Staying at LLIV instead of center

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Sorry, I am new to AAP, but what are the pros and the cons? This week both our base school and the center have orientations, on different days, so I plan on going, but I would love to hear the different opinions here as well. My kids will change schools regardless this year because we moved, but I honestly don't know which is better. Is the curriculum the same? Are the base classes smaller, because theoretically a lot of kids went to the center? TIA!

It's really something you have to ask comparing LLIV and Centers individually. Because LLIV X may be awesome compared to Center A, but LLIV Y could be horrible compared to it's Center B. The curriculum's are the same but it all comes down to implementation which is affected by administration and teachers. As for class sizes, usually LLIV class sizes are smaller, but not always. Again it depends on what LLIV and what center. But even if it is smaller, it's usually the difference of 5-7 kids.

We chose LLIV because we found the teachers at both to be qualified qualified and inspiring. So it came down to extracurriculars for us. Extracurriculars are a big part of our son's life. He's a shy kid who derives a lot of self esteem from his activities outside of school. The late end time and long bus ride would cause him to miss the start times of a few of his activities and it wasn't worth it to us. Plus, in our area the center is a bit intense for our liking in elementary school.

Thank you, this is helpful. Is this something you can determine though by just going to both orientations? I mean, of course the teachers/admin at both the Center and the Base school will say that their program is excellent.

please explain further the start time : are there two buses then for the same school coming at different times? how much extra time is that ?
nothing was said about the bus times at the orientation
we are in new area this year and my DD just started in FCPS last year the school for her now is also the aap center and she is starting in the program .

Our center start time is 9:10 am but our son has to be picked up at 8:19 am for the center. Meanwhile, our LLIV start time is 8:55 am and our son is picked up at 8:35 am. So he's just up early to ride a long bus. Same with on the way home. Center gets out at 3:55 pm and bus isn't back until 4:50 pm. LLIV gets our at 3:40 but son is home by 4 pm.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Sorry, I am new to AAP, but what are the pros and the cons? This week both our base school and the center have orientations, on different days, so I plan on going, but I would love to hear the different opinions here as well. My kids will change schools regardless this year because we moved, but I honestly don't know which is better. Is the curriculum the same? Are the base classes smaller, because theoretically a lot of kids went to the center? TIA!

It's really something you have to ask comparing LLIV and Centers individually. Because LLIV X may be awesome compared to Center A, but LLIV Y could be horrible compared to it's Center B. The curriculum's are the same but it all comes down to implementation which is affected by administration and teachers. As for class sizes, usually LLIV class sizes are smaller, but not always. Again it depends on what LLIV and what center. But even if it is smaller, it's usually the difference of 5-7 kids.

We chose LLIV because we found the teachers at both to be qualified qualified and inspiring. So it came down to extracurriculars for us. Extracurriculars are a big part of our son's life. He's a shy kid who derives a lot of self esteem from his activities outside of school. The late end time and long bus ride would cause him to miss the start times of a few of his activities and it wasn't worth it to us. Plus, in our area the center is a bit intense for our liking in elementary school.

Thank you, this is helpful. Is this something you can determine though by just going to both orientations? I mean, of course the teachers/admin at both the Center and the Base school will say that their program is excellent.

please explain further the start time : are there two buses then for the same school coming at different times? how much extra time is that ?
nothing was said about the bus times at the orientation
we are in new area this year and my DD just started in FCPS last year the school for her now is also the aap center and she is starting in the program .

Our center start time is 9:10 am but our son has to be picked up at 8:19 am for the center. Meanwhile, our LLIV start time is 8:55 am and our son is picked up at 8:35 am. So he's just up early to ride a long bus. Same with on the way home. Center gets out at 3:55 pm and bus isn't back until 4:50 pm. LLIV gets our at 3:40 but son is home by 4 pm.

This is how it is in our area too. Center means you get up earlier and get home later.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Glad to have the input that centers are a better fit for quirky kids. Mine is not quirky and I worried about that issue. It sounds like keeping at the base school is a better fit since mine is not a stereotypically nerdy smart kid.

If your kid does not need the extra "stuff" from a Center (including supports), I agree the neighborhood school should work out just fine.

+1

Centers are for the stereotypical gifted kids. Local Level IV schools are for the stereotypical bright kids.

http://www.iusd.org/wp/documents/brightchildorgiftedlearner.pdf

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Glad to have the input that centers are a better fit for quirky kids. Mine is not quirky and I worried about that issue. It sounds like keeping at the base school is a better fit since mine is not a stereotypically nerdy smart kid.

If your kid does not need the extra "stuff" from a Center (including supports), I agree the neighborhood school should work out just fine.

+1

Centers are for the stereotypical gifted kids. Local Level IV schools are for the stereotypical bright kids.

http://www.iusd.org/wp/documents/brightchildorgiftedlearner.pdf

What are supports?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Glad to have the input that centers are a better fit for quirky kids. Mine is not quirky and I worried about that issue. It sounds like keeping at the base school is a better fit since mine is not a stereotypically nerdy smart kid.

If your kid does not need the extra "stuff" from a Center (including supports), I agree the neighborhood school should work out just fine.

+1

Centers are for the stereotypical gifted kids. Local Level IV schools are for the stereotypical bright kids.

http://www.iusd.org/wp/documents/brightchildorgiftedlearner.pdf

Not true OP. Don't listen to this mess. I have 2 AAP children in MS and 1 in 4th grade AAP. 2 oldest did LLIV. They're in 8th and can run circles around some of the kids who came from the center just as some center kids can run circles around them. It's just about each child, not LLIV vs. center. They're twins and their IQ's weren't far apart. Both in the 140s. Gifted IQs, one considered genius and again, both did LLIV. My now 2nd grader will also do LLIV. We don't know his IQ. His pool scores were both in 140s though.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Glad to have the input that centers are a better fit for quirky kids. Mine is not quirky and I worried about that issue. It sounds like keeping at the base school is a better fit since mine is not a stereotypically nerdy smart kid.

If your kid does not need the extra "stuff" from a Center (including supports), I agree the neighborhood school should work out just fine.

+1

Centers are for the stereotypical gifted kids. Local Level IV schools are for the stereotypical bright kids.

http://www.iusd.org/wp/documents/brightchildorgiftedlearner.pdf

I'm the one who said my child is not stereotypically nerdy smart. But he is much more like the Gifted Learner profile than the Bright Child profile. You can be a gifted learner yet be much more typical when it comes to personality and social skills. It seems like by my saying he is not "quirky" or "nerdy" you're inferring that he is not actually a gifted learner.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Glad to have the input that centers are a better fit for quirky kids. Mine is not quirky and I worried about that issue. It sounds like keeping at the base school is a better fit since mine is not a stereotypically nerdy smart kid.

If your kid does not need the extra "stuff" from a Center (including supports), I agree the neighborhood school should work out just fine.

+1

Every kid is different and every kid has preferences. What works great for one kid may not be so great for another (even for kids with the same stats, including NNAT, CogAT, and WISC scores).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Glad to have the input that centers are a better fit for quirky kids. Mine is not quirky and I worried about that issue. It sounds like keeping at the base school is a better fit since mine is not a stereotypically nerdy smart kid.

If your kid does not need the extra "stuff" from a Center (including supports), I agree the neighborhood school should work out just fine.

+1

Centers are for the stereotypical gifted kids. Local Level IV schools are for the stereotypical bright kids.

http://www.iusd.org/wp/documents/brightchildorgiftedlearner.pdf

What are supports?

NP here -- I think the PP was referring to accommodations. Center teachers often (but not always) have more experience providing accommodations to "gifted" kids.

[Anonymous]

So if you had to choose between Timber Lane LLIV and Haycock AAP for a bright, determined, spirited, but not genious or super quirky kid, which would you choose?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Glad to have the input that centers are a better fit for quirky kids. Mine is not quirky and I worried about that issue. It sounds like keeping at the base school is a better fit since mine is not a stereotypically nerdy smart kid.

If your kid does not need the extra "stuff" from a Center (including supports), I agree the neighborhood school should work out just fine.

+1

Centers are for the stereotypical gifted kids. Local Level IV schools are for the stereotypical bright kids.

http://www.iusd.org/wp/documents/brightchildorgiftedlearner.pdf

What are supports?

NP here -- I think the PP was referring to accommodations. Center teachers often (but not always) have more experience providing accommodations to "gifted" kids.

Sorry to be dense but what accommodations are we talking about here?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Sorry, I am new to AAP, but what are the pros and the cons? This week both our base school and the center have orientations, on different days, so I plan on going, but I would love to hear the different opinions here as well. My kids will change schools regardless this year because we moved, but I honestly don't know which is better. Is the curriculum the same? Are the base classes smaller, because theoretically a lot of kids went to the center? TIA!

In my experience, the center is much better with boys in general, 2E kids and quirky kids.

The center class "noise level" seems to be louder, but the buzz is related to class discussions and side discussions are a lot more arguing ideas. At the base school, classes seam more orderly, but when things get noisy the side dicussiona are normal goofing off.

If you end up with an advanced group in your class at the center the pace will be much faster than other classes.

Do you actually have first hand experience in both a center and local level iv?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Sorry, I am new to AAP, but what are the pros and the cons? This week both our base school and the center have orientations, on different days, so I plan on going, but I would love to hear the different opinions here as well. My kids will change schools regardless this year because we moved, but I honestly don't know which is better. Is the curriculum the same? Are the base classes smaller, because theoretically a lot of kids went to the center? TIA!

It's really something you have to ask comparing LLIV and Centers individually. Because LLIV X may be awesome compared to Center A, but LLIV Y could be horrible compared to it's Center B. The curriculum's are the same but it all comes down to implementation which is affected by administration and teachers. As for class sizes, usually LLIV class sizes are smaller, but not always. Again it depends on what LLIV and what center. But even if it is smaller, it's usually the difference of 5-7 kids.

We chose LLIV because we found the teachers at both to be qualified qualified and inspiring. So it came down to extracurriculars for us. Extracurriculars are a big part of our son's life. He's a shy kid who derives a lot of self esteem from his activities outside of school. The late end time and long bus ride would cause him to miss the start times of a few of his activities and it wasn't worth it to us. Plus, in our area the center is a bit intense for our liking in elementary school.

Thank you, this is helpful. Is this something you can determine though by just going to both orientations? I mean, of course the teachers/admin at both the Center and the Base school will say that their program is excellent.

please explain further the start time : are there two buses then for the same school coming at different times? how much extra time is that ?
nothing was said about the bus times at the orientation
we are in new area this year and my DD just started in FCPS last year the school for her now is also the aap center and she is starting in the program .

No, not two buses from the same school. You can look at each school's start time to get an idea for how early or late it starts. Some are in the 7:00 hour and others are in the 9:00 hour. Often, Center schools start later simply because the buses are traveling further out from the school to pick up all the kids who go there.

thank you for explanation

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Glad to have the input that centers are a better fit for quirky kids. Mine is not quirky and I worried about that issue. It sounds like keeping at the base school is a better fit since mine is not a stereotypically nerdy smart kid.

If your kid does not need the extra "stuff" from a Center (including supports), I agree the neighborhood school should work out just fine.

+1

Centers are for the stereotypical gifted kids. Local Level IV schools are for the stereotypical bright kids.

http://www.iusd.org/wp/documents/brightchildorgiftedlearner.pdf

What are supports?

NP here -- I think the PP was referring to accommodations. Center teachers often (but not always) have more experience providing accommodations to "gifted" kids.

Sorry to be dense but what accommodations are we talking about here?

Methods and approaches to address the individual needs of the student. Some examples might be (all depending upon the needs of the student) -- these are copied/pasted from a resource I use for my children:

Classroom environment and seating --
Classroom has predictable daily routines
Schedule changes are discussed ahead of time
Consistent and clear limits are set for classroom behavior
Work alternates short concentrated periods with breaks
Visual distractions in classroom are minimal
Auditory distractions in classroom are minimal
Small group instruction
Team teaching
Identify teaching-style/student match (e.g. structured, nurturing, etc.)
Seat in front of classroom
Seat in quiet area
Seat near teacher
Seat near good role model
Seat near 'study buddy'
Increase distance between desks
Reduce distractions on or near desk
Seat away from distracting stimuli
Seat in study carrel or use partitions

Assignments/Homework --
Extra time to complete assigned work
Shorten assignments/work periods
Simplify complex directions
Break long assignments into smaller parts
Assist student in setting short term goals
Pair written instructions with oral instructions
Develop private signal from pupil to teacher to request repetition of oral directions
Repeat oral instructions
Check homework daily
Reduce amount of homework
Limit homework to ________ minutes per night
Permit assignments to be printed or typewritten without penalty
Permit writing assignments to be turned in on audio-cassette
Permit writing assignments to be given orally
Permit extra credit assignments
Permit re-submitted assignments
Adapt assignment to minimize writing (e.g. circle, cross out, write above line, etc.)
Do not grade handwriting
Do not grade spelling

Test Taking and Grading --
Provide written outline of main points prior to test
Allow open book exams
Allow outline or notes during exams
Give exam orally
Give take-home tests
Allow student to dictate answers on tape recorder
Give frequent short quizzes rather than long exam
Allow extra time for exam
Allow test to be taken untimed with specified short breaks
Read test item to student
Provide student with following information:
Grade performance relative to normal grade level expectations (traditional grade)
Grade for apparent effort
Grade performance relative to own growth and improvement (progress compared to own previous achievement)
Avoid using child as negative example to others
Avoid questioning child's motivation or effort
Encourage child to accept own mistakes
Identify whether test will assess abilities or disabilities

Home/School/Community Communication --
Parent/teacher conference frequency _______
Teacher/student conference frequency _______
Parent/student/teacher conference frequency ______
Provide daily/weekly progress checklist
Call parent if ______________________________
Provide case manager/school social worker to give lead in communicating within school, and between school, home and community. This includes assistance in selection of teachers; and teacher, aides, bus driver and administration orientation and awareness regarding nature of disability and adaptation needs and monitoring effectiveness of this adaptation plan.
Monitor medication taking
Assist physician in medication monitoring

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Glad to have the input that centers are a better fit for quirky kids. Mine is not quirky and I worried about that issue. It sounds like keeping at the base school is a better fit since mine is not a stereotypically nerdy smart kid.

If your kid does not need the extra "stuff" from a Center (including supports), I agree the neighborhood school should work out just fine.

+1

Centers are for the stereotypical gifted kids. Local Level IV schools are for the stereotypical bright kids.

http://www.iusd.org/wp/documents/brightchildorgiftedlearner.pdf

What are supports?

NP here -- I think the PP was referring to accommodations. Center teachers often (but not always) have more experience providing accommodations to "gifted" kids.

Sorry to be dense but what accommodations are we talking about here?

Methods and approaches to address the individual needs of the student. Some examples might be (all depending upon the needs of the student) -- these are copied/pasted from a resource I use for my children:

Classroom environment and seating --
Classroom has predictable daily routines
Schedule changes are discussed ahead of time
Consistent and clear limits are set for classroom behavior
Work alternates short concentrated periods with breaks
Visual distractions in classroom are minimal
Auditory distractions in classroom are minimal
Small group instruction
Team teaching
Identify teaching-style/student match (e.g. structured, nurturing, etc.)
Seat in front of classroom
Seat in quiet area
Seat near teacher
Seat near good role model
Seat near 'study buddy'
Increase distance between desks
Reduce distractions on or near desk
Seat away from distracting stimuli
Seat in study carrel or use partitions

Assignments/Homework --
Extra time to complete assigned work
Shorten assignments/work periods
Simplify complex directions
Break long assignments into smaller parts
Assist student in setting short term goals
Pair written instructions with oral instructions
Develop private signal from pupil to teacher to request repetition of oral directions
Repeat oral instructions
Check homework daily
Reduce amount of homework
Limit homework to ________ minutes per night
Permit assignments to be printed or typewritten without penalty
Permit writing assignments to be turned in on audio-cassette
Permit writing assignments to be given orally
Permit extra credit assignments
Permit re-submitted assignments
Adapt assignment to minimize writing (e.g. circle, cross out, write above line, etc.)
Do not grade handwriting
Do not grade spelling

Test Taking and Grading --
Provide written outline of main points prior to test
Allow open book exams
Allow outline or notes during exams
Give exam orally
Give take-home tests
Allow student to dictate answers on tape recorder
Give frequent short quizzes rather than long exam
Allow extra time for exam
Allow test to be taken untimed with specified short breaks
Read test item to student
Provide student with following information:
Grade performance relative to normal grade level expectations (traditional grade)
Grade for apparent effort
Grade performance relative to own growth and improvement (progress compared to own previous achievement)
Avoid using child as negative example to others
Avoid questioning child's motivation or effort
Encourage child to accept own mistakes
Identify whether test will assess abilities or disabilities

Home/School/Community Communication --
Parent/teacher conference frequency _______
Teacher/student conference frequency _______
Parent/student/teacher conference frequency ______
Provide daily/weekly progress checklist
Call parent if ______________________________
Provide case manager/school social worker to give lead in communicating within school, and between school, home and community. This includes assistance in selection of teachers; and teacher, aides, bus driver and administration orientation and awareness regarding nature of disability and adaptation needs and monitoring effectiveness of this adaptation plan.
Monitor medication taking
Assist physician in medication monitoring

But you either have a 504 or IEP in place to get these accomodations correct? So LLIV or Center would have to implement these accommodations, no?

[Anonymous]

No -- Center teachers often provide informal accommodations without a 504 Plan in place.