FCPS potential changes to AAP

[Anonymous]

https://www.fcps.edu/node/32650

Read this. Talks about four reviewers this year
Need for context and mentions culture
And says 120+ screened for level iii
Never remember reading this years ago. I believe it's new

[Anonymous]

"As we move from an understanding of intelligence as innate ability grounded in a cultural and social context tied to Western, affluent populations to an understanding of intelligence as a student’s evolving potential that is contextually-based and is nurtured through experience, we provide numerous possibilities for understanding giftedness as developing potential in a much broader range of students."

[Anonymous]

Sound like Level IV stays about the same as it was though, right?

[Anonymous]

That FCPS link talks about numerical GBRS scores and pegs 11 as the minimum. Interesting that this is close to the board consensus of 12 and... they got rid of the numbers?!!

[Anonymous]

“Six professionals with different areas of expertise” and 4/6 yeses to get level 4 is different this year, isn’t it?

[Anonymous]

That document is a load of crap. Implementation of all this in general education classes 3-6 and K-2 is completely school dependent. Interesting how they lay out specific floors for level 3 consideration (120 on an ability test and 11 GBRS) but give zero specifics for level 4.

[Anonymous]

How do you get an 11 with the F,C,O format?

[Anonymous]

Anonymous wrote:How do you get an 11 with the F,C,O format?

3 Os and 1 C? I don't know. It's weird they put that article up based on the old system. And we've never seen anything from FCPS before with specifics like 120 on any test or an 11 GBRS.

[Anonymous]

Well, my child's work samples from the school were run of the mill worksheets and a weekend journal page. So I guess they didn't have any opportunities for high level thinking this year.

"collects strength-based work samples that represent a student’s thinking when presented with opportunities for higher level thinking."

[Anonymous]

Anonymous wrote:https://www.fcps.edu/node/32650

Read this. Talks about four reviewers this year
Need for context and mentions culture
And says 120+ screened for level iii
Never remember reading this years ago. I believe it's new

Didn't someone else post the whole procedure and said a file needed 3 yes'es?

[Anonymous]

Anonymous wrote:“Six professionals with different areas of expertise” and 4/6 yeses to get level 4 is different this year, isn’t it?

What are the six areas of expertise? Is one of them “diversity”? This doc is bizarre.

[Anonymous]

I think it’s great that they are trying to include more kids on the continuum of services but why does it feel like this year they were randomly excluding qualified kids? That is the opposite of the claims in this statement.

[Anonymous]

Anonymous wrote:Our center is 4 feeder schools + the center school = 5. Is that not the norm?

Regardless, it had two very small 3rd AAP classes last year, but my child was not accepted this year despite having 3 Fs 1 C, and high in pool test scores. I don’t know any children at our school who were admitted. We are about 50% FARMs/ELL kids.

So I don’t think your theory is correct.

I think only the crappy gen ed schools with lots of poor kids have this many schools feeding to one center, especially a small center like the one you are describing. If there are say 40 kids in the center 3rd grade, that’s fewer than 10 eligible kids from each feeder school. Most schools have double that or more going into the center.

I am surprised it is just as hard to get into that center as others, honestly. It’s not efficient for FCPS to run too-small center classrooms.

[Anonymous]

I think the "Final Thoughts" explains a lot this year.

"The identification of advanced academic potential must be grounded in an expanded understanding of intelligence that embraces diverse cultural, ethnic, and linguistic manifestations. A narrow definition of intelligence that is measured by how well children perform on assessments that require a knowledge of words and numbers learned in school precludes from participation in gifted programs certain populations of students who have not had the opportunity to attain this knowledge before coming to school. As we move from an understanding of intelligence as innate ability grounded in a cultural and social context tied to Western, affluent populations to an understanding of intelligence as a student’s evolving potential that is contextually-based and is nurtured through experience, we provide numerous possibilities for understanding giftedness as developing potential in a much broader range of students."


"embraces diverse cultural, ethnic, and linguistic manifestations"

"As we move from an understanding of intelligence as innate ability grounded in a cultural and social context tied to Western, affluent populations "... -->not taking as many Western, affluent children?

"contextually-based" = look at address, race, school?

[Anonymous]

Anonymous wrote:I think the "Final Thoughts" explains a lot this year.

"The identification of advanced academic potential must be grounded in an expanded understanding of intelligence that embraces diverse cultural, ethnic, and linguistic manifestations. A narrow definition of intelligence that is measured by how well children perform on assessments that require a knowledge of words and numbers learned in school precludes from participation in gifted programs certain populations of students who have not had the opportunity to attain this knowledge before coming to school. As we move from an understanding of intelligence as innate ability grounded in a cultural and social context tied to Western, affluent populations to an understanding of intelligence as a student’s evolving potential that is contextually-based and is nurtured through experience, we provide numerous possibilities for understanding giftedness as developing potential in a much broader range of students."


"embraces diverse cultural, ethnic, and linguistic manifestations"

"As we move from an understanding of intelligence as innate ability grounded in a cultural and social context tied to Western, affluent populations "... -->not taking as many Western, affluent children?

"contextually-based" = look at address, race, school?

Sounds like a PC load of crap!