AAP Results 2023

[Anonymous]

Anonymous wrote:

Anonymous wrote:ADHD, anxiety, and other similar issues have nothing to do with intelligence. Children can be smart, very bright, gifted, ahead in school and struggle with behavior because of ADHD, anxiety, and other similar issues. It can be harder for parents of said children to receive a 504 plan or an IEP if their smart child with one of the above issues because the schools tend to require a child be failing or struggling academically in order to provide services for a child.

That said, the parents of kids who score high on the various tests with ok to crappy GBRSs and who are complaining about their child being bored and that is why their behavior is awful are not saying that their kid has ADHD, anxiety, or some other issue that is affecting their behavior in the classroom. These parents tend to complain that the Teacher just doesn’t like their kid and won’t acknowledge their child's genius. I tend to think that there are behavior problems that the parents are not addressing with their kids.

The parents who mention that their kid has ADHD, anxiety, or other similar issues at least gives the appearance that they are aware that their child is struggling with behavior and that it impacting the child and the classroom. The parent who just assumes that their genius child is going to behavior better in AAP because the program will meet their kids needs and school will suddenly not be boring and their child will no longer be disruptive are delusional.

Take a look at psychological studies on profoundly gifted kids, these kids might show signs of ADHD but can not be diagnosed since they don’t have attention issues. A reasonable amount of questioning against everything is what moves humanity forward, think about 400 years ago humans were still believing earth is flat and it’s the center of universe…. And Wave–particle duality…. If it doesn’t take people to question and take what’s been taught face value how a society move forward? We often dislike questioning and arguing in our schools, but these qualities are valuable in today’s corporate world, and these kids should be taught how to question and discuss other possibilities instead of argue, but their curiosity should not be discouraged.

Until the little genius publishes their ground breaking thesis, they need to learn how to not disrupt class no matter how profound their observations on Joody Moody happen to be

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ADHD, anxiety, and other similar issues have nothing to do with intelligence. Children can be smart, very bright, gifted, ahead in school and struggle with behavior because of ADHD, anxiety, and other similar issues. It can be harder for parents of said children to receive a 504 plan or an IEP if their smart child with one of the above issues because the schools tend to require a child be failing or struggling academically in order to provide services for a child.

That said, the parents of kids who score high on the various tests with ok to crappy GBRSs and who are complaining about their child being bored and that is why their behavior is awful are not saying that their kid has ADHD, anxiety, or some other issue that is affecting their behavior in the classroom. These parents tend to complain that the Teacher just doesn’t like their kid and won’t acknowledge their child's genius. I tend to think that there are behavior problems that the parents are not addressing with their kids.

The parents who mention that their kid has ADHD, anxiety, or other similar issues at least gives the appearance that they are aware that their child is struggling with behavior and that it impacting the child and the classroom. The parent who just assumes that their genius child is going to behavior better in AAP because the program will meet their kids needs and school will suddenly not be boring and their child will no longer be disruptive are delusional.

Take a look at psychological studies on profoundly gifted kids, these kids might show signs of ADHD but can not be diagnosed since they don’t have attention issues. A reasonable amount of questioning against everything is what moves humanity forward, think about 400 years ago humans were still believing earth is flat and it’s the center of universe…. And Wave–particle duality…. If it doesn’t take people to question and take what’s been taught face value how a society move forward? We often dislike questioning and arguing in our schools, but these qualities are valuable in today’s corporate world, and these kids should be taught how to question and discuss other possibilities instead of argue, but their curiosity should not be discouraged.

Until the little genius publishes their ground breaking thesis, they need to learn how to not disrupt class no matter how profound their observations on Joody Moody happen to be

So in your view, disabled kids, should be kept out of enriched classes? They'd likely disrupt any class and not sure why gifted classes should be free of students with disabilities.

[Anonymous]

Anonymous wrote:
That said, the parents of kids who score high on the various tests with ok to crappy GBRSs and who are complaining about their child being bored and that is why their behavior is awful are not saying that their kid has ADHD, anxiety, or some other issue that is affecting their behavior in the classroom.

You do realize that 2nd grade is on the very early side for kids to be diagnosed with ADHD, anxiety, etc. Many high IQ kids with poor behavior in 2nd grade simply haven't yet been diagnosed. Often, the very high test scores coupled with the bad GBRS is the first red flag many parents have that their child needs to be evaluated.

High IQ kids who are disruptive should be placed in AAP. There's some chance that they'll be more engaged and will disrupt the class less. The AAP teachers have at least some training in 2E issues and will be better able to handle them. The gen ed teachers already have too much on their plate to also handle the bored, disruptive, gifted kids.

[Anonymous]

“Some chance” is not good enough. At our center, the AAP classes are usually maxing out the capacity. How will an AAP teacher who has 29 kids have more time to deal with a disruptive kid than a Gen Ed teacher who has 23 kids? The parents need to be proactive about the diagnosis and should pursue additional support for their child. It’s not fair to the rest of the class especially since AAP is supposed to move faster than Gen Ed. Likely these gifted disruptive kids need to go to a private school like Nysmith to meet their needs. And frankly the “gifted” disruptive kids at our school are bullies who hit other kids. They do not belong in AAP.

[Anonymous]

Anonymous wrote:“Some chance” is not good enough. At our center, the AAP classes are usually maxing out the capacity. How will an AAP teacher who has 29 kids have more time to deal with a disruptive kid than a Gen Ed teacher who has 23 kids? The parents need to be proactive about the diagnosis and should pursue additional support for their child. It’s not fair to the rest of the class especially since AAP is supposed to move faster than Gen Ed. Likely these gifted disruptive kids need to go to a private school like Nysmith to meet their needs. And frankly the “gifted” disruptive kids at our school are bullies who hit other kids. They do not belong in AAP.

The right to "FAPE"?

[Anonymous]

Anonymous wrote:“Some chance” is not good enough. At our center, the AAP classes are usually maxing out the capacity. How will an AAP teacher who has 29 kids have more time to deal with a disruptive kid than a Gen Ed teacher who has 23 kids? The parents need to be proactive about the diagnosis and should pursue additional support for their child. It’s not fair to the rest of the class especially since AAP is supposed to move faster than Gen Ed. Likely these gifted disruptive kids need to go to a private school like Nysmith to meet their needs. And frankly the “gifted” disruptive kids at our school are bullies who hit other kids. They do not belong in AAP.

Again, AAP is highly diluted...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:ADHD, anxiety, and other similar issues have nothing to do with intelligence. Children can be smart, very bright, gifted, ahead in school and struggle with behavior because of ADHD, anxiety, and other similar issues. It can be harder for parents of said children to receive a 504 plan or an IEP if their smart child with one of the above issues because the schools tend to require a child be failing or struggling academically in order to provide services for a child.

That said, the parents of kids who score high on the various tests with ok to crappy GBRSs and who are complaining about their child being bored and that is why their behavior is awful are not saying that their kid has ADHD, anxiety, or some other issue that is affecting their behavior in the classroom. These parents tend to complain that the Teacher just doesn’t like their kid and won’t acknowledge their child's genius. I tend to think that there are behavior problems that the parents are not addressing with their kids.

The parents who mention that their kid has ADHD, anxiety, or other similar issues at least gives the appearance that they are aware that their child is struggling with behavior and that it impacting the child and the classroom. The parent who just assumes that their genius child is going to behavior better in AAP because the program will meet their kids needs and school will suddenly not be boring and their child will no longer be disruptive are delusional.

Take a look at psychological studies on profoundly gifted kids, these kids might show signs of ADHD but can not be diagnosed since they don’t have attention issues. A reasonable amount of questioning against everything is what moves humanity forward, think about 400 years ago humans were still believing earth is flat and it’s the center of universe…. And Wave–particle duality…. If it doesn’t take people to question and take what’s been taught face value how a society move forward? We often dislike questioning and arguing in our schools, but these qualities are valuable in today’s corporate world, and these kids should be taught how to question and discuss other possibilities instead of argue, but their curiosity should not be discouraged.

Until the little genius publishes their ground breaking thesis, they need to learn how to not disrupt class no matter how profound their observations on Joody Moody happen to be

So in your view, disabled kids, should be kept out of enriched classes? They'd likely disrupt any class and not sure why gifted classes should be free of students with disabilities.

There is a difference between disabled and bored

[Anonymous]

Anonymous wrote:“Some chance” is not good enough. At our center, the AAP classes are usually maxing out the capacity. How will an AAP teacher who has 29 kids have more time to deal with a disruptive kid than a Gen Ed teacher who has 23 kids? The parents need to be proactive about the diagnosis and should pursue additional support for their child. It’s not fair to the rest of the class especially since AAP is supposed to move faster than Gen Ed. Likely these gifted disruptive kids need to go to a private school like Nysmith to meet their needs. And frankly the “gifted” disruptive kids at our school are bullies who hit other kids. They do not belong in AAP.

It's not fair to gen ed students to lump all of the disruptive kids into their classes. The 'gifted' bullies belong in AAP and the AAP teachers should deal with them

[Anonymous]

Anonymous wrote:

Anonymous wrote:“Some chance” is not good enough. At our center, the AAP classes are usually maxing out the capacity. How will an AAP teacher who has 29 kids have more time to deal with a disruptive kid than a Gen Ed teacher who has 23 kids? The parents need to be proactive about the diagnosis and should pursue additional support for their child. It’s not fair to the rest of the class especially since AAP is supposed to move faster than Gen Ed. Likely these gifted disruptive kids need to go to a private school like Nysmith to meet their needs. And frankly the “gifted” disruptive kids at our school are bullies who hit other kids. They do not belong in AAP.

It's not fair to gen ed students to lump all of the disruptive kids into their classes. The 'gifted' bullies belong in AAP and the AAP teachers should deal with them

Seems to me the disruptive are being washed out of AAP via GBRS this year. I'm glad.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:“Some chance” is not good enough. At our center, the AAP classes are usually maxing out the capacity. How will an AAP teacher who has 29 kids have more time to deal with a disruptive kid than a Gen Ed teacher who has 23 kids? The parents need to be proactive about the diagnosis and should pursue additional support for their child. It’s not fair to the rest of the class especially since AAP is supposed to move faster than Gen Ed. Likely these gifted disruptive kids need to go to a private school like Nysmith to meet their needs. And frankly the “gifted” disruptive kids at our school are bullies who hit other kids. They do not belong in AAP.

It's not fair to gen ed students to lump all of the disruptive kids into their classes. The 'gifted' bullies belong in AAP and the AAP teachers should deal with them

Seems to me the disruptive are being washed out of AAP via GBRS this year. I'm glad.

not until the WISC scores become visible... if the WISC scores are getting ignored, FCPS will face some serious lawsuits, and will likely end the AAP at least the diluted AAP

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:“Some chance” is not good enough. At our center, the AAP classes are usually maxing out the capacity. How will an AAP teacher who has 29 kids have more time to deal with a disruptive kid than a Gen Ed teacher who has 23 kids? The parents need to be proactive about the diagnosis and should pursue additional support for their child. It’s not fair to the rest of the class especially since AAP is supposed to move faster than Gen Ed. Likely these gifted disruptive kids need to go to a private school like Nysmith to meet their needs. And frankly the “gifted” disruptive kids at our school are bullies who hit other kids. They do not belong in AAP.

It's not fair to gen ed students to lump all of the disruptive kids into their classes. The 'gifted' bullies belong in AAP and the AAP teachers should deal with them

Seems to me the disruptive are being washed out of AAP via GBRS this year. I'm glad.

Our teachers seem to be really good about giving those kids great GBRS and sending them on their way

[Anonymous]

History teacher, “blah blah volksgeist blah blah.”
Student reflexively chimes in, “Spirit of the people!”
Teacher, “Oh, you speak German?”
Student, “What? No, that was just a guess based on ‘volkswagon’ and ‘poltergeist.’”
That comment came from a student with a measured IQ of 150.
IQ tests results above 150 are basically a wash; practically, they only mean that a student is surpassingly bright. Interacting with a surpassingly bright person tends to quickly give you an impression that they’re not really on your same wavelength—exactly the same way as interacting with a surpassingly dim person. The bright person may struggle to follow your thoughts and make themselves understood. Very high and very low IQs are both rightly considered “special education” cases because of their specialized learning needs.
The main thing you’d probably notice when talking to (or teaching!) a surpassingly bright person is the way they make connections. You explain waves, and suddenly the whole electromagnetic spectrum makes sense to them. You explain Frankenstein, and suddenly the complex interplay of naturalism and humanism in the 19th Century imagination makes sense to them. They mostly just realize these connections instantly without thinking through them. They don’t necessarily learn facts faster than anyone else, but they understand much faster.
It’s a trip, seriously.
As an educator, there’s no keeping up with them. Teaching them becomes 95% a matter of keeping their attention and creativity engaged. If teaching regulars classes is a bit like dogwalking…
They CAN run, but guidance and prompting helps them get from point A to point B.
Then teaching the severely gifted is like being the caretaker of stallions.
They cannot help but run, and fast…so you care for them, feed them, and throw open the gates. You don’t “lead” them so much as “suggest a direction.”
When the gifted student asks, “Teacher, why are we running?” you say, “There are wonders just over the horizon,” and rumble rumble go the hoofbeats.

[Anonymous]

Anonymous wrote:History teacher, “blah blah volksgeist blah blah.”
Student reflexively chimes in, “Spirit of the people!”
Teacher, “Oh, you speak German?”
Student, “What? No, that was just a guess based on ‘volkswagon’ and ‘poltergeist.’”
That comment came from a student with a measured IQ of 150.
IQ tests results above 150 are basically a wash; practically, they only mean that a student is surpassingly bright. Interacting with a surpassingly bright person tends to quickly give you an impression that they’re not really on your same wavelength—exactly the same way as interacting with a surpassingly dim person. The bright person may struggle to follow your thoughts and make themselves understood. Very high and very low IQs are both rightly considered “special education” cases because of their specialized learning needs.
The main thing you’d probably notice when talking to (or teaching!) a surpassingly bright person is the way they make connections. You explain waves, and suddenly the whole electromagnetic spectrum makes sense to them. You explain Frankenstein, and suddenly the complex interplay of naturalism and humanism in the 19th Century imagination makes sense to them. They mostly just realize these connections instantly without thinking through them. They don’t necessarily learn facts faster than anyone else, but they understand much faster.
It’s a trip, seriously.
As an educator, there’s no keeping up with them. Teaching them becomes 95% a matter of keeping their attention and creativity engaged. If teaching regulars classes is a bit like dogwalking…
They CAN run, but guidance and prompting helps them get from point A to point B.
Then teaching the severely gifted is like being the caretaker of stallions.
They cannot help but run, and fast…so you care for them, feed them, and throw open the gates. You don’t “lead” them so much as “suggest a direction.”
When the gifted student asks, “Teacher, why are we running?” you say, “There are wonders just over the horizon,” and rumble rumble go the hoofbeats.

It's a public school, if they want a spiral guid for a teacher, they need to look elsewhere. There are 25 other kids in the class an no one has time to indulge the genius

[Anonymous]

Anonymous wrote:

Anonymous wrote:History teacher, “blah blah volksgeist blah blah.”
Student reflexively chimes in, “Spirit of the people!”
Teacher, “Oh, you speak German?”
Student, “What? No, that was just a guess based on ‘volkswagon’ and ‘poltergeist.’”
That comment came from a student with a measured IQ of 150.
IQ tests results above 150 are basically a wash; practically, they only mean that a student is surpassingly bright. Interacting with a surpassingly bright person tends to quickly give you an impression that they’re not really on your same wavelength—exactly the same way as interacting with a surpassingly dim person. The bright person may struggle to follow your thoughts and make themselves understood. Very high and very low IQs are both rightly considered “special education” cases because of their specialized learning needs.
The main thing you’d probably notice when talking to (or teaching!) a surpassingly bright person is the way they make connections. You explain waves, and suddenly the whole electromagnetic spectrum makes sense to them. You explain Frankenstein, and suddenly the complex interplay of naturalism and humanism in the 19th Century imagination makes sense to them. They mostly just realize these connections instantly without thinking through them. They don’t necessarily learn facts faster than anyone else, but they understand much faster.
It’s a trip, seriously.
As an educator, there’s no keeping up with them. Teaching them becomes 95% a matter of keeping their attention and creativity engaged. If teaching regulars classes is a bit like dogwalking…
They CAN run, but guidance and prompting helps them get from point A to point B.
Then teaching the severely gifted is like being the caretaker of stallions.
They cannot help but run, and fast…so you care for them, feed them, and throw open the gates. You don’t “lead” them so much as “suggest a direction.”
When the gifted student asks, “Teacher, why are we running?” you say, “There are wonders just over the horizon,” and rumble rumble go the hoofbeats.

It's a public school, if they want a spiral guid for a teacher, they need to look elsewhere. There are 25 other kids in the class an no one has time to indulge the genius

and the gifted program should only reserve for the truly gifted. like for the top 2-4%, that's how most of the public gifted program are directed for in the country.

[Anonymous]

Anonymous wrote:“Some chance” is not good enough. At our center, the AAP classes are usually maxing out the capacity. How will an AAP teacher who has 29 kids have more time to deal with a disruptive kid than a Gen Ed teacher who has 23 kids? The parents need to be proactive about the diagnosis and should pursue additional support for their child. It’s not fair to the rest of the class especially since AAP is supposed to move faster than Gen Ed. Likely these gifted disruptive kids need to go to a private school like Nysmith to meet their needs. And frankly the “gifted” disruptive kids at our school are bullies who hit other kids. They do not belong in AAP.

What Center are you at with only 23 kids in Gen Ed? My child's base school is a Center and they have 2 Gen Ed classes with 29-31 kids.

And I think you are advocating for bullies to be in Gen Ed? Am I reading that right? Just because a kid doesn't score above 141 on the COGAT doesn't mean that they should have to be in classes with bullies.