APS Advanced Academics Parent Referral

[Anonymous]

You guys are so mean.

[Anonymous]

Realistically, you guys are the problem. Statistically, only 5-6% of kids are gifted. In a class of 25 that would be only 1-2 kids. However, the stereotypical Arlington parent believes their child is a genius, and if not identified, throws a fit to the administration. Hence the “parent referrals” and increasing inclusiveness. They do it to shut you guys up. And now that you’re in, you complain that it’s open to everyone, not specific enough. Your right to a public education does not entitle you to the “best” education possible. It guarantees your kid receive a baseline 12th grade education. If you want better, go pay for private school.

[Anonymous]

Anonymous wrote:Realistically, you guys are the problem. Statistically, only 5-6% of kids are gifted. In a class of 25 that would be only 1-2 kids. However, the stereotypical Arlington parent believes their child is a genius, and if not identified, throws a fit to the administration. Hence the “parent referrals” and increasing inclusiveness. They do it to shut you guys up. And now that you’re in, you complain that it’s open to everyone, not specific enough. Your right to a public education does not entitle you to the “best” education possible. It guarantees your kid receive a baseline 12th grade education. If you want better, go pay for private school.

Then they get to middle school, sign up for intensified classes and can keep up. The kids feel like failures when they’d be fine in regular courses.

[Anonymous]

Anonymous wrote:Realistically, you guys are the problem. Statistically, only 5-6% of kids are gifted. In a class of 25 that would be only 1-2 kids. However, the stereotypical Arlington parent believes their child is a genius, and if not identified, throws a fit to the administration. Hence the “parent referrals” and increasing inclusiveness. They do it to shut you guys up. And now that you’re in, you complain that it’s open to everyone, not specific enough. Your right to a public education does not entitle you to the “best” education possible. It guarantees your kid receive a baseline 12th grade education. If you want better, go pay for private school.

That’s the truth. It is.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Realistically, you guys are the problem. Statistically, only 5-6% of kids are gifted. In a class of 25 that would be only 1-2 kids. However, the stereotypical Arlington parent believes their child is a genius, and if not identified, throws a fit to the administration. Hence the “parent referrals” and increasing inclusiveness. They do it to shut you guys up. And now that you’re in, you complain that it’s open to everyone, not specific enough. Your right to a public education does not entitle you to the “best” education possible. It guarantees your kid receive a baseline 12th grade education. If you want better, go pay for private school.

Then they get to middle school, sign up for intensified classes and can keep up. The kids feel like failures when they’d be fine in regular courses.

And so is this. I feel sorry for those kids. There is nothing more cruel than pushing your kids into a class they’re not ready for.

[Anonymous]

The system is much better now. Back when it was pullout the GT teachers gatekeeped to keep their caseloads small, and they left out a lot of kids who should have been identified.

My kid was overlooked. When I parent referred, they tested so high even the principal was wondering how they were missed.

[Anonymous]

Anonymous wrote:Realistically, you guys are the problem. Statistically, only 5-6% of kids are gifted. In a class of 25 that would be only 1-2 kids. However, the stereotypical Arlington parent believes their child is a genius, and if not identified, throws a fit to the administration. Hence the “parent referrals” and increasing inclusiveness. They do it to shut you guys up. And now that you’re in, you complain that it’s open to everyone, not specific enough. Your right to a public education does not entitle you to the “best” education possible. It guarantees your kid receive a baseline 12th grade education. If you want better, go pay for private school.

+1

[Anonymous]

Anonymous wrote:The system is much better now. Back when it was pullout the GT teachers gatekeeped to keep their caseloads small, and they left out a lot of kids who should have been identified.

My kid was overlooked. When I parent referred, they tested so high even the principal was wondering how they were missed.

It’s not better now, just bad in a different way. The reality is we need 3 options for students especially in middle school and up-remedial, regular, intensified/honors. No one wants their kid in the struggling section so that should be placement based on test scores, work samples and teacher feedback. Honors should be similar.

[Anonymous]

Anonymous wrote:Realistically, you guys are the problem. Statistically, only 5-6% of kids are gifted. In a class of 25 that would be only 1-2 kids. However, the stereotypical Arlington parent believes their child is a genius, and if not identified, throws a fit to the administration. Hence the “parent referrals” and increasing inclusiveness. They do it to shut you guys up. And now that you’re in, you complain that it’s open to everyone, not specific enough. Your right to a public education does not entitle you to the “best” education possible. It guarantees your kid receive a baseline 12th grade education. If you want better, go pay for private school.

+1

[Anonymous]

Anonymous wrote:The system is much better now. Back when it was pullout the GT teachers gatekeeped to keep their caseloads small, and they left out a lot of kids who should have been identified.

My kid was overlooked. When I parent referred, they tested so high even the principal was wondering how they were missed.

This doesn't make sense. Every kid is test twice, once for NNaT and once for CogAT. You don't get tested based on a parent referral unless the kid is new. But a new kid wasn't overlooked, because they weren't there to be overlooked.

[Anonymous]

Anonymous wrote:Basically the whole school year. We referred after the fall teacher conference and found out he was eligible just before school ended in June. But, that was several years ago, and it may vary by school.

This. Took nearly the entire school year, 2 years ago.

[Anonymous]

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Anonymous wrote:Can someone tell me what the gifted kids are offered compared to the other kids in the classroom?

For my dd: In elementary it was mostly required extension work that was optional for the general class, a book “club” with the gifted cluster, and some required projects. In middle it was intensified classes, which are available to all but gifted kids are guided to take. In hs (she is a freshman now) it is choices of intensified, AP, and DE classes plus the Capstone program. Gifted kids receive a letter before choosing classes to point out which classes are appropriately challenging, but the choice is theirs.

I wish people wouldn't give old information. APS doesn't allow small group differentiation any more for those tagged as gifted. It's considered inequitable. Only whole class activities are permitted. So no more gifted book clubs, math groups or other extra projects in elementary.

It’s unclear where you are getting your information. Here is a sample differentiation report from this year.
https://innovation.apsva.us/wp-content/uploads/sites/50/2024/11/Q1-Differentiation-Report-SY24-25.pdf

They are pulling it out of their MAGA a-hole.

There are extra book clubs, math groups, and projects. The difference now is that they are open to all kids who want to join, not just those who are tagged.

If an NFL team lets a bunch of high schoolers join them, they’re no longer playing at an elite level.

You want to gate keep out the engaged, bright kids who enjoy a subject just because they didn’t do quite as well one day in 2nd grade on a screening test?

GTFO.

They test at least twice and there are parent and teacher referrals for anyone who tests poorly.

Ok....

You want to gate keep out the engaged, bright kids who enjoy a subject even if they aren't tagged GT for whatever reason?

Why is that?

[Anonymous]

Anonymous wrote:The system is much better now. Back when it was pullout the GT teachers gatekeeped to keep their caseloads small, and they left out a lot of kids who should have been identified.

My kid was overlooked. When I parent referred, they tested so high even the principal was wondering how they were missed.

Exactly. There can be a lot of reasons why a kid isn't identified. Why gate keep? That doesn't serve anyone.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:Can someone tell me what the gifted kids are offered compared to the other kids in the classroom?

For my dd: In elementary it was mostly required extension work that was optional for the general class, a book “club” with the gifted cluster, and some required projects. In middle it was intensified classes, which are available to all but gifted kids are guided to take. In hs (she is a freshman now) it is choices of intensified, AP, and DE classes plus the Capstone program. Gifted kids receive a letter before choosing classes to point out which classes are appropriately challenging, but the choice is theirs.

I wish people wouldn't give old information. APS doesn't allow small group differentiation any more for those tagged as gifted. It's considered inequitable. Only whole class activities are permitted. So no more gifted book clubs, math groups or other extra projects in elementary.

It’s unclear where you are getting your information. Here is a sample differentiation report from this year.
https://innovation.apsva.us/wp-content/uploads/sites/50/2024/11/Q1-Differentiation-Report-SY24-25.pdf

They are pulling it out of their MAGA a-hole.

There are extra book clubs, math groups, and projects. The difference now is that they are open to all kids who want to join, not just those who are tagged.

If an NFL team lets a bunch of high schoolers join them, they’re no longer playing at an elite level.

You want to gate keep out the engaged, bright kids who enjoy a subject just because they didn’t do quite as well one day in 2nd grade on a screening test?

GTFO.

They test at least twice and there are parent and teacher referrals for anyone who tests poorly.

Ok....

You want to gate keep out the engaged, bright kids who enjoy a subject even if they aren't tagged GT for whatever reason?

Why is that?

No one has said that. About 30% of APS students are tagged, so it's far from an exclusive club and there are several ways to get tagged.

The request is that that there be real differentiation for kids who are currently not being challenged and not only activities that are at a level that is appropriate for all students. For instance, book clubs last year in my kid's 5th grade were on below grade level books so all kids could participate. That's bunk. At least one book club should have had a more challenging book to challenge those who can read more challenging materials. Teachers can gatekeep or not who joins that book club, but they shouldn't refuse to offer a more challenging option because not everyone is able to read that book.

And I really hate the APS system where math is endlessly boring in elementary but then they cram three years of math into 6th grade prealgebra. There should be a math track where kids get to start to do more challenging math by at least 4th grade with a ramp up to 7th grade Algebra, sort of like FCPS. It wouldnt be enough for super advanced kids, but would be better.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The system is much better now. Back when it was pullout the GT teachers gatekeeped to keep their caseloads small, and they left out a lot of kids who should have been identified.

My kid was overlooked. When I parent referred, they tested so high even the principal was wondering how they were missed.

Exactly. There can be a lot of reasons why a kid isn't identified. Why gate keep? That doesn't serve anyone.

If the kid needs more practice to learn grade level material perhaps they should be doing that work?

If the kid can't read or do math well enough to participate in the activity without being frustrated or lost, then perhaps they should stick to grade level content?

Other kids already know grade level content and are ready for more. There are kids who don't need differentiation and that's okay.