Anonymous wrote:

Anonymous wrote:I was talking to one of my neighborhood FCPS teacher who mentioned that there are lazy parents who can't get their kids to do basic homework, no daily reading, etc... no afterschool prep to get them ready for school. Teacher's teen daughter is a tutor at out local Kumon center that DC attends.

Same with older's basketball coach. No Prepp, no play minutes. DC learnt it the hardway. Now they prepp alot, and are on the court more and get a few baskets every single game, while the unprepared players and their parents just sit and watch, and ofcourse cheer for entire team.

Couldn't have said this better. Lazy and irresponsible parents foolishly assume they can outsource their parenting responsibility to public school teacher and team coach, and invest no time into prepping their child at home.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This just sounds like they're moving in the direction of "local norms". I really doubt they are breaking it down as much as several PP's describe.

Our teacher at a competitive center school said at the very beginning of the year that a kid only with high scores but didn't do the classroom work would NOT be getting in to AAP- because the assumption is the kid is prepping. So... I made sure mine knew to raise hand/participate, do good/thoughtful work etc. DC got a good HOPE rating.

That assumption is idiotic. The kids who are prepping and have very invested parents are going to be the kids who are doing all of the classroom work and are participating fully in class. The kids with the high test scores who aren't doing the classroom work are much more likely to be the naturally gifted kids who either due to a difficult home life, undiagnosed LDs, sheer boredom, or any number of other factors are checked out and not having their needs met in the general education classroom.

At the end of the day, it's an Advanced Academic Program. Why on earth would a student who cannot demonstrate proficiency in basic gen ed work be promoted to a slightly more rigorous curriculum that is no longer geared towards the profoundly gifted? Sounds like a recipe for disaster.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This just sounds like they're moving in the direction of "local norms". I really doubt they are breaking it down as much as several PP's describe.

Our teacher at a competitive center school said at the very beginning of the year that a kid only with high scores but didn't do the classroom work would NOT be getting in to AAP- because the assumption is the kid is prepping. So... I made sure mine knew to raise hand/participate, do good/thoughtful work etc. DC got a good HOPE rating.

Feel bad for the truly gifted kids in this school. Obviously, the teacher's understanding of the world is limited by his/her cognitive capabilities.

As a math teacher, I often say, regardless of whether your child is super gifted, if they fail a quiz, they will receive an F. While I can keep hearing about your child's gifted abilities, what matters most to me is the effort they put into practicing problems inside and after school. Clearly, the classroom work is not sufficient, making the afterschool practice, or prep as this forum calls it, necessary. Thanks to some of you parents for getting the limited homework policy established, I'm unable to assign the necessary practice for math proficiency, for your gifted child or any student for that matter. I've repeatedly suggested that students, especially those who are under the impression they are gifted but receive low grades, to spend time after school doing practice problems from the additional resources section of our classroom page. Without this prep, your student wont see a grade improvement in their math grade. If you dont like my free resource links, go to a flea market and get a math workbook for a quarter, or buy a new one from Walmart. When the maid who cleans our house asked for suggestions for their child, I recommended math workbooks from Walmart. Anybody can afford them, and by doing do you are investing your precious $10 into your own child.

Can you comment on students who don't do school work but perform well in tests, especially when the tests are hard? Do you think there might be some truly gifted students or do you believe that these students definetely rely on enrichment prepping classes to do well at test? Do you think for test such as NNAT and Cogat, truly gifted student can do well without prepping? Do you Do you think it's possible that some gifted students who do well at tests don't do their school work?

DP (not the math teacher): Of course there are some truly gifted kids --maybe 1-2% (which is the % the original FCPS GT program started at), but it would be difficult to scale back to that today. And even those "gifted" kids can fail to use their potential if they expect to coast through school because the hard working just plain smart kids can catch up (& maybe have other traits that might lead to success in life like social skills, humility, etc).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This just sounds like they're moving in the direction of "local norms". I really doubt they are breaking it down as much as several PP's describe.

Our teacher at a competitive center school said at the very beginning of the year that a kid only with high scores but didn't do the classroom work would NOT be getting in to AAP- because the assumption is the kid is prepping. So... I made sure mine knew to raise hand/participate, do good/thoughtful work etc. DC got a good HOPE rating.

Feel bad for the truly gifted kids in this school. Obviously, the teacher's understanding of the world is limited by his/her cognitive capabilities.

As a math teacher, I often say, regardless of whether your child is super gifted, if they fail a quiz, they will receive an F. While I can keep hearing about your child's gifted abilities, what matters most to me is the effort they put into practicing problems inside and after school. Clearly, the classroom work is not sufficient, making the afterschool practice, or prep as this forum calls it, necessary. Thanks to some of you parents for getting the limited homework policy established, I'm unable to assign the necessary practice for math proficiency, for your gifted child or any student for that matter. I've repeatedly suggested that students, especially those who are under the impression they are gifted but receive low grades, to spend time after school doing practice problems from the additional resources section of our classroom page. Without this prep, your student wont see a grade improvement in their math grade. If you dont like my free resource links, go to a flea market and get a math workbook for a quarter, or buy a new one from Walmart. When the maid who cleans our house asked for suggestions for their child, I recommended math workbooks from Walmart. Anybody can afford them, and by doing do you are investing your precious $10 into your own child.

Can you comment on students who don't do school work but perform well in tests, especially when the tests are hard? Do you think there might be some truly gifted students or do you believe that these students definetely rely on enrichment prepping classes to do well at test? Do you think for test such as NNAT and Cogat, truly gifted student can do well without prepping? Do you Do you think it's possible that some gifted students who do well at tests don't do their school work?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This just sounds like they're moving in the direction of "local norms". I really doubt they are breaking it down as much as several PP's describe.

Our teacher at a competitive center school said at the very beginning of the year that a kid only with high scores but didn't do the classroom work would NOT be getting in to AAP- because the assumption is the kid is prepping. So... I made sure mine knew to raise hand/participate, do good/thoughtful work etc. DC got a good HOPE rating.

Feel bad for the truly gifted kids in this school. Obviously, the teacher's understanding of the world is limited by his/her cognitive capabilities.

As a math teacher, I often say, regardless of whether your child is super gifted, if they fail a quiz, they will receive an F. While I can keep hearing about your child's gifted abilities, what matters most to me is the effort they put into practicing problems inside and after school. Clearly, the classroom work is not sufficient, making the afterschool practice, or prep as this forum calls it, necessary. Thanks to some of you parents for getting the limited homework policy established, I'm unable to assign the necessary practice for math proficiency, for your gifted child or any student for that matter. I've repeatedly suggested that students, especially those who are under the impression they are gifted but receive low grades, to spend time after school doing practice problems from the additional resources section of our classroom page. Without this prep, your student wont see a grade improvement in their math grade. If you dont like my free resource links, go to a flea market and get a math workbook for a quarter, or buy a new one from Walmart. When the maid who cleans our house asked for suggestions for their child, I recommended math workbooks from Walmart. Anybody can afford them, and by doing do you are investing your precious $10 into your own child.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This just sounds like they're moving in the direction of "local norms". I really doubt they are breaking it down as much as several PP's describe.

Our teacher at a competitive center school said at the very beginning of the year that a kid only with high scores but didn't do the classroom work would NOT be getting in to AAP- because the assumption is the kid is prepping. So... I made sure mine knew to raise hand/participate, do good/thoughtful work etc. DC got a good HOPE rating.

That assumption is idiotic. The kids who are prepping and have very invested parents are going to be the kids who are doing all of the classroom work and are participating fully in class. The kids with the high test scores who aren't doing the classroom work are much more likely to be the naturally gifted kids who either due to a difficult home life, undiagnosed LDs, sheer boredom, or any number of other factors are checked out and not having their needs met in the general education classroom.

At the end of the day, it's an Advanced Academic Program. Why on earth would a student who cannot demonstrate proficiency in basic gen ed work be promoted to a slightly more rigorous curriculum that is no longer geared towards the profoundly gifted? Sounds like a recipe for disaster.

Anonymous wrote:

Anonymous wrote:This just sounds like they're moving in the direction of "local norms". I really doubt they are breaking it down as much as several PP's describe.

Our teacher at a competitive center school said at the very beginning of the year that a kid only with high scores but didn't do the classroom work would NOT be getting in to AAP- because the assumption is the kid is prepping. So... I made sure mine knew to raise hand/participate, do good/thoughtful work etc. DC got a good HOPE rating.

That assumption is idiotic. The kids who are prepping and have very invested parents are going to be the kids who are doing all of the classroom work and are participating fully in class. The kids with the high test scores who aren't doing the classroom work are much more likely to be the naturally gifted kids who either due to a difficult home life, undiagnosed LDs, sheer boredom, or any number of other factors are checked out and not having their needs met in the general education classroom.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This just sounds like they're moving in the direction of "local norms". I really doubt they are breaking it down as much as several PP's describe.

Our teacher at a competitive center school said at the very beginning of the year that a kid only with high scores but didn't do the classroom work would NOT be getting in to AAP- because the assumption is the kid is prepping. So... I made sure mine knew to raise hand/participate, do good/thoughtful work etc. DC got a good HOPE rating.

Feel bad for the truly gifted kids in this school. Obviously, the teacher's understanding of the world is limited by his/her cognitive capabilities.

As a math teacher, I often say, regardless of whether your child is super gifted, if they fail a quiz, they will receive an F. While I can keep hearing about your child's gifted abilities, what matters most to me is the effort they put into practicing problems inside and after school. Clearly, the classroom work is not sufficient, making the afterschool practice, or prep as this forum calls it, necessary. Thanks to some of you parents for getting the limited homework policy established, I'm unable to assign the necessary practice for math proficiency, for your gifted child or any student for that matter. I've repeatedly suggested that students, especially those who are under the impression they are gifted but receive low grades, to spend time after school doing practice problems from the additional resources section of our classroom page. Without this prep, your student wont see a grade improvement in their math grade. If you dont like my free resource links, go to a flea market and get a math workbook for a quarter, or buy a new one from Walmart. When the maid who cleans our house asked for suggestions for their child, I recommended math workbooks from Walmart. Anybody can afford them, and by doing do you are investing your precious $10 into your own child.

Anonymous wrote:

Anonymous wrote:This just sounds like they're moving in the direction of "local norms". I really doubt they are breaking it down as much as several PP's describe.

Our teacher at a competitive center school said at the very beginning of the year that a kid only with high scores but didn't do the classroom work would NOT be getting in to AAP- because the assumption is the kid is prepping. So... I made sure mine knew to raise hand/participate, do good/thoughtful work etc. DC got a good HOPE rating.

Feel bad for the truly gifted kids in this school. Obviously, the teacher's understanding of the world is limited by his/her cognitive capabilities.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I was talking to one of my neighborhood FCPS teacher who mentioned that there are lazy parents who can't get their kids to do basic homework, no daily reading, etc... no afterschool prep to get them ready for school. Teacher's teen daughter is a tutor at out local Kumon center that DC attends.

Same with older's basketball coach. No Prepp, no play minutes. DC learnt it the hardway. Now they prepp alot, and are on the court more and get a few baskets every single game, while the unprepared players and their parents just sit and watch, and ofcourse cheer for entire team.

Couldn't have said this better. Lazy and irresponsible parents foolishly assume they can outsource their parenting responsibility to public school teacher and team coach, and invest no time into prepping their child at home.

How does this relate to this topic and AAP? Also, reading to your kid and doing HW isn’t typically the prepping ppl refer to on here. That’s basic parenting. Taking paid courses and doing workbook drills on tests like cogat and NNAT, is prepping.

You must be one of the privileged suburban college graduated who discourage low-income families from using affordable resources and shame their parents and students who invest their own time for their betterment. Preparing outside of school is critical and necessary as public school teachers are burdened dealing with ill-prepared students, and it doesn't require expensive resources. Upper-middle-class, college-educated parents quietly use their expertise to help their children read and write at home. However, take full liberty into shaming less-educated, low-income families for buying a $20 workbook, which costs less than two Spicy McCrispy meals, to assist their children. This double standard is unfair and perpetuates educational inequality.
To low income families: you can help your kids and here is the link:
https://www.amazon.com/s?k=nnat+cogat

This post is full of inaccuracies. And racism/classism.

I don’t know, I think there is a lot of truth there.

1) Upper Class/Middle Class families are far more likely to have the time/ability to provide academic support at home. The parents are more likely to have graduated from college and hold advanced degrees. They are more likely to be reading to their kids as toddlers and into early ES. They are probably playing games at home that teach colors, counting, shapes, letters and the like.

2) Upper Class/Middle Class families are more likely to have the resources to pay for outside enrichment. That be could through camps that are academically based, like STEM camps or history camps or writing camps. They can afford to have kids tested when there seems to be a deficit and find out what might be causing the issues. They can get their kids outside support through specialized tutoring or therapies. They can also afford having an advocate at an IEP meeting.

3) Lower SES families are less likely to have the resources to provide tutoring. Lower SES families tend to be less educated and able to help with academic prep before K, like reading to their kids and teaching colors, shapes, sounds, numbers, and letters. Their kids tend to start behind in K and the gap grows, there is a ton of research showing this.

Can lower SES families help their kids? Yes. There are resources that they can use but it is harder for the families. There is Khan Academy to help with math but parents have to know it exists and be able to help their kids with it when their kids run into questions. Lower SES families can find inexpensive workbooks to help their kids but they need to know about it and have the time to be able to do them with their kids.

The reality is that very few lower SES families are able to utilize those resources. That is why the gap between the rich and poor is growing and the middle class is shrinking. The only families that I think should be focused on AAP are lower income families because I see the value for a kid who starts behind but does well on the tests is moved into a class that gives them additional academic supports. I don’t think that middle class and upper middle class families need AAP as much because they do have their own resources that they can provide.

Anonymous wrote:This just sounds like they're moving in the direction of "local norms". I really doubt they are breaking it down as much as several PP's describe.

Our teacher at a competitive center school said at the very beginning of the year that a kid only with high scores but didn't do the classroom work would NOT be getting in to AAP- because the assumption is the kid is prepping. So... I made sure mine knew to raise hand/participate, do good/thoughtful work etc. DC got a good HOPE rating.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I was talking to one of my neighborhood FCPS teacher who mentioned that there are lazy parents who can't get their kids to do basic homework, no daily reading, etc... no afterschool prep to get them ready for school. Teacher's teen daughter is a tutor at out local Kumon center that DC attends.

Same with older's basketball coach. No Prepp, no play minutes. DC learnt it the hardway. Now they prepp alot, and are on the court more and get a few baskets every single game, while the unprepared players and their parents just sit and watch, and ofcourse cheer for entire team.

Couldn't have said this better. Lazy and irresponsible parents foolishly assume they can outsource their parenting responsibility to public school teacher and team coach, and invest no time into prepping their child at home.

How does this relate to this topic and AAP? Also, reading to your kid and doing HW isn’t typically the prepping ppl refer to on here. That’s basic parenting. Taking paid courses and doing workbook drills on tests like cogat and NNAT, is prepping.

You must be one of the privileged suburban college graduated who discourage low-income families from using affordable resources and shame their parents and students who invest their own time for their betterment. Preparing outside of school is critical and necessary as public school teachers are burdened dealing with ill-prepared students, and it doesn't require expensive resources. Upper-middle-class, college-educated parents quietly use their expertise to help their children read and write at home. However, take full liberty into shaming less-educated, low-income families for buying a $20 workbook, which costs less than two Spicy McCrispy meals, to assist their children. This double standard is unfair and perpetuates educational inequality.
To low income families: you can help your kids and here is the link:
https://www.amazon.com/s?k=nnat+cogat

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I was talking to one of my neighborhood FCPS teacher who mentioned that there are lazy parents who can't get their kids to do basic homework, no daily reading, etc... no afterschool prep to get them ready for school. Teacher's teen daughter is a tutor at out local Kumon center that DC attends.

Same with older's basketball coach. No Prepp, no play minutes. DC learnt it the hardway. Now they prepp alot, and are on the court more and get a few baskets every single game, while the unprepared players and their parents just sit and watch, and ofcourse cheer for entire team.

Couldn't have said this better. Lazy and irresponsible parents foolishly assume they can outsource their parenting responsibility to public school teacher and team coach, and invest no time into prepping their child at home.

How does this relate to this topic and AAP? Also, reading to your kid and doing HW isn’t typically the prepping ppl refer to on here. That’s basic parenting. Taking paid courses and doing workbook drills on tests like cogat and NNAT, is prepping.

You must be one of the privileged suburban college graduated who discourage low-income families from using affordable resources and shame their parents and students who invest their own time for their betterment. Preparing outside of school is critical and necessary as public school teachers are burdened dealing with ill-prepared students, and it doesn't require expensive resources. Upper-middle-class, college-educated parents quietly use their expertise to help their children read and write at home. However, take full liberty into shaming less-educated, low-income families for buying a $20 workbook, which costs less than two Spicy McCrispy meals, to assist their children. This double standard is unfair and perpetuates educational inequality.
To low income families: you can help your kids and here is the link:
https://www.amazon.com/s?k=nnat+cogat

This post is full of inaccuracies. And racism/classism.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I was talking to one of my neighborhood FCPS teacher who mentioned that there are lazy parents who can't get their kids to do basic homework, no daily reading, etc... no afterschool prep to get them ready for school. Teacher's teen daughter is a tutor at out local Kumon center that DC attends.

Same with older's basketball coach. No Prepp, no play minutes. DC learnt it the hardway. Now they prepp alot, and are on the court more and get a few baskets every single game, while the unprepared players and their parents just sit and watch, and ofcourse cheer for entire team.

Couldn't have said this better. Lazy and irresponsible parents foolishly assume they can outsource their parenting responsibility to public school teacher and team coach, and invest no time into prepping their child at home.

How does this relate to this topic and AAP? Also, reading to your kid and doing HW isn’t typically the prepping ppl refer to on here. That’s basic parenting. Taking paid courses and doing workbook drills on tests like cogat and NNAT, is prepping.

You must be one of the privileged suburban college graduated who discourage low-income families from using affordable resources and shame their parents and students who invest their own time for their betterment. Preparing outside of school is critical and necessary as public school teachers are burdened dealing with ill-prepared students, and it doesn't require expensive resources. Upper-middle-class, college-educated parents quietly use their expertise to help their children read and write at home. However, take full liberty into shaming less-educated, low-income families for buying a $20 workbook, which costs less than two Spicy McCrispy meals, to assist their children. This double standard is unfair and perpetuates educational inequality.
To low income families: you can help your kids and here is the link:
https://www.amazon.com/s?k=nnat+cogat

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I was talking to one of my neighborhood FCPS teacher who mentioned that there are lazy parents who can't get their kids to do basic homework, no daily reading, etc... no afterschool prep to get them ready for school. Teacher's teen daughter is a tutor at out local Kumon center that DC attends.

Same with older's basketball coach. No Prepp, no play minutes. DC learnt it the hardway. Now they prepp alot, and are on the court more and get a few baskets every single game, while the unprepared players and their parents just sit and watch, and ofcourse cheer for entire team.

Couldn't have said this better. Lazy and irresponsible parents foolishly assume they can outsource their parenting responsibility to public school teacher and team coach, and invest no time into prepping their child at home.

How does this relate to this topic and AAP? Also, reading to your kid and doing HW isn’t typically the prepping ppl refer to on here. That’s basic parenting. Taking paid courses and doing workbook drills on tests like cogat and NNAT, is prepping.