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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Does anyone know how a child is placed in the highly gifted center program that is also for kids with a learning disability? It's for 2e students but the MCPS website is so vague and we are moving to the area. Have a highly gifted student going into 6th grade, he also has ADHD and disgraphia. 
Also, is that curriculum the same as the gifted magnet curriculum? Based on the website it doesn't sound like it. It's sounds more like the focus on the disabilities and I'm not seeing how they service the gifted attributes of these kids. Any insight from parents who have kids in the program would be great. Thanks.[/quote]

I have 2e child with  extremely High IQ but low processing speed, issues with writing and organization. (Officially has ADHD, possibly dysgraphia)
Child is in regular magnet (not GT/LD) and struggling with workload.  However, I would never consider to put child in GT/LD program in MCPS. That is not a place for real 2e child. (Definition of 2e child in my interpretation: on official psychological testing one or two parts of the test off chart high, one or two off chart low. Often children learn how to compensate and school will consider your child average struggling and try to refuse services...)
[b]Very few teachers really follow  IEP or 504. The only thing they would do is extended test time. That is it.[/b]
Some teachers follow IEP  or 504 for every student in a class (i.e. when teacher post class notes for everyone and e-mail reminders to everyone.)
The only good fit would be  Homeschool, or Online school with classes that fit your child all over the place.
Since each 2e kid is very different, there is no one size fit all. Unfortunately, that is MCPS approach even in magnets. Resource classes for IEP kids are just free periods to do homework. Nothing individualized.  Do not even think about making MCPS to care about your child or be accountable.  MCPS is big and extremely bureaucratic. You will be very disappointed.
[/quote]

I am different PP above who has had 2 kids with IEP and 504 in MS magnet.  I want to address the PP's experience above:

1) "Very few teachers really follow  IEP or 504. The only thing they would do is extended test time. That is it." -- 
I totally agree that this may be your experience in the beginning at a magnet.  It was ours at both MS magnets.  BUT, this is ILLEGAL.  My DCs and I both follow up in writing, by email, with the teacher and IEP or 504 school-based supervisor when the IEP is not being complied with.  A school which is "out of compliance" is acting illegally.  Generally, I have found that most teachers, "come into compliance", very quickly once they are notified in writing that something on the IEP or 504 plan is not being provided.  Every year there does seem to be that one teacher, or even an administrator, that doesn't think they have to follow the law.  We kick those problems "upstairs" to the county-wide Section 504 supervisor or the head of the Special Education department.  I have NEVER had a refusal to comply after that.  Know your rights. If you don't have the energy or knowledge or temperament, hire an advocate or attorney.   If your kid has "extra-time" on tests and quizzes, then that must be provided EVERY time.  Document when it isn't.  The kid doesn't have to ask for it every time.  They just have to say once, in the beginning of the year in writing, "I have extra-time on tests and quizzes.  I would like that for all tests and quizzes this year.  Thank you."

My DC has extra time, non-distracted environment, use of calculator, answer on test booklet, monitor test response, use of computer, class notes, etc.  DC gets these the vast majority of the time, without additional badgering by him.  Teachers are human; sometimes things are forgotten, but a polite email documenting oversight ensures that these oversights do not become the norm.

Being in the MS magnet program has radically changed my GT/LD child.  Before he got there, he believed all those teachers in his general ed classes who told him he was stupid, lazy, unmotivated, not trying hard enough, etc.  Now he knows he is smart but that even smart kids work hard.  Sixth grade was hard, but he did better than we thought.  Each year gets easier.  If it doesn't then there are options like having a resource class or adjusting the kinds of supports.  DC has matured in so many ways.  His self-esteem has improved.  He has aspirations and interests now. And, his weaknesses are improving as well, particularly when it comes to understanding how HE learns and what HE needs to learn.

The "advanced" classes in the GT/LD program are the same "advanced" classes offered to all kids at every middle school -- "advanced" english, which now almost all MSers take, and "advanced math" which means the regular math but perhaps one or two grade levels ahead.  The MS magnets have a significantly different curriculum with units and information that is not taught at a regular middle school.  I can see how some parents might decide the GT/LD program at schools like N. Bethesda are a better fit; it is a very individualized decision and there is no right or wrong answer.  But I hate to see parents decide on the GT/LD program thinking they are getting more "advancement" than they really are.  Similarly, I hate to see parents decide against the MS magnet program because they think MCPS either is not obliged to accommodate or not willing to accommodate.

To this PP, this sounds just like my child.  We are searching all the MCPS programs to find the right fit- this is a little disappointing...did you end up doing homeschooling? How did you supplement social aspects for your child? The writing/dysgraphia part for us is a big hurdle-  would this not be addressed adequately in a magnet? What about enrolling in GT/LD, and doing enrichment on weekends? or pulling the child out before the end of the day to do off-site tutoring? [/quote][/quote]

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