacher to differentiate. Not every classroom will have a GT cluster. Some schools are doing better than others in achieving that number.

The second sentence is true in terms of how APS delivers GT content. Content is pushed-in and the teacher is supposed to make challenging material available to all students. This is why especially in elementary school they highlight how they offer choice boards so that all kids can access advanced materials.

I've never seen an APS AAC Differentiation report. Which schools get this?

To add on, schools with more identified gifted kids will have more cluster classrooms. Sometimes this means a cluster in each class, but not in ever case.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The AAC doesn't do differentiation. Everything the AAC does has to be for all students because of "equity". That's a new change this year, as explained by APS.

The report is just a list of enrichment projects the AAC assisted with that term. No differentiation.

So being identified as gifted has ZERO impact now?

There's supposed to be clustering still.

But every class is supposed to have a cluster, and all kids are included in AAC activities…

This is false. Each cluster is now supposed to have a minimum of 10 GT-identified kids, so that there is a baseline number that makes it easier for the teacher to differentiate. Not every classroom will have a GT cluster. Some schools are doing better than others in achieving that number.

The second sentence is true in terms of how APS delivers GT content. Content is pushed-in and the teacher is supposed to make challenging material available to all students. This is why especially in elementary school they highlight how they offer choice boards so that all kids can access advanced materials.

I've never seen an APS AAC Differentiation report. Which schools get this?

To add on, schools with more identified gifted kids will have more cluster classrooms. Sometimes this means a cluster in each class, but not in ever case.

Quarterly differentiation reports/forms are a requirement for all schools. I believe some schools format them differently, but they are required. If you have an identified gifted child and have never seen the forms, you might want to check your school's website (under the advanced academics section) or reach out to your school's AAC.