Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at an elementary where our kid gets pulled out a couple times a week (1x a week per subject usually) but it’s a smaller school. We haven’t found it to be nothing.

In general it’s a more push in model in APS.

Which school? We were told pull out isn’t an option in APS.

Pull out is not supposed to be an option, but there are some schools/staff members that don't play by the rules and make the other schools look like they aren't providing anything to advanced learners. Most schools are abiding by the model of the push-in/collaborative model, but there's always a few that march the the beat of their own drum even when it is not seen as best practices in education.

Best practices according to whom?
From my experience, the APS-touted "push in" model is the one where the regular teacher does remedial for the kids that are behind, while the GT teacher comes in to take care of everyone else, just doing the regular basic stuff.

With the name change this year (now something like advanced academic programs?), APS says that the "coach" will only offer enrichment activities for the whole class. The activities are not specifically meant for the advanced kids or kids tagged as gifted. The enrichment is now targeted at all kids. Nothing specific is being offered for kids tagged as gifted. APS has stopped using the program to differentiate.

That’s the point of clustering gifted kids together. When over 1/2 the class is identified and others still highly able, why wouldn’t all kids receive rigorous materials? I don’t think parents always understand just how many kids are identified, especially in high performing NA schools with kids who test well and have rich background experiences.

+1. 95% of every class in Arlington is gifted.

It's actually about 20-30% but statistically impossible none the less. APS uses 120 which is bs. Gifted should start at 130 and 140, for real gifts. (both my kids are so labeled and it's not a thing in APS)

I’m new to this. 120 is the score on what? The NNAT?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at an elementary where our kid gets pulled out a couple times a week (1x a week per subject usually) but it’s a smaller school. We haven’t found it to be nothing.

In general it’s a more push in model in APS.

Which school? We were told pull out isn’t an option in APS.

Pull out is not supposed to be an option, but there are some schools/staff members that don't play by the rules and make the other schools look like they aren't providing anything to advanced learners. Most schools are abiding by the model of the push-in/collaborative model, but there's always a few that march the the beat of their own drum even when it is not seen as best practices in education.

Best practices according to whom?
From my experience, the APS-touted "push in" model is the one where the regular teacher does remedial for the kids that are behind, while the GT teacher comes in to take care of everyone else, just doing the regular basic stuff.

With the name change this year (now something like advanced academic programs?), APS says that the "coach" will only offer enrichment activities for the whole class. The activities are not specifically meant for the advanced kids or kids tagged as gifted. The enrichment is now targeted at all kids. Nothing specific is being offered for kids tagged as gifted. APS has stopped using the program to differentiate.

That’s the point of clustering gifted kids together. When over 1/2 the class is identified and others still highly able, why wouldn’t all kids receive rigorous materials? I don’t think parents always understand just how many kids are identified, especially in high performing NA schools with kids who test well and have rich background experiences.

+1. 95% of every class in Arlington is gifted.

It's actually about 20-30% but statistically impossible none the less. APS uses 120 which is bs. Gifted should start at 130 and 140, for real gifts. (both my kids are so labeled and it's not a thing in APS)

I agree with this, but unless you have a kid in the 140+ range, it is hard to understand that statement. I've got two kids tagged as GT-- one in the 120s and one in the 140s. There is a noticeable difference with the kid in the 140s, particularly on math ability. That said, I don't think it is statistically impossible for 20-30% of some schools in APS to be filled with kids at 120+. Arlington is one of the most highly educated areas in the country, so I don't think it is crazy that 20-30% of the kids would fall in the 90th percentile or higher on a nationally-normed IQ-type test like the NNAT or Cogat. It is what makes our area such a pressure-cooker for teenagers.

For parents reading this board, newsflash - parents can refer kids for gifted identification. I’d LOVE to hear about any parent whose identification was actually rejected by an APS elementary principal Just so everyone’s aware how stringent the “program” is and how meaningful it is to be identified by APS.

Anonymous wrote:I agree with previous posters that gt programs at aps have been a victim of covid. Prior to covid, there was distinct differentiation. Gifted kids and highly able kids were grouped together and they received more challenging work. The challenging work were things like extra book study (reading a middle school/high school level novels in fourth grade in addition to the other reading done with the rest of the class for my older daughter), math riddles and extra math practice which was sent home as homework, and extra projects for science/social studies. That’s all gone now though. There may be differentiation but it’s not like how it was before— they are focusing on just catching up from covid. I’m not sure when they will feel like they caught up or if there will be a return for gt services, but right now there is nothing.

Even before covid, there was no gt differentiation after elementary school. All advanced classes other than middle school math are self selecting— the child/parent decides to take them.

+1. Gifted enrichment for all is actually gifted enrichment for none.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at an elementary where our kid gets pulled out a couple times a week (1x a week per subject usually) but it’s a smaller school. We haven’t found it to be nothing.

In general it’s a more push in model in APS.

Which school? We were told pull out isn’t an option in APS.

Pull out is not supposed to be an option, but there are some schools/staff members that don't play by the rules and make the other schools look like they aren't providing anything to advanced learners. Most schools are abiding by the model of the push-in/collaborative model, but there's always a few that march the the beat of their own drum even when it is not seen as best practices in education.

Best practices according to whom?
From my experience, the APS-touted "push in" model is the one where the regular teacher does remedial for the kids that are behind, while the GT teacher comes in to take care of everyone else, just doing the regular basic stuff.

With the name change this year (now something like advanced academic programs?), APS says that the "coach" will only offer enrichment activities for the whole class. The activities are not specifically meant for the advanced kids or kids tagged as gifted. The enrichment is now targeted at all kids. Nothing specific is being offered for kids tagged as gifted. APS has stopped using the program to differentiate.

That’s the point of clustering gifted kids together. When over 1/2 the class is identified and others still highly able, why wouldn’t all kids receive rigorous materials? I don’t think parents always understand just how many kids are identified, especially in high performing NA schools with kids who test well and have rich background experiences.

+1. 95% of every class in Arlington is gifted.

That hasn't been our experience. Every gifted cluster is paired with a cluster of kids who need extra help because they're below grade level.

There's a difference by school. If you look in the budget, you'll find the # gifted and # students. Do math and boom, you've got the percentage.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at an elementary where our kid gets pulled out a couple times a week (1x a week per subject usually) but it’s a smaller school. We haven’t found it to be nothing.

In general it’s a more push in model in APS.

Which school? We were told pull out isn’t an option in APS.

Pull out is not supposed to be an option, but there are some schools/staff members that don't play by the rules and make the other schools look like they aren't providing anything to advanced learners. Most schools are abiding by the model of the push-in/collaborative model, but there's always a few that march the the beat of their own drum even when it is not seen as best practices in education.

Best practices according to whom?
From my experience, the APS-touted "push in" model is the one where the regular teacher does remedial for the kids that are behind, while the GT teacher comes in to take care of everyone else, just doing the regular basic stuff.

With the name change this year (now something like advanced academic programs?), APS says that the "coach" will only offer enrichment activities for the whole class. The activities are not specifically meant for the advanced kids or kids tagged as gifted. The enrichment is now targeted at all kids. Nothing specific is being offered for kids tagged as gifted. APS has stopped using the program to differentiate.

That’s the point of clustering gifted kids together. When over 1/2 the class is identified and others still highly able, why wouldn’t all kids receive rigorous materials? I don’t think parents always understand just how many kids are identified, especially in high performing NA schools with kids who test well and have rich background experiences.

+1. 95% of every class in Arlington is gifted.

That hasn't been our experience. Every gifted cluster is paired with a cluster of kids who need extra help because they're below grade level.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at an elementary where our kid gets pulled out a couple times a week (1x a week per subject usually) but it’s a smaller school. We haven’t found it to be nothing.

In general it’s a more push in model in APS.

Which school? We were told pull out isn’t an option in APS.

Pull out is not supposed to be an option, but there are some schools/staff members that don't play by the rules and make the other schools look like they aren't providing anything to advanced learners. Most schools are abiding by the model of the push-in/collaborative model, but there's always a few that march the the beat of their own drum even when it is not seen as best practices in education.

Best practices according to whom?
From my experience, the APS-touted "push in" model is the one where the regular teacher does remedial for the kids that are behind, while the GT teacher comes in to take care of everyone else, just doing the regular basic stuff.

With the name change this year (now something like advanced academic programs?), APS says that the "coach" will only offer enrichment activities for the whole class. The activities are not specifically meant for the advanced kids or kids tagged as gifted. The enrichment is now targeted at all kids. Nothing specific is being offered for kids tagged as gifted. APS has stopped using the program to differentiate.

That’s the point of clustering gifted kids together. When over 1/2 the class is identified and others still highly able, why wouldn’t all kids receive rigorous materials? I don’t think parents always understand just how many kids are identified, especially in high performing NA schools with kids who test well and have rich background experiences.

+1. 95% of every class in Arlington is gifted.

It's actually about 20-30% but statistically impossible none the less. APS uses 120 which is bs. Gifted should start at 130 and 140, for real gifts. (both my kids are so labeled and it's not a thing in APS)

I agree with previous posters that gt programs at aps have been a victim of covid. Prior to covid, there was distinct differentiation. Gifted kids and highly able kids were grouped together and they received more challenging work. The challenging work were things like extra book study (reading a middle school/high school level novels in fourth grade in addition to the other reading done with the rest of the class for my older daughter), math riddles and extra math practice which was sent home as homework, and extra projects for science/social studies. That’s all gone now though. There may be differentiation but it’s not like how it was before— they are focusing on just catching up from covid. I’m not sure when they will feel like they caught up or if there will be a return for gt services, but right now there is nothing.

Even before covid, there was no gt differentiation after elementary school. All advanced classes other than middle school math are self selecting— the child/parent decides to take them.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at an elementary where our kid gets pulled out a couple times a week (1x a week per subject usually) but it’s a smaller school. We haven’t found it to be nothing.

In general it’s a more push in model in APS.

Which school? We were told pull out isn’t an option in APS.

Pull out is not supposed to be an option, but there are some schools/staff members that don't play by the rules and make the other schools look like they aren't providing anything to advanced learners. Most schools are abiding by the model of the push-in/collaborative model, but there's always a few that march the the beat of their own drum even when it is not seen as best practices in education.

Best practices according to whom?
From my experience, the APS-touted "push in" model is the one where the regular teacher does remedial for the kids that are behind, while the GT teacher comes in to take care of everyone else, just doing the regular basic stuff.

With the name change this year (now something like advanced academic programs?), APS says that the "coach" will only offer enrichment activities for the whole class. The activities are not specifically meant for the advanced kids or kids tagged as gifted. The enrichment is now targeted at all kids. Nothing specific is being offered for kids tagged as gifted. APS has stopped using the program to differentiate.

That’s the point of clustering gifted kids together. When over 1/2 the class is identified and others still highly able, why wouldn’t all kids receive rigorous materials? I don’t think parents always understand just how many kids are identified, especially in high performing NA schools with kids who test well and have rich background experiences.

+1. 95% of every class in Arlington is gifted.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at an elementary where our kid gets pulled out a couple times a week (1x a week per subject usually) but it’s a smaller school. We haven’t found it to be nothing.

In general it’s a more push in model in APS.

Which school? We were told pull out isn’t an option in APS.

Pull out is not supposed to be an option, but there are some schools/staff members that don't play by the rules and make the other schools look like they aren't providing anything to advanced learners. Most schools are abiding by the model of the push-in/collaborative model, but there's always a few that march the the beat of their own drum even when it is not seen as best practices in education.

Best practices according to whom?
From my experience, the APS-touted "push in" model is the one where the regular teacher does remedial for the kids that are behind, while the GT teacher comes in to take care of everyone else, just doing the regular basic stuff.

With the name change this year (now something like advanced academic programs?), APS says that the "coach" will only offer enrichment activities for the whole class. The activities are not specifically meant for the advanced kids or kids tagged as gifted. The enrichment is now targeted at all kids. Nothing specific is being offered for kids tagged as gifted. APS has stopped using the program to differentiate.

That’s the point of clustering gifted kids together. When over 1/2 the class is identified and others still highly able, why wouldn’t all kids receive rigorous materials? I don’t think parents always understand just how many kids are identified, especially in high performing NA schools with kids who test well and have rich background experiences.

According to the presentations this fall, the coach isn't allowed to focus on the classrooms with clusters because there could be unidentified kids in other classrooms, so all classes are supported equally.

Our school also often combines IEP and ESL clusters with the gifted clusters in a single classroom so the teacher can use more time with the students who are below grade level while the advanced students work independently. This creates a large range of learners in a classroom. It means that enrichment targeted to all can't focus on things like advanced math or writing because at least half the class can't participate in those activities. Now activities are on topics like thinking outside the box and learning to work in groups because those activities are accessible to all.

The APS presentation on the gifted program this year described a significantly watered down program from even two years ago, with less of a focus on addressing the learning needs of the tagged kids and more about equity and supporting classroom teachers by providing enrichment for all students.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at an elementary where our kid gets pulled out a couple times a week (1x a week per subject usually) but it’s a smaller school. We haven’t found it to be nothing.

In general it’s a more push in model in APS.

Which school? We were told pull out isn’t an option in APS.

Pull out is not supposed to be an option, but there are some schools/staff members that don't play by the rules and make the other schools look like they aren't providing anything to advanced learners. Most schools are abiding by the model of the push-in/collaborative model, but there's always a few that march the the beat of their own drum even when it is not seen as best practices in education.

Best practices according to whom?
From my experience, the APS-touted "push in" model is the one where the regular teacher does remedial for the kids that are behind, while the GT teacher comes in to take care of everyone else, just doing the regular basic stuff.

With the name change this year (now something like advanced academic programs?), APS says that the "coach" will only offer enrichment activities for the whole class. The activities are not specifically meant for the advanced kids or kids tagged as gifted. The enrichment is now targeted at all kids. Nothing specific is being offered for kids tagged as gifted. APS has stopped using the program to differentiate.

That’s the point of clustering gifted kids together. When over 1/2 the class is identified and others still highly able, why wouldn’t all kids receive rigorous materials? I don’t think parents always understand just how many kids are identified, especially in high performing NA schools with kids who test well and have rich background experiences.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at an elementary where our kid gets pulled out a couple times a week (1x a week per subject usually) but it’s a smaller school. We haven’t found it to be nothing.

In general it’s a more push in model in APS.

Which school? We were told pull out isn’t an option in APS.

Pull out is not supposed to be an option, but there are some schools/staff members that don't play by the rules and make the other schools look like they aren't providing anything to advanced learners. Most schools are abiding by the model of the push-in/collaborative model, but there's always a few that march the the beat of their own drum even when it is not seen as best practices in education.

Best practices according to whom?
From my experience, the APS-touted "push in" model is the one where the regular teacher does remedial for the kids that are behind, while the GT teacher comes in to take care of everyone else, just doing the regular basic stuff.

With the name change this year (now something like advanced academic programs?), APS says that the "coach" will only offer enrichment activities for the whole class. The activities are not specifically meant for the advanced kids or kids tagged as gifted. The enrichment is now targeted at all kids. Nothing specific is being offered for kids tagged as gifted. APS has stopped using the program to differentiate.

It’s not a real GT program. For that you need to go to Fairfax county.

There is no Gin and Tonic program at APS.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are at an elementary where our kid gets pulled out a couple times a week (1x a week per subject usually) but it’s a smaller school. We haven’t found it to be nothing.

In general it’s a more push in model in APS.

Which school? We were told pull out isn’t an option in APS.

Pull out is not supposed to be an option, but there are some schools/staff members that don't play by the rules and make the other schools look like they aren't providing anything to advanced learners. Most schools are abiding by the model of the push-in/collaborative model, but there's always a few that march the the beat of their own drum even when it is not seen as best practices in education.

Best practices according to whom?
From my experience, the APS-touted "push in" model is the one where the regular teacher does remedial for the kids that are behind, while the GT teacher comes in to take care of everyone else, just doing the regular basic stuff.