Sound off if you think AAP is BS

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

Exactly

And yet your snowflake didn't get in and your big mad! Hmmmm

If that's what you want to think to make yourself feel better...but my kid goes to private.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

You say I'm putting words in your mouths and then you go on to say that there is no difference between the top of of GE and lower half of AAP. Funny. Another version of the same song.

Yes, there is a big chunk on the cusp, but no matter where the cut off is, there will always be. It only creates division because of fragile egos.

Wow. I was really trying to give you the benefit of the doubt, but you seem to get denser with each post. I've clearly bolded my words for you to attempt reading again: "THERE IS MUCH OVERLAP" is what I said. Not that "there is no difference." And I stand by that. Your "big chunk on the cusp" is the same way of saying "there is much overlap." Geez - stop making up things that people aren't saying.

And it would be so interesting to hear your song and dance if the cutoff were high enough that your own kid wasn't admitted to AAP. "Fragile egos," indeed. Try: this is a public school, funded by all FCPS families, not a private academy for your kid.

That would have to be 150 but then you'd cry about how kids with IQs of 145 should get in too. You'd never be happy.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

Exactly

And yet your snowflake didn't get in and your big mad! Hmmmm

If that's what you want to think to make yourself feel better...but my kid goes to private.

Well thank you for your tax dollars that fund the AAP program for my child, now go find the private school thread.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

You say I'm putting words in your mouths and then you go on to say that there is no difference between the top of of GE and lower half of AAP. Funny. Another version of the same song.

Yes, there is a big chunk on the cusp, but no matter where the cut off is, there will always be. It only creates division because of fragile egos.

Exactly. If AAP parents admit that some GE kids could handle the same work then their inflated self-importance gets popped.

Yep. You nailed it. The only "fragile egos" I see on this thread are those of the AAP parents who would probably rather impale themselves than admit that there are many GE kids who could easily do the same work Larla is doing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

Exactly

And yet your snowflake didn't get in and your big mad! Hmmmm

You don't seem very bright. The entire point of this discussion is that there doesn't need to be an "in" or an "out." But then, I'm sure that concept is entirely foreign to you.

[Anonymous]

Anonymous wrote:Well thank you for your tax dollars that fund the AAP program for my child, now go find the private school thread.

Because a discussion within the community is too much for your "fragile ego"? It's a shame you feel so protective of the status quo to take any of the questions posed or points made seriously.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

You say I'm putting words in your mouths and then you go on to say that there is no difference between the top of of GE and lower half of AAP. Funny. Another version of the same song.

Yes, there is a big chunk on the cusp, but no matter where the cut off is, there will always be. It only creates division because of fragile egos.

Wow. I was really trying to give you the benefit of the doubt, but you seem to get denser with each post. I've clearly bolded my words for you to attempt reading again: "THERE IS MUCH OVERLAP" is what I said. Not that "there is no difference." And I stand by that. Your "big chunk on the cusp" is the same way of saying "there is much overlap." Geez - stop making up things that people aren't saying.

And it would be so interesting to hear your song and dance if the cutoff were high enough that your own kid wasn't admitted to AAP. "Fragile egos," indeed. Try: this is a public school, funded by all FCPS families, not a private academy for your kid.

That would have to be 150 but then you'd cry about how kids with IQs of 145 should get in too. You'd never be happy.

Oh, I'd absolutely be happy - if and when FCPS decides to do away with scores altogether, and instead give kids advanced work based on their merit and proven ability.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

Exactly

And yet your snowflake didn't get in and your big mad! Hmmmm

If that's what you want to think to make yourself feel better...but my kid goes to private.

Well thank you for your tax dollars that fund the AAP program for my child, now go find the private school thread.

Not the PP, but I wish someone from FCPS would read your (typical) entitled response. You'd better thank your lucky stars that we're ALL paying the price for AAP for your kid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Well thank you for your tax dollars that fund the AAP program for my child, now go find the private school thread.

Because a discussion within the community is too much for your "fragile ego"? It's a shame you feel so protective of the status quo to take any of the questions posed or points made seriously.

+1000

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

Exactly

And yet your snowflake didn't get in and your big mad! Hmmmm

If that's what you want to think to make yourself feel better...but my kid goes to private.

Seriously...what are you even doing here??

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

Exactly

And yet your snowflake didn't get in and your big mad! Hmmmm

If that's what you want to think to make yourself feel better...but my kid goes to private.

Seriously...what are you even doing here??

Not the PP, but s/he doesn't have the right to weigh in on how her tax dollars are being spent? Entitled much?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

You say I'm putting words in your mouths and then you go on to say that there is no difference between the top of of GE and lower half of AAP. Funny. Another version of the same song.

Yes, there is a big chunk on the cusp, but no matter where the cut off is, there will always be. It only creates division because of fragile egos.

Exactly. If AAP parents admit that some GE kids could handle the same work then their inflated self-importance gets popped.

Yep. You nailed it. The only "fragile egos" I see on this thread are those of the AAP parents who would probably rather impale themselves than admit that there are many GE kids who could easily do the same work Larla is doing.

Those "many GR kids" had all the same opportunities to get in to the AAP program. No one was jilted.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

Once again, it is only YOU who is insisting others claim that all kids are the same. No one has made that claim, you simply like to put words in our mouths. What so many of us have been saying, and what you refuse to acknowledge, is that there is much overlap between the kids in the top half of GE and those in the lower half of AAP (roughly speaking; of course no one knows how many, etc.). Most rational parents acknowledge this. How can you possibly say there is a vast chasm of difference between, say, the kid with the 132 and the kid with the 129. There just isn't. I picture AAP as a Venn diagram in which there is a small sliver of kids who need remedial help, a small sliver of kids who are so gifted they can't function in a regular classroom, and a HUGE overlapping middle segment in which most kids reside. Are there kids of differing abilities within that middle section? Sure! But those abilities don't differ so much that they can't all exist together, doing the same work. Do I have proof and statistics to back up my "theory"? Nope. But all one has to do is ask parents (of both GE and AAP kids) how they honestly feel about AAP and the division it creates and you'll hear some mighty honest answers.

And finally, you certainly have no evidence or proof that a large proportion of GE kids aren't fully capable of doing AAP work. It's neither neurosurgery nor a gifted program, for crying out loud.

You say I'm putting words in your mouths and then you go on to say that there is no difference between the top of of GE and lower half of AAP. Funny. Another version of the same song.

Yes, there is a big chunk on the cusp, but no matter where the cut off is, there will always be. It only creates division because of fragile egos.

Wow. I was really trying to give you the benefit of the doubt, but you seem to get denser with each post. I've clearly bolded my words for you to attempt reading again: "THERE IS MUCH OVERLAP" is what I said. Not that "there is no difference." And I stand by that. Your "big chunk on the cusp" is the same way of saying "there is much overlap." Geez - stop making up things that people aren't saying.

And it would be so interesting to hear your song and dance if the cutoff were high enough that your own kid wasn't admitted to AAP. "Fragile egos," indeed. Try: this is a public school, funded by all FCPS families, not a private academy for your kid.

That would have to be 150 but then you'd cry about how kids with IQs of 145 should get in too. You'd never be happy.

Oh, I'd absolutely be happy - if and when FCPS decides to do away with scores altogether, and instead give kids advanced work based on their merit and proven ability.

No, you wouldn't. If the cut off were 150 and your kid scored a 145, you'd be crying. You're only happy bc your kid is not anywhere close to 150.

[Anonymous]

Anonymous wrote:22 pages in-- It's officially time for a Sound Off If You THINK GE Parents who Start AAP is Bullsit Threads are Full of Sh@t and Have Deepseeded Feelings of Inadequacy.

For the purposes of my spin off thread, I only want to hear what AAP parents think. GE parents-- no one asked you, so zip it.

AMEN!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL. If you want to quantify please provide more detail around:

"You know how many times I've heard parents of Gen Ed kids share that their child is in 4th/5th grade and still can't memorize multiplication tables? Or they can't get them to read books?"

How many times was this? How many kids? Which school(s)? Since you are generalizing GE it'd be interesting to see how you came to your conclusions.

Right! This is anecdotal and all it tells me is that there are certainly some kids that are struggling with the GE curriculum. That's it. I have no idea what the percentage is and I'm not calling for a complete overhaul of the system. It boggles my mind when anti AAP posters come on here and repeatedly say that ALL the kids are the same, when there are test scores, work samples, GBRS, all these pieces of data that differentiated them somehow. The kids in AAP were not randomly selected. FCPS bends over backward to differentiate for all levels (remedial, ESL, Level 2,3,4, etc). But for parents to sit there and just say "there is no difference between Kid A and Kid B" in terms of academic needs - how do you know? There is a whole lengthly, very thorough system that works to identify as many kids as it can and you're saying it is all meaningless - because you said so.

I'm sorry, where was this even said? You seem to be misreading posts.

Seriously?

It is constantly repeated on the AAP forum.

"Virtually identical in ability" search for that quote on this thread.


"It's BS because the [b]curriculum is something that should be used in every single classroom in FCPS.[/b]"

"The kids in the current AAP would be absolutely fine with the rest of their peers and their peers would do absolutely fine with the current AAP curriculum. "

"My kids are in AAP and honestly it's a crying shame that FCPS doesn't use the AAP curriculum as a standard way of teaching. This program should be available to ALL kids."

You seem to have a reading comprehension problem.

Not the PP, but it really is you who has a reading comprehension problem. All of the above quotes clearly state that AAP could be used for all kids - not that all kids are the same. Big difference. The point is that AAP is not some lofty, magical curriculum that requires a genius IQ to access. Far from it. Plenty of kids are perfectly capable of working at a slightly more advanced level than GE offers. And yes, AAP is "slightly" more advanced - that's it.

And actually, I do absolutely believe that a large portion of GE/AAP kids are "virtually identical in ability." There is no way you can say that some arbitrary line in the sand separates really smart kids from not very smart kids. That's total BS.

So please: stop braying that we're saying "All kids are the same," because we're not. We're simply pointing out that most kids could do AAP work without any trouble. Though I know you refuse to believe that.

Yeah, you just said what you say you are not saying. And you refuse to believe that there is no basis for that claim.