One compelling reason centers need to go

[Anonymous]

Kids can get in based on the virtue of their Verbal OR Math abilities. Not all kids are "Advanced" at both subjects, yet at center they are treated like they are.

Manage the differentiation better at the school level. Use some of the funds saved on the giant fustercluck of transportation and logistics to support actual G/T programming in schools on the appropriate subjects for each child.

[Anonymous]

-yawn-

[Anonymous]

Aren't there already like 5 active threads debating this exact thing! Let me guess-- low verbal (reading comp) scores.

[Anonymous]

My child is at grade level in reading (I might be the only mom on DCUM AAP board who's child is not ahead). She's extremely advanced in math. In 2nd grade is multiplying 3 digit numbers and doing long division, oftentimes in her head. The AART and teacher keep pushing for AAP. Her NNAT score already has her in pool. Who knows what CogAT will say but we're just not feeling it. She is an average reader at best and her fluency isn't even that good. So we're not filling out any forms. If she gets in, we may opt out entirely or have her do LLIV. But she is a kid who is very strong in math but does not belong doing advanced verbal/reading education of any kind. In fact, we're thinking of getting her a reading tutor. That said, not sure that's a reason for centers to go. It's just a reason for my child not to go to a center.

[Anonymous]

If centers go, schools would need to provide better in-school services.

[Anonymous]

Anonymous wrote:My child is at grade level in reading (I might be the only mom on DCUM AAP board who's child is not ahead). She's extremely advanced in math. In 2nd grade is multiplying 3 digit numbers and doing long division, oftentimes in her head. The AART and teacher keep pushing for AAP. Her NNAT score already has her in pool. Who knows what CogAT will say but we're just not feeling it. She is an average reader at best and her fluency isn't even that good. So we're not filling out any forms. If she gets in, we may opt out entirely or have her do LLIV. But she is a kid who is very strong in math but does not belong doing advanced verbal/reading education of any kind. In fact, we're thinking of getting her a reading tutor. That said, not sure that's a reason for centers to go. It's just a reason for my child not to go to a center.

Reading can be affected by many things and isn't as highly correlated to intelligence as other factors. There are tons of super intelligent people with so so reading skiils. How is her language otherwise? DC has dyslexia and he has always been significantly below grade level for reading, yet qualifed for AAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My child is at grade level in reading (I might be the only mom on DCUM AAP board who's child is not ahead). She's extremely advanced in math. In 2nd grade is multiplying 3 digit numbers and doing long division, oftentimes in her head. The AART and teacher keep pushing for AAP. Her NNAT score already has her in pool. Who knows what CogAT will say but we're just not feeling it. She is an average reader at best and her fluency isn't even that good. So we're not filling out any forms. If she gets in, we may opt out entirely or have her do LLIV. But she is a kid who is very strong in math but does not belong doing advanced verbal/reading education of any kind. In fact, we're thinking of getting her a reading tutor. That said, not sure that's a reason for centers to go. It's just a reason for my child not to go to a center.

Reading can be affected by many things and isn't as highly correlated to intelligence as other factors. There are tons of super intelligent people with so so reading skiils. How is her language otherwise? DC has dyslexia and he has always been significantly below grade level for reading, yet qualifed for AAP.

Below grade level reading in AAP? That's exactly the point I think the OP is trying to make.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My child is at grade level in reading (I might be the only mom on DCUM AAP board who's child is not ahead). She's extremely advanced in math. In 2nd grade is multiplying 3 digit numbers and doing long division, oftentimes in her head. The AART and teacher keep pushing for AAP. Her NNAT score already has her in pool. Who knows what CogAT will say but we're just not feeling it. She is an average reader at best and her fluency isn't even that good. So we're not filling out any forms. If she gets in, we may opt out entirely or have her do LLIV. But she is a kid who is very strong in math but does not belong doing advanced verbal/reading education of any kind. In fact, we're thinking of getting her a reading tutor. That said, not sure that's a reason for centers to go. It's just a reason for my child not to go to a center.

Reading can be affected by many things and isn't as highly correlated to intelligence as other factors. There are tons of super intelligent people with so so reading skiils. How is her language otherwise? DC has dyslexia and he has always been significantly below grade level for reading, yet qualifed for AAP.

Here is a child advanced in some areas that qualified her for a center, but clearly not ADVANCED in reading ("significantly below grade level"). But centers are an all-or-nothing proposition. I'm sure the parents of kids who are advanced in language arts would say she is slowing down the pace.

Put all the kids back in their local schools and provide the appropriate differentiation for the appropriate subjects.

[Anonymous]

Anonymous wrote:Kids can get in based on the virtue of their Verbal OR Math abilities. Not all kids are "Advanced" at both subjects, yet at center they are treated like they are.

Manage the differentiation better at the school level. Use some of the funds saved on the giant fustercluck of transportation and logistics to support actual G/T programming in schools on the appropriate subjects for each child.

I couldn't agree with you more. It makes no sense that most of these kids aren't "advanced" in ALL subjects, much less actually gifted (is there any other word that's been overused so much?). There is no reason the vast majority couldn't be differentiated, along with all kids, in their own base schools. I'd love to know just how many HIGHLY gifted kids there are in FCPS, who actually need a separate learning environment. Probably a tiny, tiny fraction of those currently in AAP.

[Anonymous]

Anonymous wrote:If centers go, schools would need to provide better in-school services.

Schools already need to provide better in-school services - to every child, not just those in AAP. I'd love to see even half the energy devoted to AAP, spent on those kids in General Ed.

[Anonymous]

Why can't we just offer harder and more challenging courses to all. And if you can't make it, you can be moved to regular courses

[Anonymous]

Anonymous wrote:

Anonymous wrote:My child is at grade level in reading (I might be the only mom on DCUM AAP board who's child is not ahead). She's extremely advanced in math. In 2nd grade is multiplying 3 digit numbers and doing long division, oftentimes in her head. The AART and teacher keep pushing for AAP. Her NNAT score already has her in pool. Who knows what CogAT will say but we're just not feeling it. She is an average reader at best and her fluency isn't even that good. So we're not filling out any forms. If she gets in, we may opt out entirely or have her do LLIV. But she is a kid who is very strong in math but does not belong doing advanced verbal/reading education of any kind. In fact, we're thinking of getting her a reading tutor. That said, not sure that's a reason for centers to go. It's just a reason for my child not to go to a center.

Reading can be affected by many things and isn't as highly correlated to intelligence as other factors. There are tons of super intelligent people with so so reading skiils. How is her language otherwise? DC has dyslexia and he has always been significantly below grade level for reading, yet qualifed for AAP.

Her language is fine. We had her tested. She's fine. She's just at level. She's not below, just average. I think her advancement in math makes educators look at her as if she's some kid genius but my only point in the post was to say, she's not. Her reading is just at 2nd grade level.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Kids can get in based on the virtue of their Verbal OR Math abilities. Not all kids are "Advanced" at both subjects, yet at center they are treated like they are.

Manage the differentiation better at the school level. Use some of the funds saved on the giant fustercluck of transportation and logistics to support actual G/T programming in schools on the appropriate subjects for each child.

I couldn't agree with you more. It makes no sense that most of these kids aren't "advanced" in ALL subjects, much less actually gifted (is there any other word that's been overused so much?). There is no reason the vast majority couldn't be differentiated, along with all kids, in their own base schools. I'd love to know just how many HIGHLY gifted kids there are in FCPS, who actually need a separate learning environment. Probably a tiny, tiny fraction of those currently in AAP.

the problem is the differentiation is a joke (LLII and LLIII) so parents of these kids push for AAP because better to not be ready for advancement in all subjects than to be advanced in some and get no advancement.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child is at grade level in reading (I might be the only mom on DCUM AAP board who's child is not ahead). She's extremely advanced in math. In 2nd grade is multiplying 3 digit numbers and doing long division, oftentimes in her head. The AART and teacher keep pushing for AAP. Her NNAT score already has her in pool. Who knows what CogAT will say but we're just not feeling it. She is an average reader at best and her fluency isn't even that good. So we're not filling out any forms. If she gets in, we may opt out entirely or have her do LLIV. But she is a kid who is very strong in math but does not belong doing advanced verbal/reading education of any kind. In fact, we're thinking of getting her a reading tutor. That said, not sure that's a reason for centers to go. It's just a reason for my child not to go to a center.

Reading can be affected by many things and isn't as highly correlated to intelligence as other factors. There are tons of super intelligent people with so so reading skiils. How is her language otherwise? DC has dyslexia and he has always been significantly below grade level for reading, yet qualifed for AAP.

Below grade level reading in AAP? That's exactly the point I think the OP is trying to make.

The only accomodation needed is an audio copy of the reading material.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child is at grade level in reading (I might be the only mom on DCUM AAP board who's child is not ahead). She's extremely advanced in math. In 2nd grade is multiplying 3 digit numbers and doing long division, oftentimes in her head. The AART and teacher keep pushing for AAP. Her NNAT score already has her in pool. Who knows what CogAT will say but we're just not feeling it. She is an average reader at best and her fluency isn't even that good. So we're not filling out any forms. If she gets in, we may opt out entirely or have her do LLIV. But she is a kid who is very strong in math but does not belong doing advanced verbal/reading education of any kind. In fact, we're thinking of getting her a reading tutor. That said, not sure that's a reason for centers to go. It's just a reason for my child not to go to a center.

Reading can be affected by many things and isn't as highly correlated to intelligence as other factors. There are tons of super intelligent people with so so reading skiils. How is her language otherwise? DC has dyslexia and he has always been significantly below grade level for reading, yet qualifed for AAP.

Here is a child advanced in some areas that qualified her for a center, but clearly not ADVANCED in reading ("significantly below grade level"). But centers are an all-or-nothing proposition. I'm sure the parents of kids who are advanced in language arts would say she is slowing down the pace.

Put all the kids back in their local schools and provide the appropriate differentiation for the appropriate subjects.

The only accomodation required to access the AAP curriculum is to provide an audio version of the material. Would you deny a blind student enrollment to AAP sinpley because she/he could not read the material?