Serious question - why should your kid be in AAP?

[Anonymous]

I've posted about this before but will do so again. My kid was accepted in second grade and could've gone to the center in third grade. There's no Local Level IV at our base school. DC was not interested in leaving friends and teachers that were all awesome, and DH and I agreed it was fine to stay at the base school for third grade. Third grade wasn't a terrible experience or anything, but it was clear after about the first month that DC was coasting and not at all challenged. If I'm being honest, there is a significant number of third grade kids at the base school who are at least 1-2 grade levels behind in reading and math, and the teacher definitely had her hands full trying to make sure those students were at least reasonably close to passing the SOL. There was lots of time spent doing independent reading and playing math games for the other kids, which is okay sometimes, but it gets old after awhile. At conference, the teacher suggested we seriously consider the Level IV Center for the following year, and DC agreed that this would be a good move. Fourth grade at the center is definitely more engaging and our kid is challenged and really involved in all projects and lessons and loves the classes.

[Anonymous]

Anonymous wrote:I've posted about this before but will do so again. My kid was accepted in second grade and could've gone to the center in third grade. There's no Local Level IV at our base school. DC was not interested in leaving friends and teachers that were all awesome, and DH and I agreed it was fine to stay at the base school for third grade. Third grade wasn't a terrible experience or anything, but it was clear after about the first month that DC was coasting and not at all challenged. If I'm being honest, there is a significant number of third grade kids at the base school who are at least 1-2 grade levels behind in reading and math, and the teacher definitely had her hands full trying to make sure those students were at least reasonably close to passing the SOL. There was lots of time spent doing independent reading and playing math games for the other kids, which is okay sometimes, but it gets old after awhile. At conference, the teacher suggested we seriously consider the Level IV Center for the following year, and DC agreed that this would be a good move. Fourth grade at the center is definitely more engaging and our kid is challenged and really involved in all projects and lessons and loves the classes.

What’s a significant number?

[Anonymous]

Duh, to be around the smart kids.

[Anonymous]

In my DD's case, there were issues with her test taking -- issues that remain today. My DD is autistic (very high functioning), but is often not flexible. We did not know about it in early ES, as she did fine in class. But in hindsight, I can see how it impacted her test taking.

The teacher even noted her frustration when she could not seek clarification on one section of the CogAT. The teacher noted it at the time, and mentioned it to me.

So, when filling out the parental referral (at the urging of the school), we talked about her -- those areas that were advanced such as her vocabulary, reading skills, and sense of humor. And her interest in nature.

It was not until high school that her full situation became clear. She was not able to comprehend the social nature of high school, because isolated and lonely and depressed. It was through that where we obtained a diagnosis.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I should have asked - what did you put on the parent referral form? "My kid's teacher thinks she would be well served by the program?" or something else?

This is a really good question - thank you for posting.

I am going to refer my 2nd grader even though we don't have the CogAT scores back yet. I admit I'm a little on the fence about it, but if she qualifies I want her to have the opportunity.

Her class is big this year, and I think she does well with more engagement - i.e. - I chaperoned a field trip and she was really into that format of question/answer from the guide, and I could see her using the classroom knowledge to apply it to what we were seeing on the field trip.

She's doing really well in her core subjects and it just seems like she could use more.

I'm not sure what I am going to say on the referral form, but some part of the above.

Her teacher this year is fine, but with the class size and some of the personalities I think she's not getting all she could.

Just so you know AAP classes were allowed to go up to 35 students a few years ago when ours were in the program. I guess they figured the kids/teachers could handle it - which couldn't be further from the truth as there are plenty of 2E kids in AAP. Not sure if this is the case now but the classes are no smaller and often bigger than GE. It was still a much better fit for our kids though.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I've posted about this before but will do so again. My kid was accepted in second grade and could've gone to the center in third grade. There's no Local Level IV at our base school. DC was not interested in leaving friends and teachers that were all awesome, and DH and I agreed it was fine to stay at the base school for third grade. Third grade wasn't a terrible experience or anything, but it was clear after about the first month that DC was coasting and not at all challenged. If I'm being honest, there is a significant number of third grade kids at the base school who are at least 1-2 grade levels behind in reading and math, and the teacher definitely had her hands full trying to make sure those students were at least reasonably close to passing the SOL. There was lots of time spent doing independent reading and playing math games for the other kids, which is okay sometimes, but it gets old after awhile. At conference, the teacher suggested we seriously consider the Level IV Center for the following year, and DC agreed that this would be a good move. Fourth grade at the center is definitely more engaging and our kid is challenged and really involved in all projects and lessons and loves the classes.

What’s a significant number?

PP here. In my kid’s third grade class of 24, there were six kids who were very behind. From what I understand, other classes had similar numbers and the school’s test scores seem to bear this out. There was an IA who pushed in to help these kids sometimes but she wasn’t in there all day and mostly supervised the rest of the class while the teachers tried to get the kids who really needed help up to speed.

[Anonymous]

Anonymous wrote:
Her teacher this year is fine, but with the class size and some of the personalities I think she's not getting all she could.

Just so you know AAP classes were allowed to go up to 35 students a few years ago when ours were in the program. I guess they figured the kids/teachers could handle it - which couldn't be further from the truth as there are plenty of 2E kids in AAP. Not sure if this is the case now but the classes are no smaller and often bigger than GE. It was still a much better fit for our kids though.

At my AAP center, AAP classes often have 31 or 32 students. GE classes are much smaller.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I've posted about this before but will do so again. My kid was accepted in second grade and could've gone to the center in third grade. There's no Local Level IV at our base school. DC was not interested in leaving friends and teachers that were all awesome, and DH and I agreed it was fine to stay at the base school for third grade. Third grade wasn't a terrible experience or anything, but it was clear after about the first month that DC was coasting and not at all challenged. If I'm being honest, there is a significant number of third grade kids at the base school who are at least 1-2 grade levels behind in reading and math, and the teacher definitely had her hands full trying to make sure those students were at least reasonably close to passing the SOL. There was lots of time spent doing independent reading and playing math games for the other kids, which is okay sometimes, but it gets old after awhile. At conference, the teacher suggested we seriously consider the Level IV Center for the following year, and DC agreed that this would be a good move. Fourth grade at the center is definitely more engaging and our kid is challenged and really involved in all projects and lessons and loves the classes.

What’s a significant number?

PP here. In my kid’s third grade class of 24, there were six kids who were very behind. From what I understand, other classes had similar numbers and the school’s test scores seem to bear this out. There was an IA who pushed in to help these kids sometimes but she wasn’t in there all day and mostly supervised the rest of the class while the teachers tried to get the kids who really needed help up to speed.

What school?

We’ve had some poorly behaved kids sucking up a lot of time in aap classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I've posted about this before but will do so again. My kid was accepted in second grade and could've gone to the center in third grade. There's no Local Level IV at our base school. DC was not interested in leaving friends and teachers that were all awesome, and DH and I agreed it was fine to stay at the base school for third grade. Third grade wasn't a terrible experience or anything, but it was clear after about the first month that DC was coasting and not at all challenged. If I'm being honest, there is a significant number of third grade kids at the base school who are at least 1-2 grade levels behind in reading and math, and the teacher definitely had her hands full trying to make sure those students were at least reasonably close to passing the SOL. There was lots of time spent doing independent reading and playing math games for the other kids, which is okay sometimes, but it gets old after awhile. At conference, the teacher suggested we seriously consider the Level IV Center for the following year, and DC agreed that this would be a good move. Fourth grade at the center is definitely more engaging and our kid is challenged and really involved in all projects and lessons and loves the classes.

What’s a significant number?

PP here. In my kid’s third grade class of 24, there were six kids who were very behind. From what I understand, other classes had similar numbers and the school’s test scores seem to bear this out. There was an IA who pushed in to help these kids sometimes but she wasn’t in there all day and mostly supervised the rest of the class while the teachers tried to get the kids who really needed help up to speed.

What school?

We’ve had some poorly behaved kids sucking up a lot of time in aap classes.

I have younger kids who are still at the base school and work for the county-- I would rather not identify the school in question. It's a good school with sweet kids and an awesome staff, but just was not a great fit for our kid after third grade.

My kid's teacher at the center school runs a VERY tight ship and I haven't heard too many comments about behavior distractions. I'm aware this could change in coming years, although from what I can tell, the expectations are well-laid out.

[Anonymous]

AAP is not a "perfect behavior" program -- although some number of AAP kids get in simply because they are better behaved "good" students -- and thus seen as "bright" by their teachers -- while the super gifted child who is dancing on his desk with boredom is seen as "not smart enough for AAP". I'm kind of glad they ditched the GBRS score this year -- as that seemed so subjective.

I've had 4 kids in AAP. My two oldest were in a class (at the local school) with other AAP kids, and some number of "guested" AAP kids who were generally better behaved and had good study skills. The "guested" kids were frequently just as capable as the "true" AAP kids at being able to perform the AAP curriculum -- it's not that hard, and kids with good study skills can handle it just fine. I think they should get that opportunity. My younger 2 went to a Center School -- and saw much more of a mix of AAP kids -- including some who were very bright, but ALSO had "behavioral" challenges.

FFx County can't even decide for itself whether this program shoudl really be for "gifted" kids (it's not) or kids who are just capable of more or harder work at an earlier age. I liked the program simply because I think the expectations for education generally have sunk to a new low, and the AAP program has slightly higher expectations.

[Anonymous]

True, my AAP kids were expected to take home and read teacher selected books and write responses. Imagine that! Didn't happen at our base.

[Anonymous]

Because my kid was tested when we suspected learning disabilities and even though he didn't make cutoff to be in pool on NNAT and CogAT, he scored a 155 on a WISC-V. I put that my son belonged in AAP because gen ed (and AAP quire honestly, although I did not say this) cannot serve a child with a 155 IQ.

[Anonymous]

to get away from the poors and middle class so you can be surrounded by helicopter parent morons

[Anonymous]

Because she has an IQ in the top 10% per psychological testing.

[Anonymous]

Anonymous wrote:Because she has an IQ in the top 10% per psychological testing.

AAP is not supposed to serve kids with IQs merely in the top 10%. It should be reserved for top 2 or 3%.