Is there such a thing as an advanced academic program in Arlington public schools?

[Anonymous]

Can’t find any info online.

[Anonymous]

Anonymous wrote:Can’t find any info online.

No

[Anonymous]

Arlington pushes its gifted services into the regular classrooms rather segregating kids into a separate program. Both methods have their pros and cons.

[Anonymous]

DD was identified as gifted in Math, English, and Art in APS. I have never witnessed any AAP or differentiated instruction in Elem or Middle School even though they say they do it. I have not seen it! Same instruction as the everyone else.

[Anonymous]

Anonymous wrote:DD was identified as gifted in Math, English, and Art in APS. I have never witnessed any AAP or differentiated instruction in Elem or Middle School even though they say they do it. I have not seen it! Same instruction as the everyone else.

That's unfortunate. My child has been identified in math, english, science and social studies, and I hear all the time about the various things he's doing with the gifted services teacher in addition to his regular classroom learning.

[Anonymous]

Anonymous wrote:DD was identified as gifted in Math, English, and Art in APS. I have never witnessed any AAP or differentiated instruction in Elem or Middle School even though they say they do it. I have not seen it! Same instruction as the everyone else.

NP. I'd look at enriching outside school (and I do NOT mean Kumon worksheets or other busywork). Find engaging, fun summer programs and if your school does not have things like Science Olympiad, Math Counts, a creative writing club, participation in art events such as the national PTA Reflections contest or the Scholastic art and writing contest -- then parents need to step up to run those things to help keep students engaged.

Some people on DCUM love to hate the FCPS advanced academic program but having had a kid in it through ES and MS, we found it did a lot to provide an academically engaged peer group in the classroom, and that let teachers give more challenging instruction. Friends with kids in systems that don't have any differentiation have said that extracurriculars like those above helped their kids engage with other kids who were as interested in a subject as they were.

[Anonymous]

Don't some Arlington schools switch for classes based on ability?

[Anonymous]

How does APS identify giftedness?

[Anonymous]

Anonymous wrote:

Anonymous wrote:DD was identified as gifted in Math, English, and Art in APS. I have never witnessed any AAP or differentiated instruction in Elem or Middle School even though they say they do it. I have not seen it! Same instruction as the everyone else.

That's unfortunate. My child has been identified in math, english, science and social studies, and I hear all the time about the various things he's doing with the gifted services teacher in addition to his regular classroom learning.

Same with one of my kids while the other tells me nothing about school. If you are concerned about the implementation, you might schedule a meeting with the school's gifted teacher to learn how it's handled at that school. We were told they intentionally don't draw attention to the differentiation, it's not supposed to be obvious to the kids and thus won't be obvious to the parents either.

[Anonymous]

Anonymous wrote:Don't some Arlington schools switch for classes based on ability?

They may group with kids from other classes for things like math. My DS was often in a group that included kids from multiple classes for math (the only subject where he was ID'd as gifted).

[Anonymous]

It can be hard to know how services are delivered unless you attend an info session and the gifted services teacher gives a thorough presentation. I have been through three of these presentations at two elementary schools and one middle. Only one of them gave a good, thorough insight into how services are delivered, including many samples of materials given to the kids- both “general population” and gifted services materials.

One of the objectives of gifted services in APS is that the differentiations are not made obvious to the kids. It can therefore be doubly difficult for parents to see the differentiation that is happening on a daily basis. The kids don’t know, generally, that the work that they are given in their groups/workshops are any different than the work given to other groups because they are usually on the same topic, just much more in-depth.

[Anonymous]

Anonymous wrote:How does APS identify giftedness?

Work samples, NNAT in 2nd grade, cogat in 4th, classroom teacher and gifted services teacher observation.

[Anonymous]

Anonymous wrote:It can be hard to know how services are delivered unless you attend an info session and the gifted services teacher gives a thorough presentation. I have been through three of these presentations at two elementary schools and one middle. Only one of them gave a good, thorough insight into how services are delivered, including many samples of materials given to the kids- both “general population” and gifted services materials.

One of the objectives of gifted services in APS is that the differentiations are not made obvious to the kids. It can therefore be doubly difficult for parents to see the differentiation that is happening on a daily basis. The kids don’t know, generally, that the work that they are given in their groups/workshops are any different than the work given to other groups because they are usually on the same topic, just much more in-depth.

If you have an academically advanced student, he/she will have no difficulty figuring out that he/she is being given more challenging work than students in other groups.

[Anonymous]

^^^ Exactly!

[Anonymous]

Anonymous wrote:It can be hard to know how services are delivered unless you attend an info session and the gifted services teacher gives a thorough presentation. I have been through three of these presentations at two elementary schools and one middle. Only one of them gave a good, thorough insight into how services are delivered, including many samples of materials given to the kids- both “general population” and gifted services materials.

One of the objectives of gifted services in APS is that the differentiations are not made obvious to the kids. It can therefore be doubly difficult for parents to see the differentiation that is happening on a daily basis. The kids don’t know, generally, that the work that they are given in their groups/workshops are any different than the work given to other groups because they are usually on the same topic, just much more in-depth.

Yeah, that's not true. Kids know.