Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Eligibility for this program was so broad that even gifted kids were found “eligible.”

Neither of my kids are eligible. One reads above grade level, the other is barely at grade level.

I’m sorry to hear that. My child reads more than a full grade below grade level and I think that he and his peers who are also well below benchmarks deserve to be prioritized in this initiative.

I was responding to the poster saying even gifted kids were found eligible. That has not been the case IME. I agree kids with the highest need should be prioritized. In general I will say my once child who is barely at grade level has a lot of home support to get them to even that level. It is frustrating because it feels like I'm working so hard to help my child and the school just says yep, everything is dandy. I'm not about to remove the home supports and let my child start failing, but it almost feels like that is the only thing that will get the school to help.

If you believe your child has a learning disability, you can request that the school evaluate him/her, and they are legally mandated to do so within a certain timeframe.

Also, to the pp, being gifted really doesn’t have anything to do with needing specific interventions. Plenty of kids are 2E (like my dyslexic child who has an IEP & is also ID’d as gifted).

I did tell the school I suspected a learning disability. They said they didn’t agree because child is on grade level. They would not test.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Eligibility for this program was so broad that even gifted kids were found “eligible.”

Neither of my kids are eligible. One reads above grade level, the other is barely at grade level.

I’m sorry to hear that. My child reads more than a full grade below grade level and I think that he and his peers who are also well below benchmarks deserve to be prioritized in this initiative.

I was responding to the poster saying even gifted kids were found eligible. That has not been the case IME. I agree kids with the highest need should be prioritized. In general I will say my once child who is barely at grade level has a lot of home support to get them to even that level. It is frustrating because it feels like I'm working so hard to help my child and the school just says yep, everything is dandy. I'm not about to remove the home supports and let my child start failing, but it almost feels like that is the only thing that will get the school to help.

If you believe your child has a learning disability, you can request that the school evaluate him/her, and they are legally mandated to do so within a certain timeframe.

Also, to the pp, being gifted really doesn’t have anything to do with needing specific interventions. Plenty of kids are 2E (like my dyslexic child who has an IEP & is also ID’d as gifted).

I did tell the school I suspected a learning disability. They said they didn’t agree because child is on grade level. They would not test.

You have to make the request in writing using specific language. Then if they decline in writing, you can determine how to proceed. You may want to get a private evaluation in any case.

PEATC has templates to use for this: https://peatc.org/services/special-education/

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Eligibility for this program was so broad that even gifted kids were found “eligible.”

Neither of my kids are eligible. One reads above grade level, the other is barely at grade level.

I’m sorry to hear that. My child reads more than a full grade below grade level and I think that he and his peers who are also well below benchmarks deserve to be prioritized in this initiative.

I was responding to the poster saying even gifted kids were found eligible. That has not been the case IME. I agree kids with the highest need should be prioritized. In general I will say my once child who is barely at grade level has a lot of home support to get them to even that level. It is frustrating because it feels like I'm working so hard to help my child and the school just says yep, everything is dandy. I'm not about to remove the home supports and let my child start failing, but it almost feels like that is the only thing that will get the school to help.

If you believe your child has a learning disability, you can request that the school evaluate him/her, and they are legally mandated to do so within a certain timeframe.

Also, to the pp, being gifted really doesn’t have anything to do with needing specific interventions. Plenty of kids are 2E (like my dyslexic child who has an IEP & is also ID’d as gifted).

I did tell the school I suspected a learning disability. They said they didn’t agree because child is on grade level. They would not test.

You have to make the request in writing using specific language. Then if they decline in writing, you can determine how to proceed. You may want to get a private evaluation in any case.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Eligibility for this program was so broad that even gifted kids were found “eligible.”

Neither of my kids are eligible. One reads above grade level, the other is barely at grade level.

I’m sorry to hear that. My child reads more than a full grade below grade level and I think that he and his peers who are also well below benchmarks deserve to be prioritized in this initiative.

I was responding to the poster saying even gifted kids were found eligible. That has not been the case IME. I agree kids with the highest need should be prioritized. In general I will say my once child who is barely at grade level has a lot of home support to get them to even that level. It is frustrating because it feels like I'm working so hard to help my child and the school just says yep, everything is dandy. I'm not about to remove the home supports and let my child start failing, but it almost feels like that is the only thing that will get the school to help.

If you believe your child has a learning disability, you can request that the school evaluate him/her, and they are legally mandated to do so within a certain timeframe.

Also, to the pp, being gifted really doesn’t have anything to do with needing specific interventions. Plenty of kids are 2E (like my dyslexic child who has an IEP & is also ID’d as gifted).

I did tell the school I suspected a learning disability. They said they didn’t agree because child is on grade level. They would not test.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If it’s only the state, why are different schools within APS offering different kinds of interventions?

Because the state left it up to schools to handle. So each school has to work with the resources they have (this includes innovation of admin or ability to hire)

Right, so my point is that this is not just on Youngkin/the State, which is what a PP argued. APS has a role in this. And can be blamed for its utter incompetence.

You sound like a Youngkin MAGA type.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If it’s only the state, why are different schools within APS offering different kinds of interventions?

Because the state left it up to schools to handle. So each school has to work with the resources they have (this includes innovation of admin or ability to hire)

Right, so my point is that this is not just on Youngkin/the State, which is what a PP argued. APS has a role in this. And can be blamed for its utter incompetence.

Anonymous wrote:

Anonymous wrote:If it’s only the state, why are different schools within APS offering different kinds of interventions?

Because the state left it up to schools to handle. So each school has to work with the resources they have (this includes innovation of admin or ability to hire)

Anonymous wrote:If it’s only the state, why are different schools within APS offering different kinds of interventions?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Eligibility for this program was so broad that even gifted kids were found “eligible.”

Neither of my kids are eligible. One reads above grade level, the other is barely at grade level.

I’m sorry to hear that. My child reads more than a full grade below grade level and I think that he and his peers who are also well below benchmarks deserve to be prioritized in this initiative.

I was responding to the poster saying even gifted kids were found eligible. That has not been the case IME. I agree kids with the highest need should be prioritized. In general I will say my once child who is barely at grade level has a lot of home support to get them to even that level. It is frustrating because it feels like I'm working so hard to help my child and the school just says yep, everything is dandy. I'm not about to remove the home supports and let my child start failing, but it almost feels like that is the only thing that will get the school to help.

If you believe your child has a learning disability, you can request that the school evaluate him/her, and they are legally mandated to do so within a certain timeframe.

Also, to the pp, being gifted really doesn’t have anything to do with needing specific interventions. Plenty of kids are 2E (like my dyslexic child who has an IEP & is also ID’d as gifted).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Eligibility for this program was so broad that even gifted kids were found “eligible.”

Neither of my kids are eligible. One reads above grade level, the other is barely at grade level.

I’m sorry to hear that. My child reads more than a full grade below grade level and I think that he and his peers who are also well below benchmarks deserve to be prioritized in this initiative.

I was responding to the poster saying even gifted kids were found eligible. That has not been the case IME. I agree kids with the highest need should be prioritized. In general I will say my once child who is barely at grade level has a lot of home support to get them to even that level. It is frustrating because it feels like I'm working so hard to help my child and the school just says yep, everything is dandy. I'm not about to remove the home supports and let my child start failing, but it almost feels like that is the only thing that will get the school to help.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Eligibility for this program was so broad that even gifted kids were found “eligible.”

Neither of my kids are eligible. One reads above grade level, the other is barely at grade level.

I’m sorry to hear that. My child reads more than a full grade below grade level and I think that he and his peers who are also well below benchmarks deserve to be prioritized in this initiative.