APS Advanced Academics Parent Referral

[Anonymous]

Anonymous wrote:

Anonymous wrote:Can someone tell me what the gifted kids are offered compared to the other kids in the classroom?

For my dd: In elementary it was mostly required extension work that was optional for the general class, a book “club” with the gifted cluster, and some required projects. In middle it was intensified classes, which are available to all but gifted kids are guided to take. In hs (she is a freshman now) it is choices of intensified, AP, and DE classes plus the Capstone program. Gifted kids receive a letter before choosing classes to point out which classes are appropriately challenging, but the choice is theirs.

Your child experienced a different version of gifted services if they are now in HS. DEI initiatives removed any real differentiation for advanced learners.

[Anonymous]

Anonymous wrote:Both my kids got flagged during IEP meetings and were "in" within weeks. And yes, it's a worksheet in ES and clustering. In middle school, it's advanced math, but anybody with the scores can do that. In high school, it's intensified classes, ect that everybody can access.

In many schools, the gifted cluster of kids also has a cluster of special needs in their classroom. Makes it super easy for the teacher to help the advanced learners.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:People on this forum say APS gifted services doesn't mean anything, but it does make a difference to be in a cluster classroom with at least 10 gifted kids. If nothing else there's positive peer pressure, and also some small group extension activities.

APS has instructed AACs that they can no longer do small group extension activities. They can only do whole class activities.

I don’t know if this is true or not, but the AACs are not the primary deliverers of differentiated content anyway. They work with classroom teachers, who are the ones who work directly with the kids on a daily basis.

AACs are also only allowed to provide teachers with whole class activities that they can do. Nothing can be directed specifically to gifted students, whether by the AAC or classroom teacher. That wouldn't be "equitable" per APS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Both my kids got flagged during IEP meetings and were "in" within weeks. And yes, it's a worksheet in ES and clustering. In middle school, it's advanced math, but anybody with the scores can do that. In high school, it's intensified classes, ect that everybody can access.

In many schools, the gifted cluster of kids also has a cluster of special needs in their classroom. Makes it super easy for the teacher to help the advanced learners.

Correction: it makes it easy for the teacher to *ignore* the gifted learners.

That was our experience. The ESLor Sped cluster in the classroom got all the attention and the gifted cluster was expected to self teach and read quietly after they'd finished their work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can someone tell me what the gifted kids are offered compared to the other kids in the classroom?

For my dd: In elementary it was mostly required extension work that was optional for the general class, a book “club” with the gifted cluster, and some required projects. In middle it was intensified classes, which are available to all but gifted kids are guided to take. In hs (she is a freshman now) it is choices of intensified, AP, and DE classes plus the Capstone program. Gifted kids receive a letter before choosing classes to point out which classes are appropriately challenging, but the choice is theirs.

I wish people wouldn't give old information. APS doesn't allow small group differentiation any more for those tagged as gifted. It's considered inequitable. Only whole class activities are permitted. So no more gifted book clubs, math groups or other extra projects in elementary.

It’s unclear where you are getting your information. Here is a sample differentiation report from this year.
https://innovation.apsva.us/wp-content/uploads/sites/50/2024/11/Q1-Differentiation-Report-SY24-25.pdf

[Anonymous]

I don't know what's officially allowed. I just asked my third grader about her experience, and she said there are math challenges that she does with a couple of her friends. Maybe the challenges are technically individual worksheets, but the kids are allowed to work together or at least complete them at the same time? Not sure what's going on in language arts. She said she was supposed to be in a book club, but it hasn't started yet.

[Anonymous]

Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

[Anonymous]

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Both my kids got flagged during IEP meetings and were "in" within weeks. And yes, it's a worksheet in ES and clustering. In middle school, it's advanced math, but anybody with the scores can do that. In high school, it's intensified classes, ect that everybody can access.

In many schools, the gifted cluster of kids also has a cluster of special needs in their classroom. Makes it super easy for the teacher to help the advanced learners.

Correction: it makes it easy for the teacher to *ignore* the gifted learners.

That was our experience. The ESLor Sped cluster in the classroom got all the attention and the gifted cluster was expected to self teach and read quietly after they'd finished their work.

Sorry, I should’ve mentioned I was being sarcastic.

[Anonymous]

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

What APS claims in their presentations is often very different than the truth.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

They’re legally required to provide sped services too, and they deny them all the time.

I mean, what’s the teacher going to do? They’ve got all these kids of varying abilities — academically, ELL, sped, behaviors…

These classrooms are overcrowded and it’s against the rules to separate classrooms by ability. So of course that teacher has to spend most of their time and energy on the kids with the greatest needs. Little Johnny who already knows how to read can just do some extra Lexia in the corner.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

They’re legally required to provide sped services too,and they deny them all the time.

I mean, what’s the teacher going to do? They’ve got all these kids of varying abilities — academically, ELL, sped, behaviors…

These classrooms are overcrowded and it’s against the rules to separate classrooms by ability. So of course that teacher has to spend most of their time and energy on the kids with the greatest needs. Little Johnny who already knows how to read can just do some extra Lexia in the corner.

Gifted kids generally don’t need a lot of handholding. My child receives appropriate rigor, works with peers and independently, and her teacher is present for lessons and questions. Hopefully having a group of fairly independent kids in the classroom allows the teacher to focus more on the kids who need frequent direct instruction and intervention, because she (the teacher) is great, works her ass off, and meets kids where they are.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

They’re legally required to provide sped services too,and they deny them all the time.

I mean, what’s the teacher going to do? They’ve got all these kids of varying abilities — academically, ELL, sped, behaviors…

These classrooms are overcrowded and it’s against the rules to separate classrooms by ability. So of course that teacher has to spend most of their time and energy on the kids with the greatest needs. Little Johnny who already knows how to read can just do some extra Lexia in the corner.

Gifted kids generally don’t need a lot of handholding. My child receives appropriate rigor, works with peers and independently, and her teacher is present for lessons and questions. Hopefully having a group of fairly independent kids in the classroom allows the teacher to focus more on the kids who need frequent direct instruction and intervention, because she (the teacher) is great, works her ass off, and meets kids where they are.

You’re satisfied because your child isn’t actually gifted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

They’re legally required to provide sped services too,and they deny them all the time.

I mean, what’s the teacher going to do? They’ve got all these kids of varying abilities — academically, ELL, sped, behaviors…

These classrooms are overcrowded and it’s against the rules to separate classrooms by ability. So of course that teacher has to spend most of their time and energy on the kids with the greatest needs. Little Johnny who already knows how to read can just do some extra Lexia in the corner.

Gifted kids generally don’t need a lot of handholding. My child receives appropriate rigor, works with peers and independently, and her teacher is present for lessons and questions. Hopefully having a group of fairly independent kids in the classroom allows the teacher to focus more on the kids who need frequent direct instruction and intervention, because she (the teacher) is great, works her ass off, and meets kids where they are.

You’re satisfied because your child isn’t actually gifted.

Blind lashing out really doesn’t support your position.