Ruf Estimates™ of Levels of Gifted Assessment: http://www.talentigniter.com/ruf-estimates http://www.nagc.org/uploadedfiles/php/php_art...0highly%20gifted.pdf http://www.goodreads.com/book/show/7286330-5-levels-of-gifted Level Three (IQ 130-140): There are one or two Level Three children in every 100 in the average school. They are rarely in the same elementary class and can feel very, very lonely. Level Four (IQ 135-141+): There are about one per 200 children in the average school. Without special arrangements, they can feel very different from their typical classmates. Level Five (IQ 141+): We know they occur more often than once in a million, and we know regular grade school does not work for them. |
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I totally agree. This has been our child's experience with AAP too--when kids like this are together, they feed off each other. I volunteer and help with Junior Great Books (my own kid's not even in the small groups I've led) and it's amazing to hear the connections these kids can make and the way they can have mature discussions with each other. I'm sorry others' kids are having these bad experiences with AAP at their particular centers or schools but that doesn't mean the entire model is some awful failure. I only can speak to my kid's experiences which have been very positive, with challenging and interesting work and peers who like being at school together. Not every teacher was a total gem in every subject but each teacher had strengths and some have been outstanding. I think some parents on here believe that AAP and its teachers must be perfect -- however they define perfect -- or it's worthless. Sad. |
My daughter is in AAP. Third grade was less transparent than non-AAP first and second grade. Fourth grade has ramped up (her math is fifth grade math) and is more transparent. A lot depends on the teacher. Our experience has been good. She was bored outside of AAP, but everything depends on the child. You can't go wrong - AAP or non-AAP - in Fairfax county because the schools are so good. |
What you are describing, the kids talking and feeding off each other in discussion is what I would love to see, but it isn't happening. I know alot is because of discipline problems in the class, but whenever the kids are supposed to be working in groups and talking/discussing, the projects get shut down because certain kids get too loud and are not staying on task. My DC and a friends DC have come home in TEARS because they were not able to finish things or the class got into trouble as a whole for being too loud. I AM in the classroom to see what goes on - at least once a week I am (stuffing weekly folders) so I do see first hand alot of the issues. I KNOW that the school is good, the program is great, but this year and this class is seriously lacking. I worry because these are the kids my DC will be with the next few years. |
We don't have AAP at my county- we have GT pull outs specific to subjects, e.g., kid may be GT math, but not reading, etc. I love this concept--but I agree with the above poster. 3 of the 5 boys in the pull out with my son are so incredibly ill-behaved, really bad social issues, very disruptive. My kid doesn't want to be in pull-out with these kids. |
...and I have two sons (no daughters) so I am not knocking boys. I am just wondering if these social issues are somewhat Biochemical in nature. They often go with high understanding of math, etc.. |
PP- what school is this? I'd appreciate your providing the name, initials, hint something since I am not OP but am considering going to the center rather than staying at base school... |