Gifted Programs at Charter Schools?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not sure what yo u mean by filter.

Language immersion gives your children something 'extra' but it isn't necessarily advanced.

They don't offer pre-Algebra or advanced literature or arts in any of the charter language immersion schools. In fact, aside from YY and LAMB, most children are not performing at grade level on PARCC.

YY & LAMB both feed DCI which filters math by ability. So, now you've got students who are bilingual and get advanced math.

I don't think people on this thread know what "gifted" means

+1000. https://www.nagc.org/resources-publications/resources/what-giftedness

[Anonymous]

Bridges explicitly meets kids where they are by customizing what they are learning. They do this for kids who are advanced as well as behind academically.

[Anonymous]

Bridges has a TAAG Enrichment program. The selection criteria and a description of the program is at: http://bridgespcs.org/taag/

[Anonymous]

A charter school could have it's own traditional gifted pull out program with some of the students within the school. Give the kids at YY for example all the CoGat (which is a gifted identification test) and work with those kids in a pull out format. The whole charter doesn't have to be just for gifted....

[Anonymous]

Anonymous wrote:A charter school could have it's own traditional gifted pull out program with some of the students within the school. Give the kids at YY for example all the CoGat (which is a gifted identification test) and work with those kids in a pull out format. The whole charter doesn't have to be just for gifted....

They could, but 99.5% of them don't. The exception being Bridges, apparently.

I don't think most charters have the funding to do this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Language charters are a filter for gifted children - or at least advanced programming. That's one of the reasons everyone wants in.

No. DCPS does not do it as well.

Now how's that?

Also wonder how does montessori support gifted kids. Although I know what the generic answer would be (kids choose their own pathways and pace etc).

My own very advanced child is challenged in Montessori in a way that traditional schools couldn't offer without very small class sizes and individual attention. If a child is ready to move on to mastering the next skill they are able to, without having to wait for others to catch up. In practice this means that a 1st grader can do division and multiplication to many decimal places, or spend hours understanding and exploring fractions and decimal fractions without being told that they'll get to that in 2nd grade (or 4th or 5th). If they are interested in calculating the basic area of a square they can look around the school and find larger and more complex shapes to calculate area for, or learn how to calculate the area of a circle -- and they do this in uninterrupted three hour work periods. If they want to learn how an airplane works they will do the research independently or in a group and perhaps decide to go to the Air and Space museum to learn more, or interview a pilot -- then write a report. They will propose a field trip "going out" and plan it all themselves, from budget to travel plans, and including making phone calls. yes, at 6 or 7 years old. the mixed age format means that kids learn from those older than them but also that they are not on a rigid timetable to learn certain things at certain times, and that they are role models for younger kids.

PP which montessori are you at? We are likely to look into Montessori for DS for this reason.

[Anonymous]

YY has very small class sizes (approx 17) which is why the JKLM families leave their IB. The scores are better and the facility is much better.

[Anonymous]

Anonymous wrote:YY has very small class sizes (approx 17) which is why the JKLM families leave their IB. The scores are better and the facility is much better.

What percentage of IB families from JKLM attend YY?

[Anonymous]

DC charter schools do not need no does DCPS some old fashioned pull-out gifted program that will just cause more havoc like we read on the suburbs' forums.

[Anonymous]

Anonymous wrote:

Anonymous wrote:YY has very small class sizes (approx 17) which is why the JKLM families leave their IB. The scores are better and the facility is much better.

What percentage of IB families from JKLM attend YY?

BS that JKLM families leave their IB schools for YY for small class sizes. A few do it for the Mandarin, though the Chinese isn't very well taught. You just can't do immersion well without native speakers in the school, admins or students. No, YY's facility isn't better than the newly renovated JKLM facilities, especially Janney and Lafayette. YY boosters will claim anything. Why, because they need a longer WL? They're searching for elusive self respect?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:YY has very small class sizes (approx 17) which is why the JKLM families leave their IB. The scores are better and the facility is much better.

What percentage of IB families from JKLM attend YY?

BS that JKLM families leave their IB schools for YY for small class sizes. A few do it for the Mandarin, though the Chinese isn't very well taught. You just can't do immersion well without native speakers in the school, admins or students. No, YY's facility isn't better than the newly renovated JKLM facilities, especially Janney and Lafayette. YY boosters will claim anything. Why, because they need a longer WL? They're searching for elusive self respect?

I have kids at Janney and we routinely have kids leave Yu Ying to come TO Janney.

[Anonymous]

Anonymous wrote:DC charter schools do not need no does DCPS some old fashioned pull-out gifted program that will just cause more havoc like we read on the suburbs' forums.

Every time one of these threads comes up, I ask for research that proves that gifted programs have tangible benefits. I have yet to receive a response.

[Anonymous]

That's right. We returned to Janney several years back with no regrets, and we're native Chinese speakers. I didn't see anything worth staying at YY for - not the commute, facilities, quality of instruction, atmosphere, extra curricular activities, level of parental involvement or language instruction. YY's fine if your in-boundary school isn't, and your kids don't speak Chinese well at home (no track to meet their academic needs at YY).

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC charter schools do not need no does DCPS some old fashioned pull-out gifted program that will just cause more havoc like we read on the suburbs' forums.

Every time one of these threads comes up, I ask for research that proves that gifted programs have tangible benefits. I have yet to receive a response.

I'll be your response, and "tangible benefits" on this thread in the absence of common sense on this one. I grew up poor, minority, FARMs. Entered full-time GT program in Boston public system at age 8. Passed Boston Latin admissions test at 12. Graduated from Latin and went to Ivy and Ivy law school. Am happy senior attorney with federal agency with PhD spouse. No GT, and I'd probably still be in the bad news South Boston housing project where I grew up.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DC charter schools do not need no does DCPS some old fashioned pull-out gifted program that will just cause more havoc like we read on the suburbs' forums.

Every time one of these threads comes up, I ask for research that proves that gifted programs have tangible benefits. I have yet to receive a response.

I'll be your response, and "tangible benefits" on this thread in the absence of common sense on this one. I grew up poor, minority, FARMs. Entered full-time GT program in Boston public system at age 8. Passed Boston Latin admissions test at 12. Graduated from Latin and went to Ivy and Ivy law school. Am happy senior attorney with federal agency with PhD spouse. No GT, and I'd probably still be in the bad news South Boston housing project where I grew up.

I'm sure you learned that anecdotes =/= data.