Anonymous wrote:The most important thing an advanced or gifted program can do for kids is to help them in dealing with the emotional aspects of being highly intelligent. Highly intelligent kids can benefit from learning how to deal with being different from their peers. They can benefit from learning study techniques: many learn so easily that they truly don't know what studying means. Yes, challenging academics across the board (not just STEM subjects) are important, but helping kids deal with the psychological aspects of being so bright will have long term benefits in all aspects of a child's life.

You are describing a gifted program. The kids in AAP are, by and large, not gifted. They are not the children who are "different from their peers" and who "learn so easily". Those would be the exceptionally gifted, who are few and far between in AAP.

Anonymous wrote:The most important thing an advanced or gifted program can do for kids is to help them in dealing with the emotional aspects of being highly intelligent. Highly intelligent kids can benefit from learning how to deal with being different from their peers. They can benefit from learning study techniques: many learn so easily that they truly don't know what studying means. Yes, challenging academics across the board (not just STEM subjects) are important, but helping kids deal with the psychological aspects of being so bright will have long term benefits in all aspects of a child's life.

+1000

this is what the position started out as....

The most important thing an advanced or gifted program can do for kids is to help them in dealing with the emotional aspects of being highly intelligent. Highly intelligent kids can benefit from learning how to deal with being different from their peers. They can benefit from learning study techniques: many learn so easily that they truly don't know what studying means. Yes, challenging academics across the board (not just STEM subjects) are important, but helping kids deal with the psychological aspects of being so bright will have long term benefits in all aspects of a child's life.

My DC just got the IAAT results - scored in 96%tile. Does NOT want to take algebra, though. Always gets perfect SOL scores in math. DC just wants to write, creatively. We have told DC that if the SOL score is advanced, again, this year, DC will be taking algebra next year. We also told DC that DC could sign up for creative writing as an elective. AAP has been a great experience for DC - it has allowed DC to grow in all aspects, not just math-wise. There is more to life than math, and not all ids who excel in math want to do STEM. We, of course, are hopeful that DC will realize the potential in STEM and begin integrating STEM activities into the writing, somehow!

Anonymous wrote:1. More ability grouping, especially in math. Since AAP has grown so much, kids are working at different levels. The center is there to develop the kids and offer academic challenge.
2. Smaller class size. Some AAP classrooms have more than 30 kids per teacher, and it's not fair for the teachers. It's also not fair on quieter students since squeaky wheels get the grease in a big group.

At our center, there are so many AAP classes that each one is about 25 kids. The Gen Ed kids, on the other hand are in classes of 30+. What's wrong with this picture? Answer: far too many kids in AAP.

Better math - less of this spiral crap. Completely revamp science and include some robotics and/or programming, smaller class sizes - I think it's ridiculous that AAP classes are allowed to have more students than general ed.

1. More ability grouping, especially in math. Since AAP has grown so much, kids are working at different levels. The center is there to develop the kids and offer academic challenge.
2. Smaller class size. Some AAP classrooms have more than 30 kids per teacher, and it's not fair for the teachers. It's also not fair on quieter students since squeaky wheels get the grease in a big group.

Got a DS in 5th AAP and after three years we're disillusioned about it. My input would be...

The reality is that a full STEM focus doesn't exist. There's only math and that ciriculum poor, it is only accelerated. Get some real technology, science and engineering into the course. Buy some Lego Education kits, or get a service to teach that portion.

Arts don't seem to be differentiated at all. The creative kids shouldn't be left out.

And above all, challenge the students and let them grow. They will bloom because of it.

recess!

not every kid in app wants stem. Our DD is exceptional in math and science; however, her passion is creative writing. AAP should focus on the whole child, not just STEM.

Anonymous wrote:

Anonymous wrote:Science

+1, but I would say that for Gen Ed, too. FCPS ES has always had piss-poor science (I was an FCPS kid, too).

+1000

Science is a joke in FCPS, and that's across the board (gen ed, AAP) all the way through middle school.

Anonymous wrote:Science

+1, but I would say that for Gen Ed, too. FCPS ES has always had piss-poor science (I was an FCPS kid, too).

Science

I would try to get as close to the amazing math program at Longfellow as possible. Google Vern Williams and much info will come up.

My kids attend a small independent school (not Nysmith) and they are adding resources for kids that learn different (up/down/both). The principal is looking for feedback on what that should look like.

If you have a moment, I'd like to hear what you think and enrichment teacher should do?
What kind of resources do you see a critical for AAP kids (STEM, games, tech...)?

If you wrote the gifted teacher's job description (resource) what would it include?

TIA!