Does anyone have experience with advancing a child beyond the elementary TAG math program in ACPS? Our DS is above grade level and the school has asked us several times what we plan to do with him next year since he's ready for 6th grade curriculum that they do not offer in house. We haven't had a TAG teacher in 3rd grade since the position is still vacant and we tried to create a workaround this year that created some gaps elsewhere.

Anonymous wrote:When did you get the results? I haven't, yet.

I think the decisions are issued on a rolling basis through the spring, especially given that there are appeals.

When did you get the results? I haven't, yet.

I'm not sure there's any more independent work than the regular class (elementary). And if DC qualifies for TAG and on an IEP, supports should be in place no matter what class DC is in.

What age is your child? I am the parent of a disabled child that responded previously. In 5th, for TAG language arts, he had to do an independent research project of his choosing and write a paper based on it. To me, that requires a lot of independence.

Anonymous wrote:NP: How would TAG work for a kid who is very smart but has trouble staying focused and working independently? (DC is 2e).

We have a 2E kid who is in TAG pull out for Math and English. The teachers are good and the kids are smart, and he would be so bored if in regular class, which is a whole other set of problems.

I'm not sure there's any more independent work than the regular class (elementary). And if DC qualifies for TAG and on an IEP, supports should be in place no matter what class DC is in.

Overall, we've been pleased with the TAG route. We asked about differentiation for social studies and science. We could have done the TAG eval route, but ended up just working with the classroom teacher to differentiate.

I think for a gifted child, boredom is really the enemy. So 2e or not, whatever you can do to keep them challenged and engaged is key. Build in supports around the academics.

I am wondering about 2e kids as well. Does anyone know the answer? Should parents advocate for subject-specific differentiation to be incorporated within the IEP? I am guessing that parents just have to supplement on their own because the school's priority/focus is addressing the areas where a student is learning challenged and not so much where they are gifted.

I don't like the term 2e for a number of reasons. However, my child has disabilities, and was also in TAG (he is now in middle school, so although he is technically still in TAG, it is like one or two additional discrete projects per subject). He tested into TAG for math and reading. I don't know how he was selected for science, and he wasn't selected for social studies.

At the end of the day, for whatever subjects the child is in TAG for, they need to be able to do the level of work in the class largely independently, with whatever accommodations they are otherwise entitled to (e.g. prompts, having directions read to them vs. reading them).