Advice on how to handle this situation

[Anonymous]

DC is bright and advanced in reading and math (99th percentiles on I-Readys, CogAT 132). Recently his teacher finds him less self-regulated (went from a 4 to a 3). I've noticed a decrease in the quality of his work over the last several weeks. Careless mistakes and omissions, and messy writing (he's capable of better). He tells me he has trouble focusing because he's sitting near some of the worst behaved children in the class. He asked if he could be moved and his teacher said she'd think about it.
I also made the same request and I'm waiting to hear back.

I don't think he's conscientious by nature, but he definitely has the ability to muster it under some circumstances. Unfortunately, the classroom is a zoo and this is not bringing out his best work or behavior.

I parent referred for AAP but am not optimistic he'll get in due to not being in pool at our mid-to-high SES school and some omissions from the packet (no mention of reading I-Ready or LII placement for LA, or any mark for exceptional talent on that front). I feel very frustrated and am not entirely sure what to do.

[Anonymous]

Anonymous wrote:DC is bright and advanced in reading and math (99th percentiles on I-Readys, CogAT 132). Recently his teacher finds him less self-regulated (went from a 4 to a 3). I've noticed a decrease in the quality of his work over the last several weeks. Careless mistakes and omissions, and messy writing (he's capable of better). He tells me he has trouble focusing because he's sitting near some of the worst behaved children in the class. He asked if he could be moved and his teacher said she'd think about it.
I also made the same request and I'm waiting to hear back.

I don't think he's conscientious by nature, but he definitely has the ability to muster it under some circumstances. Unfortunately, the classroom is a zoo and this is not bringing out his best work or behavior.

I parent referred for AAP but am not optimistic he'll get in due to not being in pool at our mid-to-high SES school and some omissions from the packet (no mention of reading I-Ready or LII placement for LA, or any mark for exceptional talent on that front). I feel very frustrated and am not entirely sure what to do.

There's a big social/emotional leap in second grade. It's frustrating - but I'd think about if you're frustration is with the teacher, the classroom, or your own child. My advice would be to control what you can control. You can't control the other children in the classroom and you can't control the teacher. I would have some serious parenting/expectations conversations with your child, and have them start to take ownership of their work and their own classroom behavior. It won't be an easy or quick fix - but it will serve them better in the long run.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC is bright and advanced in reading and math (99th percentiles on I-Readys, CogAT 132). Recently his teacher finds him less self-regulated (went from a 4 to a 3). I've noticed a decrease in the quality of his work over the last several weeks. Careless mistakes and omissions, and messy writing (he's capable of better). He tells me he has trouble focusing because he's sitting near some of the worst behaved children in the class. He asked if he could be moved and his teacher said she'd think about it.
I also made the same request and I'm waiting to hear back.

I don't think he's conscientious by nature, but he definitely has the ability to muster it under some circumstances. Unfortunately, the classroom is a zoo and this is not bringing out his best work or behavior.

I parent referred for AAP but am not optimistic he'll get in due to not being in pool at our mid-to-high SES school and some omissions from the packet (no mention of reading I-Ready or LII placement for LA, or any mark for exceptional talent on that front). I feel very frustrated and am not entirely sure what to do.

There's a big social/emotional leap in second grade. It's frustrating - but I'd think about if your frustration is with the teacher, the classroom, or your own child. My advice would be to control what you can control. You can't control the other children in the classroom and you can't control the teacher. I would have some serious parenting/expectations conversations with your child, and have them start to take ownership of their work and their own classroom behavior. It won't be an easy or quick fix - but it will serve them better in the long run.

[Anonymous]

Anonymous wrote:DC is bright and advanced in reading and math (99th percentiles on I-Readys, CogAT 132). Recently his teacher finds him less self-regulated (went from a 4 to a 3). I've noticed a decrease in the quality of his work over the last several weeks. Careless mistakes and omissions, and messy writing (he's capable of better). He tells me he has trouble focusing because he's sitting near some of the worst behaved children in the class. He asked if he could be moved and his teacher said she'd think about it.
I also made the same request and I'm waiting to hear back.

I don't think he's conscientious by nature, but he definitely has the ability to muster it under some circumstances. Unfortunately, the classroom is a zoo and this is not bringing out his best work or behavior.

I parent referred for AAP but am not optimistic he'll get in due to not being in pool at our mid-to-high SES school and some omissions from the packet (no mention of reading I-Ready or LII placement for LA, or any mark for exceptional talent on that front). I feel very frustrated and am not entirely sure what to do.

You can help him build the right circle of friends both inside and outside of school, as at this age, a good amount of his intellectual and behavioral development is shaped by his peers. To gain a better understanding of the school and class environment, consider volunteering and connecting with other parents. This will provide you with useful talking points to engage in school-related conversations with your child.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC is bright and advanced in reading and math (99th percentiles on I-Readys, CogAT 132). Recently his teacher finds him less self-regulated (went from a 4 to a 3). I've noticed a decrease in the quality of his work over the last several weeks. Careless mistakes and omissions, and messy writing (he's capable of better). He tells me he has trouble focusing because he's sitting near some of the worst behaved children in the class. He asked if he could be moved and his teacher said she'd think about it.
I also made the same request and I'm waiting to hear back.

I don't think he's conscientious by nature, but he definitely has the ability to muster it under some circumstances. Unfortunately, the classroom is a zoo and this is not bringing out his best work or behavior.

I parent referred for AAP but am not optimistic he'll get in due to not being in pool at our mid-to-high SES school and some omissions from the packet (no mention of reading I-Ready or LII placement for LA, or any mark for exceptional talent on that front). I feel very frustrated and am not entirely sure what to do.

There's a big social/emotional leap in second grade. It's frustrating - but I'd think about if you're frustration is with the teacher, the classroom, or your own child. My advice would be to control what you can control. You can't control the other children in the classroom and you can't control the teacher. I would have some serious parenting/expectations conversations with your child, and have them start to take ownership of their work and their own classroom behavior. It won't be an easy or quick fix - but it will serve them better in the long run.

Yes, also tell him to stop dressing like he's asking for it.

[Anonymous]

Nowadays, that COGAT score is low. This sounds like a behavior question and not an AAP question, though, OP.

[Anonymous]

Not all enrichment/enforcement of discipline needs to be in-school. Also have the expectation of him excelling and meeting challenges outside the classroom. Just one example, piano is great discipline. Get him a serious teacher. One that sets high standards. Math enrichment, a robotics group.

You might happen you have to ride out the current situation at school, for awhile.

[Anonymous]

Anonymous wrote:Nowadays, that COGAT score is low. This sounds like a behavior question and not an AAP question, though, OP.

Not OP, but 99th percentiles on I-Readys are very good.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DC is bright and advanced in reading and math (99th percentiles on I-Readys, CogAT 132). Recently his teacher finds him less self-regulated (went from a 4 to a 3). I've noticed a decrease in the quality of his work over the last several weeks. Careless mistakes and omissions, and messy writing (he's capable of better). He tells me he has trouble focusing because he's sitting near some of the worst behaved children in the class. He asked if he could be moved and his teacher said she'd think about it.
I also made the same request and I'm waiting to hear back.

I don't think he's conscientious by nature, but he definitely has the ability to muster it under some circumstances. Unfortunately, the classroom is a zoo and this is not bringing out his best work or behavior.

I parent referred for AAP but am not optimistic he'll get in due to not being in pool at our mid-to-high SES school and some omissions from the packet (no mention of reading I-Ready or LII placement for LA, or any mark for exceptional talent on that front). I feel very frustrated and am not entirely sure what to do.

There's a big social/emotional leap in second grade. It's frustrating - but I'd think about if you're frustration is with the teacher, the classroom, or your own child. My advice would be to control what you can control. You can't control the other children in the classroom and you can't control the teacher. I would have some serious parenting/expectations conversations with your child, and have them start to take ownership of their work and their own classroom behavior. It won't be an easy or quick fix - but it will serve them better in the long run.

Yes, also tell him to stop dressing like he's asking for it.

Lewd. And immature.

Teaching children to self-advocate and create habits that are in line with their learning goals is fundamental. You won't always get that in a classroom, but you can teach it and reinforce it at home.

[Anonymous]

Every kid I have ever taught has a “relaxed” attitude toward school after the beginning of the year. For some kids that means less focus, for some it means less organization, for some it means getting in trouble more. This is normal, and I think in second grade you just let it happen.
Once they are getting actual grades, it will probably self-correct but at this age I would just give your kid a pep talk and let it go.
I think the AAP program identification is an absolute mess, (and I have three AAP kids) but I won’t go on a rant. The good news is you can appeal and reapply as he grows. Hopefully, he’ll end up in the right place for his learning

[Anonymous]

Anonymous wrote:Nowadays, that COGAT score is low. This sounds like a behavior question and not an AAP question, though, OP.

My 5th grader got in with a CogAT of 131 and my 7th and 3rd grader got in with 135s. Then again I have no idea what other CogAT scores at our school were like because people don't go around comparing them where we are. I just read about the 155s on DCUM.

Read the 2020 report everyone's freshly in a tizzy over for insight on what the real distribution of scores is.

When our children's work suffered due to being distracted, we approached the classroom teacher and made sure it was clear we were trying to make a plan with the teacher in order to help our child. It typically got results.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC is bright and advanced in reading and math (99th percentiles on I-Readys, CogAT 132). Recently his teacher finds him less self-regulated (went from a 4 to a 3). I've noticed a decrease in the quality of his work over the last several weeks. Careless mistakes and omissions, and messy writing (he's capable of better). He tells me he has trouble focusing because he's sitting near some of the worst behaved children in the class. He asked if he could be moved and his teacher said she'd think about it.
I also made the same request and I'm waiting to hear back.

I don't think he's conscientious by nature, but he definitely has the ability to muster it under some circumstances. Unfortunately, the classroom is a zoo and this is not bringing out his best work or behavior.

I parent referred for AAP but am not optimistic he'll get in due to not being in pool at our mid-to-high SES school and some omissions from the packet (no mention of reading I-Ready or LII placement for LA, or any mark for exceptional talent on that front). I feel very frustrated and am not entirely sure what to do.

You can help him build the right circle of friends both inside and outside of school, as at this age, a good amount of his intellectual and behavioral development is shaped by his peers. To gain a better understanding of the school and class environment, consider volunteering and connecting with other parents. This will provide you with useful talking points to engage in school-related conversations with your child.

Well, that was the goal with trying to get him in AAP.

Also, I have a good sense of what the class environment is like. The kids are not well regulated. I think the teacher is a bit too permissive and there are no real consequences for kids talking out of turn, etc.

I will give credit to my child in that he asked to be moved. He wants to do well and is aware that he can be distracted by others.

By way of update, he did get moved to a different table (teacher was responsive) so we will see what happens next.

[Anonymous]

Anonymous wrote:Nowadays, that COGAT score is low. This sounds like a behavior question and not an AAP question, though, OP.

OP here. I don't think this is actually true. It's too low to be in pool at our school but I think if we took away local norms he'd have been in, for what that's worth.

DCUM would have you believe everyone is getting 160.

[Anonymous]

Anonymous wrote:Every kid I have ever taught has a “relaxed” attitude toward school after the beginning of the year. For some kids that means less focus, for some it means less organization, for some it means getting in trouble more. This is normal, and I think in second grade you just let it happen.
Once they are getting actual grades, it will probably self-correct but at this age I would just give your kid a pep talk and let it go.
I think the AAP program identification is an absolute mess, (and I have three AAP kids) but I won’t go on a rant. The good news is you can appeal and reapply as he grows. Hopefully, he’ll end up in the right place for his learning

Thank you, this is sage advice. I'm definitely talking with him, and am already planning the appeal...

[Anonymous]

Anonymous wrote:

Anonymous wrote:Nowadays, that COGAT score is low. This sounds like a behavior question and not an AAP question, though, OP.

OP here. I don't think this is actually true. It's too low to be in pool at our school but I think if we took away local norms he'd have been in, for what that's worth.

DCUM would have you believe everyone is getting 160.

You are correct. 132 should suffice as an in-pool score. And with his other supporting data, he should be in. Hopefully he will be, especially since kids with lower test scores are likely to be admitted (due to the other factors FCPS is including).