I was in AAP when it was still called GT. For 6 months during 4th grade I went to the local school and was in gen ed after an inter-county move. Parents thought it would help me to meet the neighborhood kids.

Well, I made alot of friends. But it was obvious to me as a fourth grader that I was not getting challenged and not getting the education I needed.

Closing centers would be bad for the kids. It'd be bad for the county as well, as it would be a disincentive for families with gifted children to move to or stay in Fairfax.

Anonymous wrote:

Anonymous wrote:Closing centers would be an extreme disservice to Level IV kids, unless there are enough students to have a level IV class at the local school, which we all know is often not the case.

Why some parents refuse to accept this is truly sad. Jelousy or whatever it is, it's extremely petty and shameful to try to detract from the quality of education level IV kids need.

There seem to be a number of posters who choose not to believe this.

As is to be expected in any majority vs. minority scenario.

DS plays the trumpet, so I think orchestra should be eliminated. The cost of stringed instruments is too high and we can save money by moving all the orchestra students to band.

Anonymous wrote:Closing centers would be an extreme disservice to Level IV kids, unless there are enough students to have a level IV class at the local school, which we all know is often not the case.

Why some parents refuse to accept this is truly sad. Jelousy or whatever it is, it's extremely petty and shameful to try to detract from the quality of education level IV kids need.

There seem to be a number of posters who choose not to believe this.

Closing centers would be an extreme disservice to Level IV kids, unless there are enough students to have a level IV class at the local school, which we all know is often not the case.

Why some parents refuse to accept this is truly sad. Jelousy or whatever it is, it's extremely petty and shameful to try to detract from the quality of education level IV kids need.

Anonymous wrote:

Anonymous wrote:I haven't read a single response here that says any of these children -- 2E or not -- can't be served in a system that has services at a home school rather than a center.

Most of the responses have been about whether dyslexics should be at a center, not about whether centers should exist.

No. About whether dyslexics who perform " significantly below grade level" should be.

Anonymous wrote:

Anonymous wrote:My child is at grade level in reading (I might be the only mom on DCUM AAP board who's child is not ahead). She's extremely advanced in math. In 2nd grade is multiplying 3 digit numbers and doing long division, oftentimes in her head. The AART and teacher keep pushing for AAP. Her NNAT score already has her in pool. Who knows what CogAT will say but we're just not feeling it. She is an average reader at best and her fluency isn't even that good. So we're not filling out any forms. If she gets in, we may opt out entirely or have her do LLIV. But she is a kid who is very strong in math but does not belong doing advanced verbal/reading education of any kind. In fact, we're thinking of getting her a reading tutor. That said, not sure that's a reason for centers to go. It's just a reason for my child not to go to a center.

Not to knock her, but I don't see multiplying or dividing as showing higher level thinking. Once a child knows how to do it, it isn't a big deal but there.

But she taught it to herself. Her teachers and the AART seem to think it's AAP worthy. I will be sure to let them know you weren't impressed. I could care less. We get her private instruction in math. It keeps her challenged and from being bored. I don't mind her staying in Gen. Ed. since we have her getting private math instruction.

Anonymous wrote:I haven't read a single response here that says any of these children -- 2E or not -- can't be served in a system that has services at a home school rather than a center.

Most of the responses have been about whether dyslexics should be at a center, not about whether centers should exist.

Anonymous wrote:I haven't read a single response here that says any of these children -- 2E or not -- can't be served in a system that has services at a home school rather than a center.

They certainly can be served at a home school. However, it is inefficient and more costly, because in some parts of the county, there will be one teacher per grade for 2 or 3 children.

I haven't read a single response here that says any of these children -- 2E or not -- can't be served in a system that has services at a home school rather than a center.

Anonymous wrote:My child is at grade level in reading (I might be the only mom on DCUM AAP board who's child is not ahead). She's extremely advanced in math. In 2nd grade is multiplying 3 digit numbers and doing long division, oftentimes in her head. The AART and teacher keep pushing for AAP. Her NNAT score already has her in pool. Who knows what CogAT will say but we're just not feeling it. She is an average reader at best and her fluency isn't even that good. So we're not filling out any forms. If she gets in, we may opt out entirely or have her do LLIV. But she is a kid who is very strong in math but does not belong doing advanced verbal/reading education of any kind. In fact, we're thinking of getting her a reading tutor. That said, not sure that's a reason for centers to go. It's just a reason for my child not to go to a center.

Not to knock her, but I don't see multiplying or dividing as showing higher level thinking. Once a child knows how to do it, it isn't a big deal but there.

Anonymous wrote:And as for 2E, I assume the district would make the necessary accommodations, and then test to see whether the child qualified for AAP.

Big assumptions here.

signed,
parent of two 2E kids

Anonymous wrote:

Anonymous wrote:I've read this entire thread, and the tangent about dyslexia is just that, a tangent and distraction.

Stop trying to argue whether Einstein would or wouldn't have made AAP. He could have made it based on math scores, but not language arts scores, but still would have been in the center.

Close the centers and funnel those resources back to schools, where we can address each child's INDIVIDUAL levels, not lump all "bright" kids in together. Not all gifted kids are gifted across the board. Kids who are reading "significantly below grade level" (which is a direct quote) can be genius level at math, but aren't placed appropriately at center for reading. 2E or not.

And as for 2E, I assume the district would make the necessary accommodations, and then test to see whether the child qualified for AAP. The school wouldn't say :Let's put her in AAP, because we're sure she would have done better had she not also been blind." So mixing these insults to people who point out that hey, the child isn't at grade level no matter the reason is nonsense.

You are still missing the point. A child who is dyslexic and below grade average for reading can also have superior language, vocabulary and comprehension skills and thus do well in an AAP language arts class with supports of audio books and word prediction software. A more apt comparison would be a student who is significantly below grade average for printing or typing. I see quite a few AAP students with atrocious handwriting- should they also be barred?

Of course not. They become doctors!

Anonymous wrote:I've read this entire thread, and the tangent about dyslexia is just that, a tangent and distraction.

Stop trying to argue whether Einstein would or wouldn't have made AAP. He could have made it based on math scores, but not language arts scores, but still would have been in the center.

Close the centers and funnel those resources back to schools, where we can address each child's INDIVIDUAL levels, not lump all "bright" kids in together. Not all gifted kids are gifted across the board. Kids who are reading "significantly below grade level" (which is a direct quote) can be genius level at math, but aren't placed appropriately at center for reading. 2E or not.

And as for 2E, I assume the district would make the necessary accommodations, and then test to see whether the child qualified for AAP. The school wouldn't say :Let's put her in AAP, because we're sure she would have done better had she not also been blind." So mixing these insults to people who point out that hey, the child isn't at grade level no matter the reason is nonsense.

You are still missing the point. A child who is dyslexic and below grade average for reading can also have superior language, vocabulary and comprehension skills and thus do well in an AAP language arts class with supports of audio books and word prediction software. A more apt comparison would be a student who is significantly below grade average for printing or typing. I see quite a few AAP students with atrocious handwriting- should they also be barred?

I've read this entire thread, and the tangent about dyslexia is just that, a tangent and distraction.

Stop trying to argue whether Einstein would or wouldn't have made AAP. He could have made it based on math scores, but not language arts scores, but still would have been in the center.

Close the centers and funnel those resources back to schools, where we can address each child's INDIVIDUAL levels, not lump all "bright" kids in together. Not all gifted kids are gifted across the board. Kids who are reading "significantly below grade level" (which is a direct quote) can be genius level at math, but aren't placed appropriately at center for reading. 2E or not.

And as for 2E, I assume the district would make the necessary accommodations, and then test to see whether the child qualified for AAP. The school wouldn't say :Let's put her in AAP, because we're sure she would have done better had she not also been blind." So mixing these insults to people who point out that hey, the child isn't at grade level no matter the reason is nonsense.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

It is possible to have dyslexia and to have an extremely high IQ. You are ignorant.

Not the PP, but would a dyslexic who reads and tests below grade level belong in an AAP reading module? I would say no.

Hence the problem with the center model.

Would you say the same to a blind student who has to have the same type of accomodation? Luckily the law says differently, and does not discriminate based on disability.

+1

Thankfully FCPS recognizes the challenges of 2E students. (I do wish this recognition was consistent from school to school/teacher to teacher, though.)