Anonymous wrote:To the poster "Honestly, no. I'm sure you have a bright child, but not necessarily gifted." - stuff a sock down your piehole because you don't know either is true

As a parent, you know what's best for you for your child and there's no downside in advocating for your child. It sounds like your child is engaged already but don't let that stop you from pursuing options.

Anonymous wrote:My daughter was not able to get into AAP last year ... she took cogat again this year. AAP teacher was supporting us to do the refereal but now she says my daughter is not doing well in class .But she got all 4 and one 3 in report card. The school rating is so low i really want to change school.Any advise

Anonymous wrote:

Anonymous wrote:OP here, thanks for all of the responses.

One of the reasons we question is b/c we don't see that much of a difference between the peers who are going to Level IV in our area and our DC, with maybe one or two exceptions....and we are not the only ones to notice this. Also, there is SUCH a discrepancy between the base school and the Level IV school in terms of school resources, that we worry our DC will be left behind in some areas. And I fully admit....my husband and I were both in gifted programs growing up, we just wonder if we shouldn't be pushing a bit in this situation.

However, all of that is anecdotal (we are not teachers/psychologists), and as several of you have pointed out, our child is happy and really does love school (how many 3rd graders say that?!) and is having academic needs met. We should count ourselves lucky.

It's a dilemma fueled by living in this area . Do we push to make sure our child is getting "the best" of everything even when it may not be deserved? Or do we relax and say, let's ride this out because things are going quite well.

FWIW, our school has a new advanced academics teacher this year. The one from last year was quite flaky. When I submitted our parent-referral form, she called me and said, "We received your packet. I just want to let you know that when we...I mean if we turn your child down, there is an appeals process that works like this..." She then sent a letter home saying that our child would get Level II AAP in Math, with a handwritten note that said "^and social studies", but she then left our child's name off of the AAP lists for the start of this year. It took until the 2nd quarter to get that all straightened out. Good thing the 3rd grade teacher was on the ball and starting to give AAP for math anyway based on performance! My point is that I'm not very hopeful of getting the GBRS from the school, but I may ask anyway.

This is why most people refer who never would have worried about sending their kids to a center school when the bar was higher and you actually had to be gifted. This is what's wrong with AAP. Sounds like your child is fine where he is, so I would resist the upheaval. Have a friend who pushed her daughter to center this year for similar reasons (and because siblings were AAP). Regrets it now.

Anonymous wrote:

Anonymous wrote:The current majority of kids in AAP today are "high achievers" rather than "gifted". Almost all of DC's close friends from preschool days are in the program. They were all prepped (to varying degrees) and some were WISC'd as well. These are children of hard working, educated parents who wanted the best there is for their kids (within public education). This would be the majority of the kids in the AAP program in our geographical area.

Map of Elementary School AAP Centers and Local Level IV Programs:

http://www.fcps.edu/fts/planning/maps/aap2013-14/elementary.pdf


Map of Middle School AAP Centers:

http://www.fcps.edu/fts/planning/maps/aap2013-14/midde.pdf

Anonymous wrote:

Anonymous wrote:This is why most people refer who never would have worried about sending their kids to a center school when the bar was higher and you actually had to be gifted. This is what's wrong with AAP.

What is "wrong" with AAP is that there is lack of consistency from school to school.

Anonymous wrote:The current majority of kids in AAP today are "high achievers" rather than "gifted". Almost all of DC's close friends from preschool days are in the program. They were all prepped (to varying degrees) and some were WISC'd as well. These are children of hard working, educated parents who wanted the best there is for their kids (within public education). This would be the majority of the kids in the AAP program in our geographical area.

Anonymous wrote:This is why most people refer who never would have worried about sending their kids to a center school when the bar was higher and you actually had to be gifted. This is what's wrong with AAP.

Anonymous wrote:OP here, thanks for all of the responses.

One of the reasons we question is b/c we don't see that much of a difference between the peers who are going to Level IV in our area and our DC, with maybe one or two exceptions....and we are not the only ones to notice this. Also, there is SUCH a discrepancy between the base school and the Level IV school in terms of school resources, that we worry our DC will be left behind in some areas. And I fully admit....my husband and I were both in gifted programs growing up, we just wonder if we shouldn't be pushing a bit in this situation.

However, all of that is anecdotal (we are not teachers/psychologists), and as several of you have pointed out, our child is happy and really does love school (how many 3rd graders say that?!) and is having academic needs met. We should count ourselves lucky.

It's a dilemma fueled by living in this area . Do we push to make sure our child is getting "the best" of everything even when it may not be deserved? Or do we relax and say, let's ride this out because things are going quite well.

FWIW, our school has a new advanced academics teacher this year. The one from last year was quite flaky. When I submitted our parent-referral form, she called me and said, "We received your packet. I just want to let you know that when we...I mean if we turn your child down, there is an appeals process that works like this..." She then sent a letter home saying that our child would get Level II AAP in Math, with a handwritten note that said "^and social studies", but she then left our child's name off of the AAP lists for the start of this year. It took until the 2nd quarter to get that all straightened out. Good thing the 3rd grade teacher was on the ball and starting to give AAP for math anyway based on performance! My point is that I'm not very hopeful of getting the GBRS from the school, but I may ask anyway.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
The program isn't for gifted students only- that's why they changed the name to Advanced Academics Placement.

The above statement is factually incorrect.

So what if that's not the exact reason? The FCPS website says "The AAP Level IV program for students in grades 3 through 8 offers identified students a highly challenging instructional program that follows the FCPS Program of Studies. Differentiation in the depth, breadth, and pace of instruction is designed to meet the needs of advanced learners with a strong emphasis on higher level thinking skills." I don't see the word "gifted" in that description.

The program exists because the Commonwealth of Virginia requires school districts to provide "gifted" education. Don't have time for a link right now, but it's out there.

The name of the program was changed to emphasize that it has an academic emphasis. When it was called "Gifted and Talented," there were parents who thought that it was meant for kids with talents in the arts and music. Another reason for the change was to avoid labeling the children but to label the program instead.

Changing the name of Gifted and Talented Programs

Background

As part of one of the three recommendations presented by GTAC to the School Board in May 2006, the Committee suggested developing a framework for creating and fostering a positive school climate in schools which currently have a GT Center. We recognized that administrators and teachers must promote respectful interactions between center and non-center students. Finally, we recommended that schools should integrate GT students into the total school community through team building and improved communication, as well as provide parents a better understanding of the GT curriculum or Level IV service. The Committee recognizes and commends the ongoing efforts by the School Board and its staff to respond to these issues.

During the course of the GTAC discussions this year, the question was raised about the name of the program itself. We know that the State of Virginia requires Fairfax County Public Schools to provide gifted services, but it does not designate the name of those services. Several choices were discussed and, while some members did not support a change, the majority of the Committee membership approved of a name change from Gifted and Talented Services to Advanced Academic Programs. It was felt by the Committee that this name change emphasizes efforts to put a label on the service being offered and recognizes the academic nature of the program.