Anonymous wrote:PP I agree with you. It seems like nobody wants to share info.

Unless your child is good at advertising his or her brains, he or she will likely get lumped into "average."

If you have a kid who loves to rattle off memorized facts your child is more likely get noticed and score well on a GBRS. Kids who find memorization somewhat boring, like spacial thinkers, have more fun exploring ideas. But they don't often broadcast their thoughts. So teachers can easily miss their smarts.
I know families who have hired tutors for their kids or sent their kids to additional math classes--not to help a child who is behind, but to get already good students ahead even further. Kids who do those things are going to look "smarter" to teachers. And they are likely going to score higher on a GBRS.

I'm the parent who has the child falling between the cracks. The bolded part above TOTALLY describes my child. She hates memorization but is a very in-depth thinker and a spatial "genius" (not quite genius but pretty darn bright). We are also new this year and she is used to a smaller class environment. Here, she doesn't get the opportunity to show her smarts and teh school environment is completely differnt. At her old school, the teachers all noted how she took concepts and extended them. Here, they have no interest in your child doing anything but spitting back the math facts or the spelling words --which she has a hard time with. So I think they perceive her as very average. She's also super nice, polite and well behaved, so she blends into the background.

I have a meeting with the AART this week. I'm very curious to see the GBRS.

Parents don't often tell the teacher that the child is taking outside classes.

PP, by "2E", do you mean that your child is Twice Exceptional (often called 2E)? Or do you mean that your child is in 2nd Grade?

Not really, the school does not like too much interferences from the parents. My kid is in 2E, have completed 6th grade math work. His class-room teaher is not valuing the efforts and achivements the kid has made all. It is very subjective!

PP I agree with you. It seems like nobody wants to share info.

Unless your child is good at advertising his or her brains, he or she will likely get lumped into "average."

If you have a kid who loves to rattle off memorized facts your child is more likely get noticed and score well on a GBRS. Kids who find memorization somewhat boring, like spacial thinkers, have more fun exploring ideas. But they don't often broadcast their thoughts. So teachers can easily miss their smarts.

I know families who have hired tutors for their kids or sent their kids to additional math classes--not to help a child who is behind, but to get already good students ahead even further. Kids who do those things are going to look "smarter" to teachers. And they are likely going to score higher on a GBRS.

PP, it's not like I didn't do that. I was feaking room parent for first and second grade! I was a super active PTA volunteer, chaired various events and went on every field trip. I know tons of parents and did the playdate thing. So it's not like I was not in the school and not networking! But I have found that many parents don't like to talk about enrichment and pullout. In fact, I would say at my school there is almost a biag against these types of services. No one wants to be considered bragging and teachers and admins don't necessarily like to point out services that not all kids are able to receive. It doesn't help that my kdi is not a good school day reporter.

I feel badly for parents who don't realize these things even exist! Although they do not exist at all schools. Our school only does them for math and not reading, and as I said, I didn't know they existed until she was a second grader and she told me about it! She's my older child and so much about school is a trial and error process if you are not in the know about these things.

I agree with you that there could be more transparency. One thing I've learned is just to try to spend time in the school, talk to other parents, and keep your ears open. Sometimes the grapevine is a better source of information than official school communications!

but if the school is really not meeting your child's educational needs, I think you have to try to force the issues

But as you say, many base schools simply do not have the resources for advanced differentiation before grade 3 and qualification for the AAC. So as a parent, I think you do need to weigh the benefit or lack thereof of being a PITA parent. I realized early on that I could force the issue all I want, but it didn't mean that anything meaningful would change. Everytime I raised a concern, all they offered to do was give her additional work on top of the regular which was not at all what she needed. So we simply tried to give her opportunities outside of school, and things did improve in grade 3. So I guess in your sense I did advocate, but really there was little the school could/would do and so early in second grade I decided to just let it coast and concentrate on getting her into the AAC program.

I made sure DS was identified early in the school year this year for pull-outs

I feel badly for parents who don't realize these things even exist! Although they do not exist at all schools. Our school only does them for math and not reading, and as I said, I didn't know they existed until she was a second grader and she told me about it! She's my older child and so much about school is a trial and error process if you are not in the know about these things.

Not the poster you are responding to, but sadly, it just isn't that easy. Advocating immediately labels you as a PITA parent and it does not pay to go there lightly. And at least in our school, the difference in the quality of work given to the on grade level reading group and the high reading group is not that large. Every school is different, but our AART teacher does very little with the kids in grades K-2. It's mainly a grade 3+ program. There is a once a week math pullout, but I didn't even know that such a think existed until my child was in 2nd grade! The difference in how the school treated her once she came back with a perfect score on the NNAT was amazing. Or pathetic might be a better description. No, I'm not bitter.....

Hi. I'm the poster who brought up advocating for your child. I know it's not easy, and it depends on the teacher and the school, but I'd rather be a PITA than let my child "fall through the cracks" as the other poster put it. We had this problem in first grade. DS entered first grade knowing all of his multiplication table and able to solve complicated arithmetic problems in his head, and all they did in math was counting and single-digit addition. He actually regressed in math and lost interest in it. I met with his teacher 3 times during the year to try to get more advanced work for him, and the teacher essentially refused to do it. Gave him a couple of extra worksheets but that was it, and the AART was not available to work with 1st-graders. So it doesn't always get results, but that doesn't mean you shouldn't bother trying. This year, I have a great relationship with the 2nd grade teacher and the AART (I have invested a LOT of time in building both of these; I work outside the home but I make sure I am in the school every time there's an opportunity to interact with these folks, and I communicate w/ them by email periodically). I made sure DS was identified early in the school year this year for pull-outs, and he goes every day for language arts and once a week for math, which is the most that's available in 2nd grade. Frankly, my kid was found eligible for the AAP Center mostly because of these two teachers (his 2nd grade teacher and the AART). He did not test into the screening pool, but he had very strong endorsements from the school and a high GBRS and I'm fairly certain that's why he got in. I agree it's a fine line to tread, but if the school is really not meeting your child's educational needs, I think you have to try to force the issues. Might not always work but at least you know you've tried and it's a learning experience for the future.

This is not meant to be snarky at all, but what are you doing about this? If your child is testing in the 97-99th percentile but being grouped with the "average" students, have you talked with the teacher, the AART, or the principal about what is going on here? You need to advocate for your child!

Not the poster you are responding to, but sadly, it just isn't that easy. Advocating immediately labels you as a PITA parent and it does not pay to go there lightly. And at least in our school, the difference in the quality of work given to the on grade level reading group and the high reading group is not that large. Every school is different, but our AART teacher does very little with the kids in grades K-2. It's mainly a grade 3+ program. There is a once a week math pullout, but I didn't even know that such a think existed until my child was in 2nd grade! The difference in how the school treated her once she came back with a perfect score on the NNAT was amazing. Or pathetic might be a better description. No, I'm not bitter.....

I found this thread while searching for opinions of the AAP program in Fairfax.

Wow! I had no idea that this was so hard core competitive. We were notified back in January about our daughter being in the pool (sorry, I don't remember test score numbers!), and we didn't offer any additional information or testing to the process. As a matter of fact, with the snow and everything, I even forgot completely to fill out and return the parent form. Good thing that she got in or else I'd feel bad for not doing more!

PP, is your child already in the AAP? - If so, would you mind sharing whether your experience has been a good one?

Anonymous wrote:

PP, I have to disagree a bit because I have one of those "underground" students. DC has strong test scores (CogAt and WISC -- NNAT not so great) but is only in the middle groups at school. I have to ask how a kid that's scoring 97-99 percentile on several of the subtests is only in the "average" groups. I feel like somehow the instruction isn't working or the school is not bothering to find out how well DC can do (they tend to test the kids to grade level and thne stop, I think). My DC did not get in and I think GBRS tanked DC. I think a different approach ( or a more aggressive approach) might be just what the doctor ordered. I think DC could perform in the higher groups at school but the teachers don't seem inclined to bother finding out. I really feel like my child is falling between the cracks.

This is not meant to be snarky at all, but what are you doing about this? If your child is testing in the 97-99th percentile but being grouped with the "average" students, have you talked with the teacher, the AART, or the principal about what is going on here? You need to advocate for your child!

We had a similar problem. DC was reading at mid 3rd grade level Spring of his K year. Teachers in 1st grade didnt have the time/resources to create individual work for him, further they pretty much gave him S's and G's so they did not have to admit he needed more.

I dont know the names of the tests for the gifted program but he got 99th percentile. He got into the AAP despite lots of G's and a few S's in 1st grade. It might have helped that we had him tested for reading before 1st grade - no doubt contradicted the absurd grades he was given in 1st grade. He basically wasted much of 1st grade because his teacher could or would not challange him - he had to sit there reading books 2/3 grades below his ability. Maybe his second grade teachers spoke out on his behalf - I have no idea.

Anyhow that is our experience.

I have but I keep getting blown off. They tell me that's where DC places based on the tests and their experience with DC.

Maybe an educational consultant can help? Are you appealing the AAP denial?

Anonymous wrote:

PP, I have to disagree a bit because I have one of those "underground" students. DC has strong test scores (CogAt and WISC -- NNAT not so great) but is only in the middle groups at school. I have to ask how a kid that's scoring 97-99 percentile on several of the subtests is only in the "average" groups. I feel like somehow the instruction isn't working or the school is not bothering to find out how well DC can do (they tend to test the kids to grade level and thne stop, I think). My DC did not get in and I think GBRS tanked DC. I think a different approach ( or a more aggressive approach) might be just what the doctor ordered. I think DC could perform in the higher groups at school but the teachers don't seem inclined to bother finding out. I really feel like my child is falling between the cracks.

This is not meant to be snarky at all, but what are you doing about this? If your child is testing in the 97-99th percentile but being grouped with the "average" students, have you talked with the teacher, the AART, or the principal about what is going on here? You need to advocate for your child!

I have but I keep getting blown off. They tell me that's where DC places based on the tests and their experience with DC.

PP, I have to disagree a bit because I have one of those "underground" students. DC has strong test scores (CogAt and WISC -- NNAT not so great) but is only in the middle groups at school. I have to ask how a kid that's scoring 97-99 percentile on several of the subtests is only in the "average" groups. I feel like somehow the instruction isn't working or the school is not bothering to find out how well DC can do (they tend to test the kids to grade level and thne stop, I think). My DC did not get in and I think GBRS tanked DC. I think a different approach ( or a more aggressive approach) might be just what the doctor ordered. I think DC could perform in the higher groups at school but the teachers don't seem inclined to bother finding out. I really feel like my child is falling between the cracks.

This is not meant to be snarky at all, but what are you doing about this? If your child is testing in the 97-99th percentile but being grouped with the "average" students, have you talked with the teacher, the AART, or the principal about what is going on here? You need to advocate for your child!