Anonymous wrote:https://law.lis.virginia.gov/admincode/title8/agency20/chapter81/section10/

“Child with a disability" means a child evaluated in accordance with the provisions of this chapter as having an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disability (referred to in this part as "emotional disability"), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities who, by reason thereof, needs special education and related services. This also includes developmental delay if the local educational agency recognizes this category as a disability in accordance with 8VAC20-81-80 M 3. If it is determined through an appropriate evaluation that a child has one of the disabilities identified but only needs a related service and not special education, the child is not a child with a disability under this part. If the related service required by the child is considered special education rather than a related service under Virginia standards, the child would be determined to be a child with a disability. (§ 22.1-213 of the Code of Virginia; 34 CFR 300.8(a)(1) and 34 CFR 300.8(a)(2)(i) and (ii))

Anonymous wrote:

Anonymous wrote:budget has the number listed at each ES with SN. How do you get 2E numbers? had no idea that was the topic this thread...

I've not seen 2e numbers from APS, especially not per school, but would be interested in this. If anyone can point me to page of document, or similar, if they have found it?

As far as the "Student with disabilities" numbers that APS lists - I was not aware that these specifically mean IEPs, or do they? There are a number of disabilities, and not all have an IEP, some have 504s, some don't have anything. Also the disabilities can range from very mild (perhaps noted only in medical file) to very severe (with placement and multiple interventional teams), does APS lump them together in these stats?

Anonymous wrote:

Anonymous wrote:I have 2 of the 477. Happy to answer questions op.

per day or week, how much specialized instruction does your student get as a SWD or GT student?

my DD is neither, so she gets whatever is left over, and with such a huge population of both, I worry that being in the middle means you get a lot of independent study time.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 2 of the 477. Happy to answer questions op.

per day or week, how much specialized instruction does your student get as a SWD or GT student?

my DD is neither, so she gets whatever is left over, and with such a huge population of both, I worry that being in the middle means you get a lot of independent study time.

Huh? That's not how it works. With the changes this year, APS isn't offering any services to gifted students that it isn't offering to all students. The Advanced Academic Coaches are now working with classroom teachers to do whole class enrichment. They do not do anything specific for the tagged students.

In reality this means that average students are engaged in appropriate learning, while students who are gifted likely have a ton of downtime after they finish their work with nothing more to do. My elementary school student has been reading several hundred pages of her book each day at school for most of the year. She finished one SOL this week and then read for 3.5 hours while everyone else finished. There's a ton of wasted time with no additional challenge for advanced and gifted students in the APS system.

So essentially GT had been eliminated?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 2 of the 477. Happy to answer questions op.

per day or week, how much specialized instruction does your student get as a SWD or GT student?

my DD is neither, so she gets whatever is left over, and with such a huge population of both, I worry that being in the middle means you get a lot of independent study time.

Huh? That's not how it works. With the changes this year, APS isn't offering any services to gifted students that it isn't offering to all students. The Advanced Academic Coaches are now working with classroom teachers to do whole class enrichment. They do not do anything specific for the tagged students.

In reality this means that average students are engaged in appropriate learning, while students who are gifted likely have a ton of downtime after they finish their work with nothing more to do. My elementary school student has been reading several hundred pages of her book each day at school for most of the year. She finished one SOL this week and then read for 3.5 hours while everyone else finished. There's a ton of wasted time with no additional challenge for advanced and gifted students in the APS system.

Anonymous wrote:

Anonymous wrote:budget has the number listed at each ES with SN. How do you get 2E numbers? had no idea that was the topic this thread...

I've not seen 2e numbers from APS, especially not per school, but would be interested in this. If anyone can point me to page of document, or similar, if they have found it?

As far as the "Student with disabilities" numbers that APS lists - I was not aware that these specifically mean IEPs, or do they? There are a number of disabilities, and not all have an IEP, some have 504s, some don't have anything. Also the disabilities can range from very mild (perhaps noted only in medical file) to very severe (with placement and multiple interventional teams), does APS lump them together in these stats?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 2 of the 477. Happy to answer questions op.

per day or week, how much specialized instruction does your student get as a SWD or GT student?

my DD is neither, so she gets whatever is left over, and with such a huge population of both, I worry that being in the middle means you get a lot of independent study time.

Huh? That's not how it works. With the changes this year, APS isn't offering any services to gifted students that it isn't offering to all students. The Advanced Academic Coaches are now working with classroom teachers to do whole class enrichment. They do not do anything specific for the tagged students.

In reality this means that average students are engaged in appropriate learning, while students who are gifted likely have a ton of downtime after they finish their work with nothing more to do. My elementary school student has been reading several hundred pages of her book each day at school for most of the year. She finished one SOL this week and then read for 3.5 hours while everyone else finished. There's a ton of wasted time with no additional challenge for advanced and gifted students in the APS system.

Anonymous wrote:

Anonymous wrote:I have 2 of the 477. Happy to answer questions op.

per day or week, how much specialized instruction does your student get as a SWD or GT student?

my DD is neither, so she gets whatever is left over, and with such a huge population of both, I worry that being in the middle means you get a lot of independent study time.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 2 of the 477. Happy to answer questions op.

per day or week, how much specialized instruction does your student get as a SWD or GT student?

my DD is neither, so she gets whatever is left over, and with such a huge population of both, I worry that being in the middle means you get a lot of independent study time.

My child is gifted and reads a lot independently at school. When they were younger they regularly read several books a day. The gifted label doesn't seem to make a difference beyond clustering, which would happen anyway. I guess if the label helps teachers cluster kids that is useful? I feel for the teachers because whatever they are pushing it is NOT apparent to most parents I talk with.

Scrolling through the budget the low FRL numbers really jumped out at some of the schools.
Jamestown (16), Tuckahoe (15), Nottingham (10), Discovery (22)
A handful of others have less than 100. A lot have around 200, and then there are the schools where everyone gets lunch for free (Title I, I believe, though the budget lists it as CEP).

It is definitely useful to have the label because it guarantees clustering. If it weren't for the policy with grouping, most schools would equally spread out the highest kids so the rest of the class has "role models". This would not allow gifted kids to interact on a regular with their intellectual peers and they would often become "teachers helpers" and asked to help the lowest learners.

Anonymous wrote:budget has the number listed at each ES with SN. How do you get 2E numbers? had no idea that was the topic this thread...

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 2 of the 477. Happy to answer questions op.

per day or week, how much specialized instruction does your student get as a SWD or GT student?

my DD is neither, so she gets whatever is left over, and with such a huge population of both, I worry that being in the middle means you get a lot of independent study time.

My child is gifted and reads a lot independently at school. When they were younger they regularly read several books a day. The gifted label doesn't seem to make a difference beyond clustering, which would happen anyway. I guess if the label helps teachers cluster kids that is useful? I feel for the teachers because whatever they are pushing it is NOT apparent to most parents I talk with.

Scrolling through the budget the low FRL numbers really jumped out at some of the schools.
Jamestown (16), Tuckahoe (15), Nottingham (10), Discovery (22)
A handful of others have less than 100. A lot have around 200, and then there are the schools where everyone gets lunch for free (Title I, I believe, though the budget lists it as CEP).