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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]It will be interesting to see what she does in Gifted office.  The director position was created and the former Supervisor was rolled up into that position, with no job description or job posting from what I can tell.  Then, a former principal with gifted education background has been in the job for a year and the word on the street was that she has been under scrutiny for treating him so badly he had to be moved out to avoid a lawsuit.[/quote]

Anyone friendly with her that can get pull out I gifted restored?[/quote]

Her goal is not to reinstate a pull-out model. As an RTG during the transition from pull-out to push-in services, she has supported the talent development model from the beginning. Pull-out services are inequitable, exclusionary, and outdated. Yes, many districts still use this model, but it doesn't mean they are at the forefront of education for doing so. The days of students visiting a resource room once a week for a special activity with a small group are long gone in many districts, including APS. Today, a much broader range of students has access to the same high-quality activities and resources.

Where it once took an entire grading period to complete a Project M3 math unit in a pull-out setting, students can now finish the same unit—and more—in just a few weeks. Classroom teachers are using the high quality, researched based curriculum units that are woven into their pacing guides. Many parents are too focused on the "exclusivity" of the pull-out model without realizing that their children are receiving the same lessons in a more time-efficient and equitable environment. It is baffling to me that any parent would be satisfied with their child receiving an hour a week of "extension" and think their gifted child was adequately being challenged.  [/quote]

Classroom teachers are fully occupied trying to reach the high need and SOL challenged students; the gifted “curriculum” are some extra worksheets they can use when they finish their work before the rest of the class — or they can use this iPads which many choose because, you know, the siren call of screens vs some lame worksheet.

The very fact you are pushing a screed about pull-out being inequitable already shows how your true motivation. It’s not about helping gifted children, as you allude to a broader range of students, ie not gifted. So meanwhile ADHD kids get their SE needs met with pull out services, APS has decided the Gifted SE students aren’t special enough to get something similar.   Why not have executive skills and small groups for all students, not just ones with IEPs?[/quote]

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