Anonymous wrote:Surprising that anyone would prioritize privacy over helping a child who is behind stay on grade level. That is some messed up thinking.

Sorry you are so insecure about how your child might be perceived by someone who has no authority over your child's education. So what if someone knows my kid is terrible in math or is behind in reading! If I didn't have time/skills/patience as a parent to get my kid up to speed at home, I'd be really grateful that someone with no obligation to help my kid was willing to help them out of sheer generosity.

It's a sad commentary on our society when someone offering to help a child in need is vilified b/c they might learn something about the child while helping them.

I would be fine with it if the helper had some qualifications. But the volunteers tend to be people that have nothing better to do with their time and then gossip on top of it.

I would question whether the person was really "helping" or just a distraction trying to make themselves feel worthwhile,

Surprising that anyone would prioritize privacy over helping a child who is behind stay on grade level. That is some messed up thinking.

Sorry you are so insecure about how your child might be perceived by someone who has no authority over your child's education. So what if someone knows my kid is terrible in math or is behind in reading! If I didn't have time/skills/patience as a parent to get my kid up to speed at home, I'd be really grateful that someone with no obligation to help my kid was willing to help them out of sheer generosity.

It's a sad commentary on our society when someone offering to help a child in need is vilified b/c they might learn something about the child while helping them.

Anonymous wrote:How much do you know about the academic skills of the other kids in your child's classroom?
Do you know who gets good grades? Who is a good student?

I was talking to 2 AAP moms and both of them were saying they were surprised at some kids who were at the AAP orientation.
How could one be "surprised?" What data would they have had? (and we're talking 2nd graders here)
Am I just not paying attention to other kids? I only know how MY kids are doing.

These women have revealed that they are the kind of parents you should avoid. They were being mean, and gossiping, and "surprised" probably meant "I really don't like that mom."

Anonymous wrote:

My child, despite not being able to read, IS Advanced ACADEMICALLY. He just need to hear the book instead of look at the book. Reading is not ACADEMIC it is functional. Understanding what is read or read to you IS. Just like know fact facts like multiplication tables is not academic but being able to solve for X in an algebraic equation is.

Sounds like your child must have a severe learning disability. I really don't understand your point. I also think you would benefit from researching the meaning of "academics"

Lots of kids are gifted/LD. Some of those kids can really benefit form the gifted programs.

Anonymous wrote:

Anonymous wrote:Tis is why I am glad parents are not allowed to volunteer in the class room. A writing sample or struggling with a concept does not show a kid is not smart. Ten they go and talk about the Kia on their limited experience and intelligence.

I feel this way too. Volunteer? Fine, work in the office, set up the bake sale, organize box tops, etc. In the class room? No. Kids deserve privacy too.

Agree 1000% Our school allows the parent volunteers to test the kids, too. Totally inappropriate. If the teachers need help with instructional tasks, the school should provide professionals to do that. the principals have discretionary money in their budgets and it should be used for that. Parent volunteers are fine for non-instructional things, copying, field trips, etc. but they should not be teaching. And if you happen to be one of the parents who volunteers and helps with instructional tasks, please be aware that there is a federal law mandating educational privacy. You should not be discussing other children.

Anonymous wrote:Tis is why I am glad parents are not allowed to volunteer in the class room. A writing sample or struggling with a concept does not show a kid is not smart. Ten they go and talk about the Kia on their limited experience and intelligence.

Agree.

I have one kid who since he was around 6 months old, everyone (teachers, doctors, other parents) would tell me how "advanced" he was. When he got to school, it became even more obvious. This is the kid that parents, particularly those who volunteered in the classroom, would say "Of course he is in AAP"

Another one of my kids struggled to complete assignments, would get frustrated, overwhelmed, say he couldn't do things, act out when he wasn't able to do the assignment, etc. Certainly anyone who volunteered in the classroom, and even myself and my husband, would never have pegged him as a "gifted" student. He is just so far from what someone would think of when you think a kid who needs acceleration. In fact, if he was just some random kid and I was a parent volunteer, I would have pegged him as a bit of a troublemaker and a kid who is struggling and maybe needs help on the opposite end.

However, since kindergarten, the teachers and even the counselors have been pegging him as a kid who needs gifted services. Every teacher since kindergarten has told me he needs to go into AAP, that he his "gifted", that he is in a different place than most kids his age. Quite frankly, I am stumped. He doesn't fit the stereotype of what a gifted kid looks like in the way his older sibling does. He struggles in school, yet they keep saying he needs more. I was pushing for remediation; they recommended acceleration and pull out services.

Don't assume that you as a volunteer parent with just a snapshot of the students knows how to identify which kids do/do not belong in AAP. You might be surprised and you might be way off base.

If the feedback from the teachers, counselors and AART are any indication, we were certainly misguided.

I guess they can see something with their training that the untrained and perhaps biased parent cannot.

So my best recommendation from our experience is that you focus on your kid only, and don't worry about what services you think someone else's kid should or should not be receiving. There is more to it than meets the untrained eye.

My DS is in K. I had never volunteered in the classroom in his preschool (they didn't quite have that set up), but found myself with a bit of extra time off I was spending just hanging around the house, so decided to go in - I have done Art, computer lab, math lessons and language lessons. I found out I loved it - we played card games in math (to learn patterns), helped with their drawings in art, etc. In the course of volunteering, you necessarily observe a lot about each kid - not necessarily about their academic abilities, but more about their social/skills maturity, ability to focus, approach adults, etc. I know the kids' names by now, and it helps when DS asks for a playdate or makes a comment about the kids. And yes, I know which kid reads, who pretends to read, and who is behind. But I don't go there to scope out the "competition" - I don't really think it is possible in the types of interactions involved in volunteering. What I believe is more helpful is seeing the techniques the teachers use for some of the material, and adopting those at home (if they are good).

Anonymous wrote:

When I used to volunteer, I would be given a list of kids who needed help in reading. So, i had a good idea of how much they struggled in reading compared to my own child (whom I never helped at school). My child could tell me who was in her reading group, so I knew at least some of the kids who were at her level (and I knew her DRA was high).... and I knew some of the kids who were at the bottom. I had no idea how they were doing in math or other subjects.

You also get a feel for the behavior of certain kids -- the ones who are always fighting or screwing around when they are supposed to be doing "stations." That gives you some data about their ability to focus or interest in learning. It's not the whole story on any given kid, but it gives you some info. and it's only natural to draw conclusions based on what you see. So, don't be so hard on people who say they are surprised that someone is in AAP/GT.

Different child than the one mentioned above -- he scored really high on one of the AAP-screening tests. His own teacher told me "I wouldn't have expected that based on what I see in class." So, it happens that kids are immature in class or don't show much with their work products, and yet they score really high on certain tests of logic. Which is a situation where the tests may be better than just relying on teacher selection for AAP/GT.

Would you like it if another parent had access to all this information on your child? I would not.

NP here. Two of my three kids have LDs and are below grade level in reading and math. They typically work with a special ed teacher but I’d be grateful to any parent volunteering their time to assist my child. Public school resources are limited and insufficient to give my kids more than the minimally acceptable. I don’t care if the volunteers know my kids need help as long as it’s help they’re getting.

I know my kid is the smartest, so I don't care what other parents think.

My child, despite not being able to read, IS Advanced ACADEMICALLY. He just need to hear the book instead of look at the book. Reading is not ACADEMIC it is functional. Understanding what is read or read to you IS. Just like know fact facts like multiplication tables is not academic but being able to solve for X in an algebraic equation is.

Sounds like your child must have a severe learning disability. I really don't understand your point. I also think you would benefit from researching the meaning of "academics"

Anonymous wrote:

When I used to volunteer, I would be given a list of kids who needed help in reading. So, i had a good idea of how much they struggled in reading compared to my own child (whom I never helped at school). My child could tell me who was in her reading group, so I knew at least some of the kids who were at her level (and I knew her DRA was high).... and I knew some of the kids who were at the bottom. I had no idea how they were doing in math or other subjects.

You also get a feel for the behavior of certain kids -- the ones who are always fighting or screwing around when they are supposed to be doing "stations." That gives you some data about their ability to focus or interest in learning. It's not the whole story on any given kid, but it gives you some info. and it's only natural to draw conclusions based on what you see. So, don't be so hard on people who say they are surprised that someone is in AAP/GT.

Different child than the one mentioned above -- he scored really high on one of the AAP-screening tests. His own teacher told me "I wouldn't have expected that based on what I see in class." So, it happens that kids are immature in class or don't show much with their work products, and yet they score really high on certain tests of logic. Which is a situation where the tests may be better than just relying on teacher selection for AAP/GT.

Would you like it if another parent had access to all this information on your child? I would not.

I would not either. I think it is invading the children's privacy.

Anonymous wrote:

Anonymous wrote:I am sure some parents were surprised that my DC was AAP eligible. He was in reading remediation in 1st and 2nd grade and his handwriting was well below the mark. However, that is because many parents erroneously think reading ability is highly correlated to intelligence.

The program is called Advanced ACADEMIC program. If you can be behind academically and still be enrolled in AAP then the name of the program should be called intellectually gifted program. After volunteering in my child's AAP class, I think the program should really be for kids who are are working at least 2 to 3 grade levels above their peers. I was surprised to see weak readers in the class who slow down the pace of instruction for the others who are reading at a 6th grade level and above in third grade.

My child, despite not being able to read, IS Advanced ACADEMICALLY. He just need to hear the book instead of look at the book. Reading is not ACADEMIC it is functional. Understanding what is read or read to you IS. Just like know fact facts like multiplication tables is not academic but being able to solve for X in an algebraic equation is.

Nothing much.Other than my kid said that Michael is the best reader in the class.

That is the way it should be.

When I used to volunteer, I would be given a list of kids who needed help in reading. So, i had a good idea of how much they struggled in reading compared to my own child (whom I never helped at school). My child could tell me who was in her reading group, so I knew at least some of the kids who were at her level (and I knew her DRA was high).... and I knew some of the kids who were at the bottom. I had no idea how they were doing in math or other subjects.

You also get a feel for the behavior of certain kids -- the ones who are always fighting or screwing around when they are supposed to be doing "stations." That gives you some data about their ability to focus or interest in learning. It's not the whole story on any given kid, but it gives you some info. and it's only natural to draw conclusions based on what you see. So, don't be so hard on people who say they are surprised that someone is in AAP/GT.

Different child than the one mentioned above -- he scored really high on one of the AAP-screening tests. His own teacher told me "I wouldn't have expected that based on what I see in class." So, it happens that kids are immature in class or don't show much with their work products, and yet they score really high on certain tests of logic. Which is a situation where the tests may be better than just relying on teacher selection for AAP/GT.

Would you like it if another parent had access to all this information on your child? I would not.

Nothing much.Other than my kid said that Michael is the best reader in the class.