APS — gifted tracking?

[Anonymous]

This is wrong. My gifted child was being pulled out last year. The "program," or whatever you liked to call it, wasn't super robust, but I guess I felt better knowing that at least once a week my child was being challenged. Now teachers are expected, during class, to offer those identified as "gifted" more challenging work when they've completed their normal curriculum. The child is not required to do the work. I know my child isn't going to take on more challenging/extra work if they don't have to. My understanding is that sometimes the AAC is in the classroom helping, but I know that in our elementary school, the AAC is often in the classes with more needs (or less experienced teachers). And with one AAC for a whole elementary school, I don't know how they could possibly meaningfully service so many classrooms without pulling out. This is putting one more thing on teachers.

PLUS With a class of 25+ kids, I have no idea how any teacher is able to offer more challenging work. This isn't a knock on teachers, but I agree with the previous poster that we need smaller class sizes!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is what equity does for schools. Race to the bottom

This precedes the equity movement so no need to bash your low hanging fruit. Based upon personal observation and experience, this descent began way before covid with umc white parents who me-too'ed their kids into gifted classes.

There's been a big change just as of this fall. APS totally changed what they're calling the program and who it serves. The AACs explained to PTAs that they now provide enrichment to all students and do not focus on those who are tagged as gifted. That's a huge change and it was described as being more equitable.

It sounds like you have a misunderstanding, which may be based on how the information was delivered at your specific school. Really, there hasn't been a "big change" this school year. The only change this fall is the actual name of the department shifted from Gifted Services to Advanced Academics and Talent Development and name of the Resources Teacher for the Gifted (RTG) shifted to Advanced Academics Coach (AAC). The changes in the names were made to represent the model used in APS-- a model that has been in place for many years, but may not have been implemented with fidelity across all schools. With the change in department name and job title, parents seem to have a better understanding of what the service delivery model is in APS. APS has been clear for years they they do not have a pull-out program. In fact, it has not been marketed as a "program" that kids are "getting into", but rather a way to identify specific talents and cluster kids appropriately to better support needs within the classroom so kids aren't outliers in the group.

[Anonymous]

This is an example of the school not following the model with fidelity. The model has not been "pull-out" for many years, but again, some schools ignored the model. Maybe the change in department name and job title for the AAC encouraged the administration to finally support the shift to happen at your child's elementary school. The difference with schools implementing the model differently over the past X number of years is the reason why this discussion is still happening and parents are still surprised when their kid is no longer getting "pulled out."

Anonymous wrote:
This is wrong. My gifted child was being pulled out last year. The "program," or whatever you liked to call it, wasn't super robust, but I guess I felt better knowing that at least once a week my child was being challenged. Now teachers are expected, during class, to offer those identified as "gifted" more challenging work when they've completed their normal curriculum. The child is not required to do the work. I know my child isn't going to take on more challenging/extra work if they don't have to. My understanding is that sometimes the AAC is in the classroom helping, but I know that in our elementary school, the AAC is often in the classes with more needs (or less experienced teachers). And with one AAC for a whole elementary school, I don't know how they could possibly meaningfully service so many classrooms without pulling out. This is putting one more thing on teachers.

PLUS With a class of 25+ kids, I have no idea how any teacher is able to offer more challenging work. This isn't a knock on teachers, but I agree with the previous poster that we need smaller class sizes!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is what equity does for schools. Race to the bottom

This precedes the equity movement so no need to bash your low hanging fruit. Based upon personal observation and experience, this descent began way before covid with umc white parents who me-too'ed their kids into gifted classes.

There's been a big change just as of this fall. APS totally changed what they're calling the program and who it serves. The AACs explained to PTAs that they now provide enrichment to all students and do not focus on those who are tagged as gifted. That's a huge change and it was described as being more equitable.

It sounds like you have a misunderstanding, which may be based on how the information was delivered at your specific school. Really, there hasn't been a "big change" this school year. The only change this fall is the actual name of the department shifted from Gifted Services to Advanced Academics and Talent Development and name of the Resources Teacher for the Gifted (RTG) shifted to Advanced Academics Coach (AAC). The changes in the names were made to represent the model used in APS-- a model that has been in place for many years, but may not have been implemented with fidelity across all schools. With the change in department name and job title, parents seem to have a better understanding of what the service delivery model is in APS. APS has been clear for years they they do not have a pull-out program. In fact, it has not been marketed as a "program" that kids are "getting into", but rather a way to identify specific talents and cluster kids appropriately to better support needs within the classroom so kids aren't outliers in the group.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is what equity does for schools. Race to the bottom

This precedes the equity movement so no need to bash your low hanging fruit. Based upon personal observation and experience, this descent began way before covid with umc white parents who me-too'ed their kids into gifted classes.

There's been a big change just as of this fall. APS totally changed what they're calling the program and who it serves. The AACs explained to PTAs that they now provide enrichment to all students and do not focus on those who are tagged as gifted. That's a huge change and it was described as being more equitable.

It sounds like you have a misunderstanding, which may be based on how the information was delivered at your specific school. Really, there hasn't been a "big change" this school year. The only change this fall is the actual name of the department shifted from Gifted Services to Advanced Academics and Talent Development and name of the Resources Teacher for the Gifted (RTG) shifted to Advanced Academics Coach (AAC). The changes in the names were made to represent the model used in APS-- a model that has been in place for many years, but may not have been implemented with fidelity across all schools. With the change in department name and job title, parents seem to have a better understanding of what the service delivery model is in APS. APS has been clear for years they they do not have a pull-out program. In fact, it has not been marketed as a "program" that kids are "getting into", but rather a way to identify specific talents and cluster kids appropriately to better support needs within the classroom so kids aren't outliers in the group.

You're wrong. I sat through presentations at two different elementary schools by AACs and then followed up with each 1:1. APS is now directing AACs to only undertake whole class enrichment. Nothing is allowed to target only the tagged gifted students. Any differentiation is based on how the gifted students approach the project. All students have to be presented with the same opportunity.

APS hasn't offered a pull out program for a long time, but in prior years the gifted resource teacher was tasked with helping classroom teachers offer differentiated instruction for gifted learners. That's no longer the model. Now the AAC works with classroom teachers to provide enrichment equally for all students.

[Anonymous]

I agree and this has always been a problem with APS especially at the elementary level.... Every school is an island.

Anonymous wrote:This is an example of the school not following the model with fidelity. The model has not been "pull-out" for many years, but again, some schools ignored the model. Maybe the change in department name and job title for the AAC encouraged the administration to finally support the shift to happen at your child's elementary school. The difference with schools implementing the model differently over the past X number of years is the reason why this discussion is still happening and parents are still surprised when their kid is no longer getting "pulled out."

Anonymous wrote:
This is wrong. My gifted child was being pulled out last year. The "program," or whatever you liked to call it, wasn't super robust, but I guess I felt better knowing that at least once a week my child was being challenged. Now teachers are expected, during class, to offer those identified as "gifted" more challenging work when they've completed their normal curriculum. The child is not required to do the work. I know my child isn't going to take on more challenging/extra work if they don't have to. My understanding is that sometimes the AAC is in the classroom helping, but I know that in our elementary school, the AAC is often in the classes with more needs (or less experienced teachers). And with one AAC for a whole elementary school, I don't know how they could possibly meaningfully service so many classrooms without pulling out. This is putting one more thing on teachers.

PLUS With a class of 25+ kids, I have no idea how any teacher is able to offer more challenging work. This isn't a knock on teachers, but I agree with the previous poster that we need smaller class sizes!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is what equity does for schools. Race to the bottom

This precedes the equity movement so no need to bash your low hanging fruit. Based upon personal observation and experience, this descent began way before covid with umc white parents who me-too'ed their kids into gifted classes.

There's been a big change just as of this fall. APS totally changed what they're calling the program and who it serves. The AACs explained to PTAs that they now provide enrichment to all students and do not focus on those who are tagged as gifted. That's a huge change and it was described as being more equitable.

It sounds like you have a misunderstanding, which may be based on how the information was delivered at your specific school. Really, there hasn't been a "big change" this school year. The only change this fall is the actual name of the department shifted from Gifted Services to Advanced Academics and Talent Development and name of the Resources Teacher for the Gifted (RTG) shifted to Advanced Academics Coach (AAC). The changes in the names were made to represent the model used in APS-- a model that has been in place for many years, but may not have been implemented with fidelity across all schools. With the change in department name and job title, parents seem to have a better understanding of what the service delivery model is in APS. APS has been clear for years they they do not have a pull-out program. In fact, it has not been marketed as a "program" that kids are "getting into", but rather a way to identify specific talents and cluster kids appropriately to better support needs within the classroom so kids aren't outliers in the group.

[Anonymous]

Anonymous wrote:I agree and this has always been a problem with APS especially at the elementary level.... Every school is an island. ++++++ This!

Anonymous wrote:This is an example of the school not following the model with fidelity. The model has not been "pull-out" for many years, but again, some schools ignored the model. Maybe the change in department name and job title for the AAC encouraged the administration to finally support the shift to happen at your child's elementary school. The difference with schools implementing the model differently over the past X number of years is the reason why this discussion is still happening and parents are still surprised when their kid is no longer getting "pulled out."

Anonymous wrote:
This is wrong. My gifted child was being pulled out last year. The "program," or whatever you liked to call it, wasn't super robust, but I guess I felt better knowing that at least once a week my child was being challenged. Now teachers are expected, during class, to offer those identified as "gifted" more challenging work when they've completed their normal curriculum. The child is not required to do the work. I know my child isn't going to take on more challenging/extra work if they don't have to. My understanding is that sometimes the AAC is in the classroom helping, but I know that in our elementary school, the AAC is often in the classes with more needs (or less experienced teachers). And with one AAC for a whole elementary school, I don't know how they could possibly meaningfully service so many classrooms without pulling out. This is putting one more thing on teachers.

PLUS With a class of 25+ kids, I have no idea how any teacher is able to offer more challenging work. This isn't a knock on teachers, but I agree with the previous poster that we need smaller class sizes!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is what equity does for schools. Race to the bottom

This precedes the equity movement so no need to bash your low hanging fruit. Based upon personal observation and experience, this descent began way before covid with umc white parents who me-too'ed their kids into gifted classes.

There's been a big change just as of this fall. APS totally changed what they're calling the program and who it serves. The AACs explained to PTAs that they now provide enrichment to all students and do not focus on those who are tagged as gifted. That's a huge change and it was described as being more equitable.

It sounds like you have a misunderstanding, which may be based on how the information was delivered at your specific school. Really, there hasn't been a "big change" this school year. The only change this fall is the actual name of the department shifted from Gifted Services to Advanced Academics and Talent Development and name of the Resources Teacher for the Gifted (RTG) shifted to Advanced Academics Coach (AAC). The changes in the names were made to represent the model used in APS-- a model that has been in place for many years, but may not have been implemented with fidelity across all schools. With the change in department name and job title, parents seem to have a better understanding of what the service delivery model is in APS. APS has been clear for years they they do not have a pull-out program. In fact, it has not been marketed as a "program" that kids are "getting into", but rather a way to identify specific talents and cluster kids appropriately to better support needs within the classroom so kids aren't outliers in the group.

[Anonymous]

For APS parents who are not satisfied with their elementary gifted programs, what do you do to supplement? I've heard about Mathnasium, AoPS, Fairfax Collegiate.... Just wondering what others have found helpful and, ideally, convenient for Arlington.

[Anonymous]

Anonymous wrote:For APS parents who are not satisfied with their elementary gifted programs, what do you do to supplement? I've heard about Mathnasium, AoPS, Fairfax Collegiate.... Just wondering what others have found helpful and, ideally, convenient for Arlington.

We just do more things on our own… I teach my kids more advanced math, play math games at home, check out a lot of library books & follow their interests, visit museums, historical sites, etc.

[Anonymous]

Anonymous wrote:For APS parents who are not satisfied with their elementary gifted programs, what do you do to supplement? I've heard about Mathnasium, AoPS, Fairfax Collegiate.... Just wondering what others have found helpful and, ideally, convenient for Arlington.

We did beast academy online classes

[Anonymous]

Anonymous wrote:For APS parents who are not satisfied with their elementary gifted programs, what do you do to supplement? I've heard about Mathnasium, AoPS, Fairfax Collegiate.... Just wondering what others have found helpful and, ideally, convenient for Arlington.

Enrichment tutor

[Anonymous]

Kumon is just off of Langston Blvd not far from Safeway. It is a fairly common choice both for math and grammar/reading.

[Anonymous]

Anonymous wrote:For APS parents who are not satisfied with their elementary gifted programs, what do you do to supplement? I've heard about Mathnasium, AoPS, Fairfax Collegiate.... Just wondering what others have found helpful and, ideally, convenient for Arlington.

Such a woeful substitute, math drills, for the creative and collaborative project work that a good gifted cohort can perform. My DD was in pull out and worked with other gifted students on some very cool and creative writing, science, and history projects.

[Anonymous]

Anonymous wrote:

Anonymous wrote:For APS parents who are not satisfied with their elementary gifted programs, what do you do to supplement? I've heard about Mathnasium, AoPS, Fairfax Collegiate.... Just wondering what others have found helpful and, ideally, convenient for Arlington.

Such a woeful substitute, math drills, for the creative and collaborative project work that a good gifted cohort can perform. My DD was in pull out and worked with other gifted students on some very cool and creative writing, science, and history projects.

They don't do this any more. No pull outs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:For APS parents who are not satisfied with their elementary gifted programs, what do you do to supplement? I've heard about Mathnasium, AoPS, Fairfax Collegiate.... Just wondering what others have found helpful and, ideally, convenient for Arlington.

Such a woeful substitute, math drills, for the creative and collaborative project work that a good gifted cohort can perform. My DD was in pull out and worked with other gifted students on some very cool and creative writing, science, and history projects.

I wish APS still provided those services. Sadly, they do not. You get a gifted designation in second grade and never hear another thing about it.

[Anonymous]

I think for math and reading it’s easier to differentiate to some degree, at least in upper elementary. Math gets choice boards and reading they assign books in small groups and the books aren’t the same across groups so my assumption is that the novel assignment/grouping is deliberate. No idea how it might be done with other subjects.

[Anonymous]

Anonymous wrote:I think for math and reading it’s easier to differentiate to some degree, at least in upper elementary. Math gets choice boards and reading they assign books in small groups and the books aren’t the same across groups so my assumption is that the novel assignment/grouping is deliberate. No idea how it might be done with other subjects.

In theory this might seem okay but we're talking about kids. I assume you're here reading the comments because you have some type of problem with your own kids either directly or indirectly. Imagine if you told one of your kids that they don't have to do chores all day while another one of your kids had to do all the chores. Then you spend all your time as a parent hanging out with the kid who doesn't have to do chores and give praise to them while admonishing the other for not finishing up all their chores. This is what the push-in classroom is like for gifted kids. Instead of being in a class with kids only of a certain caliber that push each other upward, they spend a lot of time feeling resentful that other kids have it easy while they are being graded seemingly on a stricter scale because their work is supposedly harder. Gifted children are expected to suck it up and act more mature or be more understanding of less smart kids who are often troublemakers simply because they are more intelligent and this does lead to lifelong consequences such as trying less hard or giving up to try and fit in with the rest of the class to try and get the attention of teachers. It's a struggle that shouldn't exist but we've experienced this at all three levels of schooling at APS.