Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Both my kids got flagged during IEP meetings and were "in" within weeks. And yes, it's a worksheet in ES and clustering. In middle school, it's advanced math, but anybody with the scores can do that. In high school, it's intensified classes, ect that everybody can access.

In many schools, the gifted cluster of kids also has a cluster of special needs in their classroom. Makes it super easy for the teacher to help the advanced learners.

SN kids can also be gifted, as demonstrated by the quote....ESL kids and SN kids got pulled for those services so the non sn gifted kids would be in a class during math and reading without the undesirables.

who exactly are the undesirables?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

They’re legally required to provide sped services too,and they deny them all the time.

I mean, what’s the teacher going to do? They’ve got all these kids of varying abilities — academically, ELL, sped, behaviors…

These classrooms are overcrowded and it’s against the rules to separate classrooms by ability. So of course that teacher has to spend most of their time and energy on the kids with the greatest needs. Little Johnny who already knows how to read can just do some extra Lexia in the corner.

Gifted kids generally don’t need a lot of handholding. My child receives appropriate rigor, works with peers and independently, and her teacher is present for lessons and questions. Hopefully having a group of fairly independent kids in the classroom allows the teacher to focus more on the kids who need frequent direct instruction and intervention, because she (the teacher) is great, works her ass off, and meets kids where they are.

You’re satisfied because your child isn’t actually gifted.

Blind lashing out really doesn’t support your position.

It’s not lashing out. It’s just the truth.

Gifted children don’t need their hand held, but they do need to be pushed — something that’s not so easy to do when most of the class is below grade level.

But, yeah, I’m sure your gifted child is adequately challenged with that oh-so-rigorous extra worksheet.

I would be sympathetic that this system isn't working for your own kid, but you lost me when you insult another child.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can someone tell me what the gifted kids are offered compared to the other kids in the classroom?

For my dd: In elementary it was mostly required extension work that was optional for the general class, a book “club” with the gifted cluster, and some required projects. In middle it was intensified classes, which are available to all but gifted kids are guided to take. In hs (she is a freshman now) it is choices of intensified, AP, and DE classes plus the Capstone program. Gifted kids receive a letter before choosing classes to point out which classes are appropriately challenging, but the choice is theirs.

I wish people wouldn't give old information. APS doesn't allow small group differentiation any more for those tagged as gifted. It's considered inequitable. Only whole class activities are permitted. So no more gifted book clubs, math groups or other extra projects in elementary.

It’s unclear where you are getting your information. Here is a sample differentiation report from this year.
https://innovation.apsva.us/wp-content/uploads/sites/50/2024/11/Q1-Differentiation-Report-SY24-25.pdf

They are pulling it out of their MAGA a-hole.

There are extra book clubs, math groups, and projects. The difference now is that they are open to all kids who want to join, not just those who are tagged.

If an NFL team lets a bunch of high schoolers join them, they’re no longer playing at an elite level.

You want to gate keep out the engaged, bright kids who enjoy a subject just because they didn’t do quite as well one day in 2nd grade on a screening test?

GTFO.

They test at least twice and there are parent and teacher referrals for anyone who tests poorly.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

They’re legally required to provide sped services too,and they deny them all the time.

I mean, what’s the teacher going to do? They’ve got all these kids of varying abilities — academically, ELL, sped, behaviors…

These classrooms are overcrowded and it’s against the rules to separate classrooms by ability. So of course that teacher has to spend most of their time and energy on the kids with the greatest needs. Little Johnny who already knows how to read can just do some extra Lexia in the corner.

Gifted kids generally don’t need a lot of handholding. My child receives appropriate rigor, works with peers and independently, and her teacher is present for lessons and questions. Hopefully having a group of fairly independent kids in the classroom allows the teacher to focus more on the kids who need frequent direct instruction and intervention, because she (the teacher) is great, works her ass off, and meets kids where they are.

You’re satisfied because your child isn’t actually gifted.

Blind lashing out really doesn’t support your position.

It’s not lashing out. It’s just the truth.

Gifted children don’t need their hand held, but they do need to be pushed — something that’s not so easy to do when most of the class is below grade level.

But, yeah, I’m sure your gifted child is adequately challenged with that oh-so-rigorous extra worksheet.

My child was told to read quietly when she finished her work in APS elementary. It's hard to know exactly how much time she had for this, but she was reading about 300 pages per school day during school in 5th grade. So exactly how much time did she have with absolutely no school work? She did every extra worksheet, but she was absolutely being ignored for big chunks of time each day. Like hours.

She’s prob just a fast reade

She is a fast reader, but these were hard books. She had hours per day to read at school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can someone tell me what the gifted kids are offered compared to the other kids in the classroom?

For my dd: In elementary it was mostly required extension work that was optional for the general class, a book “club” with the gifted cluster, and some required projects. In middle it was intensified classes, which are available to all but gifted kids are guided to take. In hs (she is a freshman now) it is choices of intensified, AP, and DE classes plus the Capstone program. Gifted kids receive a letter before choosing classes to point out which classes are appropriately challenging, but the choice is theirs.

I wish people wouldn't give old information. APS doesn't allow small group differentiation any more for those tagged as gifted. It's considered inequitable. Only whole class activities are permitted. So no more gifted book clubs, math groups or other extra projects in elementary.

It’s unclear where you are getting your information. Here is a sample differentiation report from this year.
https://innovation.apsva.us/wp-content/uploads/sites/50/2024/11/Q1-Differentiation-Report-SY24-25.pdf

They are pulling it out of their MAGA a-hole.

There are extra book clubs, math groups, and projects. The difference now is that they are open to all kids who want to join, not just those who are tagged.

The book clubs offered last year were mandatory for all and on below grade level books, because everyone had to be able to finish the book to have a discussion.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can someone tell me what the gifted kids are offered compared to the other kids in the classroom?

For my dd: In elementary it was mostly required extension work that was optional for the general class, a book “club” with the gifted cluster, and some required projects. In middle it was intensified classes, which are available to all but gifted kids are guided to take. In hs (she is a freshman now) it is choices of intensified, AP, and DE classes plus the Capstone program. Gifted kids receive a letter before choosing classes to point out which classes are appropriately challenging, but the choice is theirs.

I wish people wouldn't give old information. APS doesn't allow small group differentiation any more for those tagged as gifted. It's considered inequitable. Only whole class activities are permitted. So no more gifted book clubs, math groups or other extra projects in elementary.

It’s unclear where you are getting your information. Here is a sample differentiation report from this year.
https://innovation.apsva.us/wp-content/uploads/sites/50/2024/11/Q1-Differentiation-Report-SY24-25.pdf

They are pulling it out of their MAGA a-hole.

There are extra book clubs, math groups, and projects. The difference now is that they are open to all kids who want to join, not just those who are tagged.

If an NFL team lets a bunch of high schoolers join them, they’re no longer playing at an elite level.

You want to gate keep out the engaged, bright kids who enjoy a subject just because they didn’t do quite as well one day in 2nd grade on a screening test?

GTFO.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can someone tell me what the gifted kids are offered compared to the other kids in the classroom?

For my dd: In elementary it was mostly required extension work that was optional for the general class, a book “club” with the gifted cluster, and some required projects. In middle it was intensified classes, which are available to all but gifted kids are guided to take. In hs (she is a freshman now) it is choices of intensified, AP, and DE classes plus the Capstone program. Gifted kids receive a letter before choosing classes to point out which classes are appropriately challenging, but the choice is theirs.

I wish people wouldn't give old information. APS doesn't allow small group differentiation any more for those tagged as gifted. It's considered inequitable. Only whole class activities are permitted. So no more gifted book clubs, math groups or other extra projects in elementary.

It’s unclear where you are getting your information. Here is a sample differentiation report from this year.
https://innovation.apsva.us/wp-content/uploads/sites/50/2024/11/Q1-Differentiation-Report-SY24-25.pdf

They are pulling it out of their MAGA a-hole.

There are extra book clubs, math groups, and projects. The difference now is that they are open to all kids who want to join, not just those who are tagged.

If an NFL team lets a bunch of high schoolers join them, they’re no longer playing at an elite level.

You might want to have one of those kids drum up a more appropriate analogy for you. You’re so far off base you should really just drop out of this conversation.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can someone tell me what the gifted kids are offered compared to the other kids in the classroom?

For my dd: In elementary it was mostly required extension work that was optional for the general class, a book “club” with the gifted cluster, and some required projects. In middle it was intensified classes, which are available to all but gifted kids are guided to take. In hs (she is a freshman now) it is choices of intensified, AP, and DE classes plus the Capstone program. Gifted kids receive a letter before choosing classes to point out which classes are appropriately challenging, but the choice is theirs.

I wish people wouldn't give old information. APS doesn't allow small group differentiation any more for those tagged as gifted. It's considered inequitable. Only whole class activities are permitted. So no more gifted book clubs, math groups or other extra projects in elementary.

It’s unclear where you are getting your information. Here is a sample differentiation report from this year.
https://innovation.apsva.us/wp-content/uploads/sites/50/2024/11/Q1-Differentiation-Report-SY24-25.pdf

They are pulling it out of their MAGA a-hole.

There are extra book clubs, math groups, and projects. The difference now is that they are open to all kids who want to join, not just those who are tagged.

If an NFL team lets a bunch of high schoolers join them, they’re no longer playing at an elite level.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

They’re legally required to provide sped services too,and they deny them all the time.

I mean, what’s the teacher going to do? They’ve got all these kids of varying abilities — academically, ELL, sped, behaviors…

These classrooms are overcrowded and it’s against the rules to separate classrooms by ability. So of course that teacher has to spend most of their time and energy on the kids with the greatest needs. Little Johnny who already knows how to read can just do some extra Lexia in the corner.

Gifted kids generally don’t need a lot of handholding. My child receives appropriate rigor, works with peers and independently, and her teacher is present for lessons and questions. Hopefully having a group of fairly independent kids in the classroom allows the teacher to focus more on the kids who need frequent direct instruction and intervention, because she (the teacher) is great, works her ass off, and meets kids where they are.

You’re satisfied because your child isn’t actually gifted.

Blind lashing out really doesn’t support your position.

It’s not lashing out. It’s just the truth.

Gifted children don’t need their hand held, but they do need to be pushed — something that’s not so easy to do when most of the class is below grade level.

But, yeah, I’m sure your gifted child is adequately challenged with that oh-so-rigorous extra worksheet.

My child was told to read quietly when she finished her work in APS elementary. It's hard to know exactly how much time she had for this, but she was reading about 300 pages per school day during school in 5th grade. So exactly how much time did she have with absolutely no school work? She did every extra worksheet, but she was absolutely being ignored for big chunks of time each day. Like hours.

She’s prob just a fast reade

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can someone tell me what the gifted kids are offered compared to the other kids in the classroom?

For my dd: In elementary it was mostly required extension work that was optional for the general class, a book “club” with the gifted cluster, and some required projects. In middle it was intensified classes, which are available to all but gifted kids are guided to take. In hs (she is a freshman now) it is choices of intensified, AP, and DE classes plus the Capstone program. Gifted kids receive a letter before choosing classes to point out which classes are appropriately challenging, but the choice is theirs.

I wish people wouldn't give old information. APS doesn't allow small group differentiation any more for those tagged as gifted. It's considered inequitable. Only whole class activities are permitted. So no more gifted book clubs, math groups or other extra projects in elementary.

It’s unclear where you are getting your information. Here is a sample differentiation report from this year.
https://innovation.apsva.us/wp-content/uploads/sites/50/2024/11/Q1-Differentiation-Report-SY24-25.pdf

They are pulling it out of their MAGA a-hole.

There are extra book clubs, math groups, and projects. The difference now is that they are open to all kids who want to join, not just those who are tagged.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

They’re legally required to provide sped services too,and they deny them all the time.

I mean, what’s the teacher going to do? They’ve got all these kids of varying abilities — academically, ELL, sped, behaviors…

These classrooms are overcrowded and it’s against the rules to separate classrooms by ability. So of course that teacher has to spend most of their time and energy on the kids with the greatest needs. Little Johnny who already knows how to read can just do some extra Lexia in the corner.

Gifted kids generally don’t need a lot of handholding. My child receives appropriate rigor, works with peers and independently, and her teacher is present for lessons and questions. Hopefully having a group of fairly independent kids in the classroom allows the teacher to focus more on the kids who need frequent direct instruction and intervention, because she (the teacher) is great, works her ass off, and meets kids where they are.

You’re satisfied because your child isn’t actually gifted.

Blind lashing out really doesn’t support your position.

It’s not lashing out. It’s just the truth.

Gifted children don’t need their hand held, but they do need to be pushed — something that’s not so easy to do when most of the class is below grade level.

But, yeah, I’m sure your gifted child is adequately challenged with that oh-so-rigorous extra worksheet.

My child was told to read quietly when she finished her work in APS elementary. It's hard to know exactly how much time she had for this, but she was reading about 300 pages per school day during school in 5th grade. So exactly how much time did she have with absolutely no school work? She did every extra worksheet, but she was absolutely being ignored for big chunks of time each day. Like hours.

Anonymous wrote:

Anonymous wrote:Both my kids got flagged during IEP meetings and were "in" within weeks. And yes, it's a worksheet in ES and clustering. In middle school, it's advanced math, but anybody with the scores can do that. In high school, it's intensified classes, ect that everybody can access.

In many schools, the gifted cluster of kids also has a cluster of special needs in their classroom. Makes it super easy for the teacher to help the advanced learners.

SN kids can also be gifted, as demonstrated by the quote....ESL kids and SN kids got pulled for those services so the non sn gifted kids would be in a class during math and reading without the undesirables.

Go look up the definition of actual giftedness. No gifted child is going to thrive in any APS elementary school (not even ATS).

The “gifted” children in APS are those who are on grade level. Of course your on-grade-level child is going to benefit from being in a cluster of on-grade-level children, rather than being stuck in a classroom filled with students who are years behind.

They’d benefit even more if the classrooms were ACTUALLY separated by ability. Imagine what the teacher could do if they didn’t have to spend most of their time managing high needs — behavior/ELL/kids who were promoted to the next grade level without mastering skills.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

They’re legally required to provide sped services too,and they deny them all the time.

I mean, what’s the teacher going to do? They’ve got all these kids of varying abilities — academically, ELL, sped, behaviors…

These classrooms are overcrowded and it’s against the rules to separate classrooms by ability. So of course that teacher has to spend most of their time and energy on the kids with the greatest needs. Little Johnny who already knows how to read can just do some extra Lexia in the corner.

Gifted kids generally don’t need a lot of handholding. My child receives appropriate rigor, works with peers and independently, and her teacher is present for lessons and questions. Hopefully having a group of fairly independent kids in the classroom allows the teacher to focus more on the kids who need frequent direct instruction and intervention, because she (the teacher) is great, works her ass off, and meets kids where they are.

You’re satisfied because your child isn’t actually gifted.

Blind lashing out really doesn’t support your position.

It’s not lashing out. It’s just the truth.

Gifted children don’t need their hand held, but they do need to be pushed — something that’s not so easy to do when most of the class is below grade level.

But, yeah, I’m sure your gifted child is adequately challenged with that oh-so-rigorous extra worksheet.

Not that PP. You don’t know PP’s kid or anything about him/her. You are describing what your individual child needs… not every kid, gifted or not, is the same. PP’s kid could be a genius. As for my kid, what helps her is being clustered with other gifted kids— nothing to do with worksheets.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why someone here has such a chip on their shoulder about gifted services is anyone’s guess, but here is a current presentation on APS gifted services. Shockingly, it differs from the “DEI” dog whistler’s claims.

https://drive.google.com/file/d/1O2N2L36clnSdG2jQMv4GcCrPyT0X18Pj/view?usp=drivesdk

Our elementary schools AAC feels very strongly that "all students are gifted" and has stated that differentiation isn't permitted. That's where it's coming from. It's what I've been told at numerous PTA info nights and in 1:1 conversations. Other parents have been told the same. When Arlington shifted to the AAC model last year, they were very clear about this new model. From some of the links it looks like APS may have walked that back somewhat, but not all AACs have gotten the message. There's still a strong feeling that the AAC's job is to provide "enrichment for all."

That AAC should be fired then. APS is legally required to provide differentiation.

They’re legally required to provide sped services too,and they deny them all the time.

I mean, what’s the teacher going to do? They’ve got all these kids of varying abilities — academically, ELL, sped, behaviors…

These classrooms are overcrowded and it’s against the rules to separate classrooms by ability. So of course that teacher has to spend most of their time and energy on the kids with the greatest needs. Little Johnny who already knows how to read can just do some extra Lexia in the corner.

Gifted kids generally don’t need a lot of handholding. My child receives appropriate rigor, works with peers and independently, and her teacher is present for lessons and questions. Hopefully having a group of fairly independent kids in the classroom allows the teacher to focus more on the kids who need frequent direct instruction and intervention, because she (the teacher) is great, works her ass off, and meets kids where they are.

You’re satisfied because your child isn’t actually gifted.

Blind lashing out really doesn’t support your position.

It’s not lashing out. It’s just the truth.

Gifted children don’t need their hand held, but they do need to be pushed — something that’s not so easy to do when most of the class is below grade level.

But, yeah, I’m sure your gifted child is adequately challenged with that oh-so-rigorous extra worksheet.