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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]
All kids are entitled to FAPE (not just SpED kids), and Virginia law requires schools to offer some sort of "gifted" education program.  Grade skipping introduces a whole new set of problems.  I already have a kid who is youngest in their grade and whose IQ doesn't match their emotional maturity, so skipping a grade is going to compound problems, not make them better.  It is a good idea for some kids, but, for most, it's not.  To say nothing of ending up with a kid who's ready for college at 16 or 17, which isn't great either.[/quote]

that program can be satisfied by a once a week half hour pull out [/quote]
+1.  [b]Also, high IQ does not guarantee a child a spot in any VA gifted education program.  There are kids with gifted level IQs who were not accepted for AAP or even pull outs, and likewise, there are kids with 110-115 IQs in AAP.  FCPS is allowed to label any kid as "gifted" or "not gifted" in their opaque selection process without any specific criteria or consistency to the process.  A kid with a 145 IQ who is not deemed as "gifted" by the AAP selection committee is not legally entitled to any gifted services at all. [/b] [/quote]

All of this is true and is one of the BEST examples of a breakdown of this system in FCPS when comparing its intent to its practical application. The criteria of the "Gifted Behavior Rating Scale" that teachers are required to fill out on each applicant has FAR too much weight and obviously favors students by race (even if subconcious bias) AND favors students who are compliant in a gen-ed classroom. We had a neighbor who was obviously extremely gifted (near perfect scores on his NNAT and COGAT) whose teacher rated him very low on the scale because he often neglected to do the work, was disorganized, exhibited some undiagnosed ADHD behaviors, was sometimes "acting out" in class. It is shocking to me that this child was denied access to the AAP track simply because he wasn't a model student in the gen-ed classroom. To me, he should be the first in line for this access, because his behaviors compared to his scores demonstrate that the gen-ed environment is not "reaching" him to unlock his full potential as a scholar. High rating as a [b]teacher-pleaser should not be a criteria[/b].[/quote]

It's not.  The kids with no Motivation to Succeed also are in AAP because that's where they're supposed to be.   You don't actually know the neighbor kid's scores or why he was not admitted.  You just know what the neighbor complained about. [/quote]

Saw the scores myself actually.
And the kid is a handful. No doubt in my mind about that.
You're right. I have no idea if that is why he wasn't admitted. But the mom showed me the GBRS after she requested a copy of his packet from the school and it was 100% a railroad job.[/quote]

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