Anonymous wrote:If the school wants to get your child in, the packet will be good. I know this for a fact.

I don't think our school cares whether kids get in one way or the other.

Anonymous wrote:Thank you. What is principal placed? I have heard that happens but also heard it doesn't anymore. Our principal pidgeon-holded my kid's personality as not being outgoing. She is shy . but she's very sociable once she knows people, especially after finding her footing in the last year after a year of utter boredom in online classes. His comments about her really bother me. I feel it's like all first impressions. Sometimes a good person can profile you and form an opinion but it's really hard to change minds. How can 1 principal get to know hundreds of kids. Seems unfair if I'm not there.

Principal Placed usually occurs more in the Local LLIV programs and is generally tied to the class size. It can happen in the Center schools as well, but it's harder to qualify given the larger sizes and students coming in from other schools.

Essentially, a local school may have 12-15 children who are Level IV and decided not to go to the center school, which isn't enough to have equal class sizing with the rest of Gen Ed classes that are 25+. They'll take the highest performers (or the ones who the principal favors or parent complain the most if you believe this forum), and place them in the LLIV class to round out even numbers. If there's already an overbalance of AAP students, which is common in the Centers, there is essentially no room to principal place other kids in, so it is highly school and even year dependent.

This (along with the lack of some extra curriculars that Center schools offer) is also why a lot of parents think that Local IV programs are watered down and inferior to the Center schools, regardless of FFX county stating it's the same curriculum.

Principal Placed Students are NOT guaranteed to stay in the AAP classroom year to year, and are NOT eligible to attend Center Schools or AAP middle-schools, thus the reason why many of them tend to apply again in 3rd grade.

Thank you. What is principal placed? I have heard that happens but also heard it doesn't anymore. Our principal pidgeon-holded my kid's personality as not being outgoing. She is shy . but she's very sociable once she knows people, especially after finding her footing in the last year after a year of utter boredom in online classes. His comments about her really bother me. I feel it's like all first impressions. Sometimes a good person can profile you and form an opinion but it's really hard to change minds. How can 1 principal get to know hundreds of kids. Seems unfair if I'm not there.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The work samples submitted by the school were not good. However, some of the project work has been quite good. But the projects are not 'worksheets'. Given the 3rd grade genEd program offers no particular opportunity or worksheets that allow gifted demonstration, I would have taken the projects and represented that on one sheet. For example, my kid did an amazing book on a historical figure. Pages could have easily been shrunk with 4 pages to represent some gifted thinking about social injustice. I take it that the school doesn't have the time to do that. But shouldn't the school provide work that enables kids to demonstrate giftedness? The work is too simple to get work samples.

Any help to understand what schools submit as good examples would be appreciated. I did see the examples in the Level IV orientation. My kid never gets anything close to that. There is no opportunity to show abstract thinking.

Teacher here. What samples were included? The AART is very specific on what types of samples to include.

one sample was to pick a place to visit and one visited and provided lines to fill out on the place and why. DD’s reply talked about visiting family for one and some other facts. Nothing stellar. Not a lot of space provided to write a full essay. If you ask me the question straight up as an adult, mine would similar. If you said my acceptance to AAP depends on the creativity of the response, I would invent some elaborate response about time travel. It’s like the math problem someone else posted and applying an alternative algorithm to be gifted. Uh if you ask me what 2 plus 2 is, I would say 4. If you tell me come up with a new algorithm, I would say (3-1) + (3-1) =4 …. It’s screwy!!! These are not work samples that support the application.

I am PP who is a teacher. I agree with you. That is not a strong writing sample. We are told to include a writing sample but I always choose a published piece that shows creativity or critical thinking. For math, I would include something that shows creative or flexible problem solving. I will say this… I have taught Gen Ed and now teach AAP. I know now what makes a strong sample and it is much easier for kids to get accepted if they are principal placed in a Level 4 classroom and doing well.

Anonymous wrote:

Anonymous wrote:The work samples submitted by the school were not good. However, some of the project work has been quite good. But the projects are not 'worksheets'. Given the 3rd grade genEd program offers no particular opportunity or worksheets that allow gifted demonstration, I would have taken the projects and represented that on one sheet. For example, my kid did an amazing book on a historical figure. Pages could have easily been shrunk with 4 pages to represent some gifted thinking about social injustice. I take it that the school doesn't have the time to do that. But shouldn't the school provide work that enables kids to demonstrate giftedness? The work is too simple to get work samples.

Any help to understand what schools submit as good examples would be appreciated. I did see the examples in the Level IV orientation. My kid never gets anything close to that. There is no opportunity to show abstract thinking.

Teacher here. What samples were included? The AART is very specific on what types of samples to include.

one sample was to pick a place to visit and one visited and provided lines to fill out on the place and why. DD’s reply talked about visiting family for one and some other facts. Nothing stellar. Not a lot of space provided to write a full essay. If you ask me the question straight up as an adult, mine would similar. If you said my acceptance to AAP depends on the creativity of the response, I would invent some elaborate response about time travel. It’s like the math problem someone else posted and applying an alternative algorithm to be gifted. Uh if you ask me what 2 plus 2 is, I would say 4. If you tell me come up with a new algorithm, I would say (3-1) + (3-1) =4 …. It’s screwy!!! These are not work samples that support the application.

Anonymous wrote:

Anonymous wrote:The work samples submitted by the school were not good. However, some of the project work has been quite good. But the projects are not 'worksheets'. Given the 3rd grade genEd program offers no particular opportunity or worksheets that allow gifted demonstration, I would have taken the projects and represented that on one sheet. For example, my kid did an amazing book on a historical figure. Pages could have easily been shrunk with 4 pages to represent some gifted thinking about social injustice. I take it that the school doesn't have the time to do that. But shouldn't the school provide work that enables kids to demonstrate giftedness? The work is too simple to get work samples.

Any help to understand what schools submit as good examples would be appreciated. I did see the examples in the Level IV orientation. My kid never gets anything close to that. There is no opportunity to show abstract thinking.

Not always the case. Perhaps a gifted kid will get creative in an answer. Even addition and subtraction could be shown in other ways than the traditional algorithm.

Omg… if a kid is supposed to be creative when someone asks for an addition problem… I’ll be happy to keep her out of AAP! Efficiency rules for me. I work in a fast industry I love creativity but I couldn’t hire someone who is that creative.

Anonymous wrote:The work samples submitted by the school were not good. However, some of the project work has been quite good. But the projects are not 'worksheets'. Given the 3rd grade genEd program offers no particular opportunity or worksheets that allow gifted demonstration, I would have taken the projects and represented that on one sheet. For example, my kid did an amazing book on a historical figure. Pages could have easily been shrunk with 4 pages to represent some gifted thinking about social injustice. I take it that the school doesn't have the time to do that. But shouldn't the school provide work that enables kids to demonstrate giftedness? The work is too simple to get work samples.

Any help to understand what schools submit as good examples would be appreciated. I did see the examples in the Level IV orientation. My kid never gets anything close to that. There is no opportunity to show abstract thinking.

Teacher here. What samples were included? The AART is very specific on what types of samples to include.

Anonymous wrote:The work samples submitted by the school were not good. However, some of the project work has been quite good. But the projects are not 'worksheets'. Given the 3rd grade genEd program offers no particular opportunity or worksheets that allow gifted demonstration, I would have taken the projects and represented that on one sheet. For example, my kid did an amazing book on a historical figure. Pages could have easily been shrunk with 4 pages to represent some gifted thinking about social injustice. I take it that the school doesn't have the time to do that. But shouldn't the school provide work that enables kids to demonstrate giftedness? The work is too simple to get work samples.

Any help to understand what schools submit as good examples would be appreciated. I did see the examples in the Level IV orientation. My kid never gets anything close to that. There is no opportunity to show abstract thinking.

Not always the case. Perhaps a gifted kid will get creative in an answer. Even addition and subtraction could be shown in other ways than the traditional algorithm.

If the school wants to get your child in, the packet will be good. I know this for a fact.

Anonymous wrote:Comparing my kids packet to one of my friend's- it depends on how much whoever is assembling them likes your kid.

You compared packets?!?

Comparing my kids packet to one of my friend's- it depends on how much whoever is assembling them likes your kid.

The work samples submitted by the school were not good. However, some of the project work has been quite good. But the projects are not 'worksheets'. Given the 3rd grade genEd program offers no particular opportunity or worksheets that allow gifted demonstration, I would have taken the projects and represented that on one sheet. For example, my kid did an amazing book on a historical figure. Pages could have easily been shrunk with 4 pages to represent some gifted thinking about social injustice. I take it that the school doesn't have the time to do that. But shouldn't the school provide work that enables kids to demonstrate giftedness? The work is too simple to get work samples.

Any help to understand what schools submit as good examples would be appreciated. I did see the examples in the Level IV orientation. My kid never gets anything close to that. There is no opportunity to show abstract thinking.