Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't know if needs are being met.
I have two kids at Deal who have received all A's and 100% in many classes some quarters (as in they haven't missed a point on anything the entire quarter in math or ELA). They have received 5's on all PARCCs they have taken since 3rd grade. They're learning but they certainly aren't being challenged. The school does test-in for math and so they're both up 2 years (Algebra 1 in 7th and on). I'm not sure if they're G&T or not but they're certainly maxing out the Deal curriculum with very little effort and it was the same at our JKLM feeder school. Deal has not offered they any other enrichment and I'd put them in the top 10% of their respective classes (about 10% of the kids perform at this level--in terms of grades, etc).

I have a neighbor whose kid is definitely gifted (the type of kid doing Algebra independently at home in 4th grade) and while Deal has allowed the kid to accelerate in math (Algebra in 6th, double math classes in 7th), they haven't done anything in other subjects. However, the family is much happier at Deal than at the JKLM which did absolutely nothing for this kid despite quite a few meetings with the school. Or should I say, they did a few "pull outs" for more advanced problem sets in math but nothing at all like a true gifted and talented program and certainly no different or expanded curriculum.

If 10% of kids are also maxing out the Deal curriculum, that's not good. 10% of kids is a large number. They should be able to provide a challenge for them in math at least.

I was in special pull out G&T programs in my own elementary, for both math and language, so I am following this keenly for my kids. I literally remember nothing else from elementary besides those classes, academically speaking, that's how good and important they were to me. In "jr high" we were not tracked all that much, and I learned little but I think where it counts more is in HS. Still, a school as large as Deal should be able to further differentiate.

I grew up hearing all these same arguments against the G&T program, and even as a young child I hated hearing that I was somehow "getting everything" or so privileged. I simply wanted to learn in school and not be bored. Every child deserves that. What I don't know yet is how each individual school manages this; I really do not see how a 4th grade teacher with 25 kids and no help can differentiate to kids that are a span of 5 grade levels apart in one classroom, one lesson plan. This sounds like a superhuman request.

Resigned DCPS teacher (as of this year); this is exactly why I am leaving DCPS. I cannot reasonably serve your high academic children while serving 4 other levels in between at vastly different ends of the spectrum in impossible. The school enrichment model is a farce. Until the DCPS parents want to truly acknowledge this and stop pretending that their individual schools are going meetings the needs their children, the cycle will continue. It does not bode well for the DCPS community nor central office to ignore that a high number of children are already at or exceed the benchmark. Throwing “enrichment” into the curriculum to keep parents calm really does nothing but stick your head in the sand. Differentiation only works when most of the students are already at or near the benchmark —-not when you have 4/5th graders reading on kinder, 1st or 2nd grade levels and everyone else 5th, 6th or 7th grade levels. I’m leaving for Howard County’s true gifted educational model.

For context, are you teaching at a high performing school in a WOTP DCPS (or its equivalent elsewhere in the city)? All the kids I know are at or near the benchmark and many are high performing.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't know if needs are being met.
I have two kids at Deal who have received all A's and 100% in many classes some quarters (as in they haven't missed a point on anything the entire quarter in math or ELA). They have received 5's on all PARCCs they have taken since 3rd grade. They're learning but they certainly aren't being challenged. The school does test-in for math and so they're both up 2 years (Algebra 1 in 7th and on). I'm not sure if they're G&T or not but they're certainly maxing out the Deal curriculum with very little effort and it was the same at our JKLM feeder school. Deal has not offered they any other enrichment and I'd put them in the top 10% of their respective classes (about 10% of the kids perform at this level--in terms of grades, etc).

I have a neighbor whose kid is definitely gifted (the type of kid doing Algebra independently at home in 4th grade) and while Deal has allowed the kid to accelerate in math (Algebra in 6th, double math classes in 7th), they haven't done anything in other subjects. However, the family is much happier at Deal than at the JKLM which did absolutely nothing for this kid despite quite a few meetings with the school. Or should I say, they did a few "pull outs" for more advanced problem sets in math but nothing at all like a true gifted and talented program and certainly no different or expanded curriculum.

If 10% of kids are also maxing out the Deal curriculum, that's not good. 10% of kids is a large number. They should be able to provide a challenge for them in math at least.

I was in special pull out G&T programs in my own elementary, for both math and language, so I am following this keenly for my kids. I literally remember nothing else from elementary besides those classes, academically speaking, that's how good and important they were to me. In "jr high" we were not tracked all that much, and I learned little but I think where it counts more is in HS. Still, a school as large as Deal should be able to further differentiate.

I grew up hearing all these same arguments against the G&T program, and even as a young child I hated hearing that I was somehow "getting everything" or so privileged. I simply wanted to learn in school and not be bored. Every child deserves that. What I don't know yet is how each individual school manages this; I really do not see how a 4th grade teacher with 25 kids and no help can differentiate to kids that are a span of 5 grade levels apart in one classroom, one lesson plan. This sounds like a superhuman request.

Resigned DCPS teacher (as of this year); this is exactly why I am leaving DCPS. I cannot reasonably serve your high academic children while serving 4 other levels in between at vastly different ends of the spectrum in impossible. The school enrichment model is a farce. Until the DCPS parents want to truly acknowledge this and stop pretending that their individual schools are going meetings the needs their children, the cycle will continue. It does not bode well for the DCPS community nor central office to ignore that a high number of children are already at or exceed the benchmark. Throwing “enrichment” into the curriculum to keep parents calm really does nothing but stick your head in the sand. Differentiation only works when most of the students are already at or near the benchmark —-not when you have 4/5th graders reading on kinder, 1st or 2nd grade levels and everyone else 5th, 6th or 7th grade levels. I’m leaving for Howard County’s true gifted educational model.

Anonymous wrote:

Anonymous wrote:I don't know if needs are being met.
I have two kids at Deal who have received all A's and 100% in many classes some quarters (as in they haven't missed a point on anything the entire quarter in math or ELA). They have received 5's on all PARCCs they have taken since 3rd grade. They're learning but they certainly aren't being challenged. The school does test-in for math and so they're both up 2 years (Algebra 1 in 7th and on). I'm not sure if they're G&T or not but they're certainly maxing out the Deal curriculum with very little effort and it was the same at our JKLM feeder school. Deal has not offered they any other enrichment and I'd put them in the top 10% of their respective classes (about 10% of the kids perform at this level--in terms of grades, etc).

I have a neighbor whose kid is definitely gifted (the type of kid doing Algebra independently at home in 4th grade) and while Deal has allowed the kid to accelerate in math (Algebra in 6th, double math classes in 7th), they haven't done anything in other subjects. However, the family is much happier at Deal than at the JKLM which did absolutely nothing for this kid despite quite a few meetings with the school. Or should I say, they did a few "pull outs" for more advanced problem sets in math but nothing at all like a true gifted and talented program and certainly no different or expanded curriculum.

If 10% of kids are also maxing out the Deal curriculum, that's not good. 10% of kids is a large number. They should be able to provide a challenge for them in math at least.

I was in special pull out G&T programs in my own elementary, for both math and language, so I am following this keenly for my kids. I literally remember nothing else from elementary besides those classes, academically speaking, that's how good and important they were to me. In "jr high" we were not tracked all that much, and I learned little but I think where it counts more is in HS. Still, a school as large as Deal should be able to further differentiate.

I grew up hearing all these same arguments against the G&T program, and even as a young child I hated hearing that I was somehow "getting everything" or so privileged. I simply wanted to learn in school and not be bored. Every child deserves that. What I don't know yet is how each individual school manages this; I really do not see how a 4th grade teacher with 25 kids and no help can differentiate to kids that are a span of 5 grade levels apart in one classroom, one lesson plan. This sounds like a superhuman request.

Anonymous wrote:I don't know if needs are being met.
I have two kids at Deal who have received all A's and 100% in many classes some quarters (as in they haven't missed a point on anything the entire quarter in math or ELA). They have received 5's on all PARCCs they have taken since 3rd grade. They're learning but they certainly aren't being challenged. The school does test-in for math and so they're both up 2 years (Algebra 1 in 7th and on). I'm not sure if they're G&T or not but they're certainly maxing out the Deal curriculum with very little effort and it was the same at our JKLM feeder school. Deal has not offered they any other enrichment and I'd put them in the top 10% of their respective classes (about 10% of the kids perform at this level--in terms of grades, etc).

I have a neighbor whose kid is definitely gifted (the type of kid doing Algebra independently at home in 4th grade) and while Deal has allowed the kid to accelerate in math (Algebra in 6th, double math classes in 7th), they haven't done anything in other subjects. However, the family is much happier at Deal than at the JKLM which did absolutely nothing for this kid despite quite a few meetings with the school. Or should I say, they did a few "pull outs" for more advanced problem sets in math but nothing at all like a true gifted and talented program and certainly no different or expanded curriculum.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think the suburbs win hands down because of the nature of it’s true gifted programs. Although I hear some schools west of the park do some form of Junior Great Books, DCPS lacks in gifted education. If your child is truly GT, you’d have to get outside GT testing via the WISC test and then try to cobble curriculum together.

If you are in DC and concerned that your child might be GT, have your child privately tested because it would be a shame to have a GT child float effortlessly through school without actually being challenged.

Not sure what this obsession with gifted programs is. My extremely well-educated town growing up had no gifted HS and MS program. Plenty of challenge in AP and honors classes.

I’m not sure you understand GT, GT is not based on AP and honors classes. Anyone can take those, GT children need more than that. They need project based learning and inquiry based learning [two different things] and try to apply them in real-world settings [problem based learning]. Inquiry Based Learning is about discovering an answer, Project Based Learning is about exploring an answer. They need room for flexibility to research & complete capstone projects based on research they have collected. Gifted children don’t develop in a linear, synchronous way. Gifted children are not intrinsically motivated by good grades; they are more passionate about the acquisition of knowledge than performing rote tasks.

It is a shame that DCPS does not have a gifted program, the community should push for one. The focus on closing the achievement is leaving behind the struggling learners and gifted learners. That is the 21st century crisis in DC.

-Gifted/Talented/Twice Exceptional (2e) Teacher

DCPS does have gifted programs in elementary schools, and Deal is an IB MYP school, which is a lot of project based learning, inquiry based learning, and problem based learning. And they do have multiple independent research projects. It is a really good school for GT kids.

What elementary school in DC has G & T program? New news to me.

DCPS does not have a gifted curriculum otherwise they would be touting it and the previous posters would know about it and thus would be able to speak clearly on it.

You don't get DCPS then. They don't tout anything that makes it look like some kids "get more."

Let’s get real, DCPS touts every initiative under the sun: closing the achievement gap, extended school year, no extended school year, IB/Non-IB School enrichment models, etc. If DCPS, has a true gifted curriculum then they would be touting it as the next best thing.

-resigned DCPS teacher as of this year

I respectfully disagree, as a PP noted, there is a lot of animosity towards gifted programming in parts of DCPS which view it as racial tracking. DCPS touts programs designed to close the achievement gap or to provide opportunities to historically disadvantaged groups. They do not tout small programs designed to give historically well served and advantaged communities the services a high achieving subset of that community needs. They do not even always broadcast them within a school.

lol. what are the services a "high achieving subset of advantaged communities" need? you think that DCPS should be touting "we give everything and more to advantaged communities"? huh??

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think the suburbs win hands down because of the nature of it’s true gifted programs. Although I hear some schools west of the park do some form of Junior Great Books, DCPS lacks in gifted education. If your child is truly GT, you’d have to get outside GT testing via the WISC test and then try to cobble curriculum together.

If you are in DC and concerned that your child might be GT, have your child privately tested because it would be a shame to have a GT child float effortlessly through school without actually being challenged.

Not sure what this obsession with gifted programs is. My extremely well-educated town growing up had no gifted HS and MS program. Plenty of challenge in AP and honors classes.

I’m not sure you understand GT, GT is not based on AP and honors classes. Anyone can take those, GT children need more than that. They need project based learning and inquiry based learning [two different things] and try to apply them in real-world settings [problem based learning]. Inquiry Based Learning is about discovering an answer, Project Based Learning is about exploring an answer. They need room for flexibility to research & complete capstone projects based on research they have collected. Gifted children don’t develop in a linear, synchronous way. Gifted children are not intrinsically motivated by good grades; they are more passionate about the acquisition of knowledge than performing rote tasks.

It is a shame that DCPS does not have a gifted program, the community should push for one. The focus on closing the achievement is leaving behind the struggling learners and gifted learners. That is the 21st century crisis in DC.

-Gifted/Talented/Twice Exceptional (2e) Teacher

DCPS does have gifted programs in elementary schools, and Deal is an IB MYP school, which is a lot of project based learning, inquiry based learning, and problem based learning. And they do have multiple independent research projects. It is a really good school for GT kids.

What elementary school in DC has G & T program? New news to me.

DCPS does not have a gifted curriculum otherwise they would be touting it and the previous posters would know about it and thus would be able to speak clearly on it.

You don't get DCPS then. They don't tout anything that makes it look like some kids "get more."

Let’s get real, DCPS touts every initiative under the sun: closing the achievement gap, extended school year, no extended school year, IB/Non-IB School enrichment models, etc. If DCPS, has a true gifted curriculum then they would be touting it as the next best thing.

-resigned DCPS teacher as of this year

I respectfully disagree, as a PP noted, there is a lot of animosity towards gifted programming in parts of DCPS which view it as racial tracking. DCPS touts programs designed to close the achievement gap or to provide opportunities to historically disadvantaged groups. They do not tout small programs designed to give historically well served and advantaged communities the services a high achieving subset of that community needs. They do not even always broadcast them within a school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think the suburbs win hands down because of the nature of it’s true gifted programs. Although I hear some schools west of the park do some form of Junior Great Books, DCPS lacks in gifted education. If your child is truly GT, you’d have to get outside GT testing via the WISC test and then try to cobble curriculum together.

If you are in DC and concerned that your child might be GT, have your child privately tested because it would be a shame to have a GT child float effortlessly through school without actually being challenged.

Not sure what this obsession with gifted programs is. My extremely well-educated town growing up had no gifted HS and MS program. Plenty of challenge in AP and honors classes.

I’m not sure you understand GT, GT is not based on AP and honors classes. Anyone can take those, GT children need more than that. They need project based learning and inquiry based learning [two different things] and try to apply them in real-world settings [problem based learning]. Inquiry Based Learning is about discovering an answer, Project Based Learning is about exploring an answer. They need room for flexibility to research & complete capstone projects based on research they have collected. Gifted children don’t develop in a linear, synchronous way. Gifted children are not intrinsically motivated by good grades; they are more passionate about the acquisition of knowledge than performing rote tasks.

It is a shame that DCPS does not have a gifted program, the community should push for one. The focus on closing the achievement is leaving behind the struggling learners and gifted learners. That is the 21st century crisis in DC.

-Gifted/Talented/Twice Exceptional (2e) Teacher

DCPS does have gifted programs in elementary schools, and Deal is an IB MYP school, which is a lot of project based learning, inquiry based learning, and problem based learning. And they do have multiple independent research projects. It is a really good school for GT kids.

What elementary school in DC has G & T program? New news to me.

DCPS does not have a gifted curriculum otherwise they would be touting it and the previous posters would know about it and thus would be able to speak clearly on it.

You don't get DCPS then. They don't tout anything that makes it look like some kids "get more."

Let’s get real, DCPS touts every initiative under the sun: closing the achievement gap, extended school year, no extended school year, IB/Non-IB School enrichment models, etc. If DCPS, has a true gifted curriculum then they would be touting it as the next best thing.

-resigned DCPS teacher as of this year

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think the suburbs win hands down because of the nature of it’s true gifted programs. Although I hear some schools west of the park do some form of Junior Great Books, DCPS lacks in gifted education. If your child is truly GT, you’d have to get outside GT testing via the WISC test and then try to cobble curriculum together.

If you are in DC and concerned that your child might be GT, have your child privately tested because it would be a shame to have a GT child float effortlessly through school without actually being challenged.

Not sure what this obsession with gifted programs is. My extremely well-educated town growing up had no gifted HS and MS program. Plenty of challenge in AP and honors classes.

I’m not sure you understand GT, GT is not based on AP and honors classes. Anyone can take those, GT children need more than that. They need project based learning and inquiry based learning [two different things] and try to apply them in real-world settings [problem based learning]. Inquiry Based Learning is about discovering an answer, Project Based Learning is about exploring an answer. They need room for flexibility to research & complete capstone projects based on research they have collected. Gifted children don’t develop in a linear, synchronous way. Gifted children are not intrinsically motivated by good grades; they are more passionate about the acquisition of knowledge than performing rote tasks.

It is a shame that DCPS does not have a gifted program, the community should push for one. The focus on closing the achievement is leaving behind the struggling learners and gifted learners. That is the 21st century crisis in DC.

-Gifted/Talented/Twice Exceptional (2e) Teacher

DCPS does have gifted programs in elementary schools, and Deal is an IB MYP school, which is a lot of project based learning, inquiry based learning, and problem based learning. And they do have multiple independent research projects. It is a really good school for GT kids.

What elementary school in DC has G & T program? New news to me.

DCPS does not have a gifted curriculum otherwise they would be touting it and the previous posters would know about it and thus would be able to speak clearly on it.

You don't get DCPS then. They don't tout anything that makes it look like some kids "get more."

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think the suburbs win hands down because of the nature of it’s true gifted programs. Although I hear some schools west of the park do some form of Junior Great Books, DCPS lacks in gifted education. If your child is truly GT, you’d have to get outside GT testing via the WISC test and then try to cobble curriculum together.

If you are in DC and concerned that your child might be GT, have your child privately tested because it would be a shame to have a GT child float effortlessly through school without actually being challenged.

Not sure what this obsession with gifted programs is. My extremely well-educated town growing up had no gifted HS and MS program. Plenty of challenge in AP and honors classes.

I’m not sure you understand GT, GT is not based on AP and honors classes. Anyone can take those, GT children need more than that. They need project based learning and inquiry based learning [two different things] and try to apply them in real-world settings [problem based learning]. Inquiry Based Learning is about discovering an answer, Project Based Learning is about exploring an answer. They need room for flexibility to research & complete capstone projects based on research they have collected. Gifted children don’t develop in a linear, synchronous way. Gifted children are not intrinsically motivated by good grades; they are more passionate about the acquisition of knowledge than performing rote tasks.

It is a shame that DCPS does not have a gifted program, the community should push for one. The focus on closing the achievement is leaving behind the struggling learners and gifted learners. That is the 21st century crisis in DC.

-Gifted/Talented/Twice Exceptional (2e) Teacher

Anonymous wrote:

Anonymous wrote:OP, you should have stopped after your first paragraph. Instead you follow up with a comparison of schools. How is that not pitting each against the others? Your thread should be deleted too.

That was exactly my thought as well.

They are all good schools.

I am guessing most of us have experience at just one school.... so do posters really have the ability to compare?

There is so much more than test scores to a school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think the suburbs win hands down because of the nature of it’s true gifted programs. Although I hear some schools west of the park do some form of Junior Great Books, DCPS lacks in gifted education. If your child is truly GT, you’d have to get outside GT testing via the WISC test and then try to cobble curriculum together.

If you are in DC and concerned that your child might be GT, have your child privately tested because it would be a shame to have a GT child float effortlessly through school without actually being challenged.

Not sure what this obsession with gifted programs is. My extremely well-educated town growing up had no gifted HS and MS program. Plenty of challenge in AP and honors classes.

I’m not sure you understand GT, GT is not based on AP and honors classes. Anyone can take those, GT children need more than that. They need project based learning and inquiry based learning [two different things] and try to apply them in real-world settings [problem based learning]. Inquiry Based Learning is about discovering an answer, Project Based Learning is about exploring an answer. They need room for flexibility to research & complete capstone projects based on research they have collected. Gifted children don’t develop in a linear, synchronous way. Gifted children are not intrinsically motivated by good grades; they are more passionate about the acquisition of knowledge than performing rote tasks.

It is a shame that DCPS does not have a gifted program, the community should push for one. The focus on closing the achievement is leaving behind the struggling learners and gifted learners. That is the 21st century crisis in DC.

-Gifted/Talented/Twice Exceptional (2e) Teacher

DCPS does have gifted programs in elementary schools, and Deal is an IB MYP school, which is a lot of project based learning, inquiry based learning, and problem based learning. And they do have multiple independent research projects. It is a really good school for GT kids.

What elementary school in DC has G & T program? New news to me.

DCPS does not have a gifted curriculum otherwise they would be touting it and the previous posters would know about it and thus would be able to speak clearly on it.