Where are you seeing 45% of kids qualify for IEPs? That's way off. It's about 14-15%.

Anonymous wrote:

Anonymous wrote:What is IDP

Meant IEP

https://www.apsva.us/parent-resource-center/individual-education-plans/

We use IDP as Individual Development Plans at my job and I defaulted to that. Sorry.

Okay. I was totally confused! If there were IDPs, it was something I would have totally had to research. Thanks, OP.

Anonymous wrote:What is IDP

Meant IEP

https://www.apsva.us/parent-resource-center/individual-education-plans/

We use IDP as Individual Development Plans at my job and I defaulted to that. Sorry.

What is IDP

The reason every one wants gifted is because the school must allocate more resources for that. Much of class item and extra staff go to help the students with IDP and ESL, so if your child is not in cohort with gifted, then they de facto instructed at the remedial pace of the general classroom, and then given iPad time while the extra time is given to IDP/ESL.

Hunger Games for teachers time.

Anonymous wrote:

Anonymous wrote:And? So what's the big take away here? That some kids are ID'd as gifted who aren't really gifted? Does that make a difference?

My own kids fall into the large bucket of "gifted" and I don't give two sh*ts. The difference made is being in a cohort of relatively smart, motivated kids, not given some extra math worksheets.

The big takeaway is that APS uses a different meaning of the term "gifted" than is generally used. APS uses the term to mean kids that could benefit from additional enrichment.

Yes and APS has changed from "gifted" to "advanced academics" to help with the definition. In a talent development model (which APS uses), 20-30% of the school population should be identified, since the net is cast wider and is more inclusive, recognizing that many kids benefit from advanced resources and critical thinking strategies.

In more traditional "gifted programs", as little as the top 3-5% are identified and criteria is more rigid (i.e. if you don't score 130 on a one test, you are not considered). These programs are often inequitable and exclusive.

Anonymous wrote:And? So what's the big take away here? That some kids are ID'd as gifted who aren't really gifted? Does that make a difference?

My own kids fall into the large bucket of "gifted" and I don't give two sh*ts. The difference made is being in a cohort of relatively smart, motivated kids, not given some extra math worksheets.

The big takeaway is that APS uses a different meaning of the term "gifted" than is generally used. APS uses the term to mean kids that could benefit from additional enrichment.

And? So what's the big take away here? That some kids are ID'd as gifted who aren't really gifted? Does that make a difference?

My own kids fall into the large bucket of "gifted" and I don't give two sh*ts. The difference made is being in a cohort of relatively smart, motivated kids, not given some extra math worksheets.

Anonymous wrote:here it is OP;have fun and report back

https://www.apsva.us/wp-content/uploads/sites/57/2024/02/FY-2025-Superintendents-Proposed-Budget-Document.pdf

Forgot how much I love the budget. Randolf is about 400 kids and about 60 ID as gifted. (Pg. 174). Do math and that's a 15% rate. Possible statistically if we are using 130 as the IQ cut off. I prefer 140 as do most other school districts.

here it is OP;have fun and report back

The number of kids IDed as gifted is in the budget. It's a 200 plus page doc with school profiles starting at about 150. For example, HB has a 40+ gifted ID rate. That's IMPOSSIBLE. Cardinal's is over 30%, again, impossible. But hey, that's why APS pushes in!

(yes, my kids are IDed as gifted but they are simply above average).

what's IDP?

which dashboard?

This dashboard says about 45% on IDP and 50% gifted, but pre-pandemic

https://equityprofile.apsva.us/dashboards/

Any recent data? Any idea how many IDP are also GT? Or do 90% of kids qualify for services??