AAP teachers are trained to handle a lot of the 2E issues common with gifted kids. They will have extra training for ASD, ADHD, anxiety, perfectionism, and other typical issues. I'm sure the ASD training would also be applicable to kids who are socially off.

Anonymous wrote:I used to work as a school counselor in a school that had a program for "highly gifted" (140 and above IQ). These kids had many problems socially and 1/3 had anxiety, OCD, behavioral issues and other challenges. While it might have given them a more challenging academic program the impact of putting them all together and isolating them from their same age peers was not worth it. It is the same logic behind why we don't have kids skipping grades.

This is BS. Most people who are extremely smart, are well rounded. Those kids need fostering, because they have abilities that others can't relate to. I know of one such kid, who had no friends until the kid went to an exclusive profoundly gifted program, where the child is being served and happy, because now the child has peers that can understand his/her ideas and conversation.

The school system does not need to make kids skip grades, but they do need to provide the children with opportunities to achieve their potential. I know that years ago in FX and Montgomery Co.s you could advance several grades in Math. Now you can only advance one grade level. That is stealing learning opportunities from these children. In the long run these children are being brutally underserved. If a child is so quick in one area, and has the desire and drive to, the child should be allowed to advance.

Anonymous wrote:I agree. I know a so called "gifted kid".On one hand, he is not listening at all and not doing well in school.Being aggressive and bossy, he has no any close friends.He doesn't know how to communicate. When he is mad, he pushes others.Usually he seems like to live in a isolated world. On the other hand, he is doing incredibly great on NNAT/Cogat test.He got 140s for both of them.

Honestly, it's a headache and pretty challenge to be his mom. We all should feel lucky that we just have an average kid

Would you say to his mom to her face that your kid is "so called "gifted""? How are you helping this kid, or is your jealousy keeping you at bay?

Anonymous wrote:Underachieving gifted kids with social problems aren't going to be served well in either AAP or gen ed. He might be better off in AAP, though, since the teachers have a lot more training in handling kids with social issues like that than the teachers in gen ed.

I would think GBRS for Kids(gifted) with social issues will be low? Can they really make it to AAP?

Is there an expectation that kids (gifted) with social issues will make it to AAP hence AAP teachers are trained?

I was in Fairfax County's GT program in the 80's ad I do not remember a lot of behavioral or social problems. I mean, the kids were pretty nerdy on the whole, but otherwise normal kids. I can remember feeling like it wasn't cool to be in GT but there were not a bunch of crazy kids who could not function in a regular environment.

Underachieving gifted kids with social problems aren't going to be served well in either AAP or gen ed. He might be better off in AAP, though, since the teachers have a lot more training in handling kids with social issues like that than the teachers in gen ed.

Anonymous wrote:I used to work as a school counselor in a school that had a program for "highly gifted" (140 and above IQ). These kids had many problems socially and 1/3 had anxiety, OCD, behavioral issues and other challenges. While it might have given them a more challenging academic program the impact of putting them all together and isolating them from their same age peers was not worth it. It is the same logic behind why we don't have kids skipping grades.

I agree. I know a so called "gifted kid".On one hand, he is not listening at all and not doing well in school.Being aggressive and bossy, he has no any close friends.He doesn't know how to communicate. When he is mad, he pushes others.Usually he seems like to live in a isolated world. On the other hand, he is doing incredibly great on NNAT/Cogat test.He got 140s for both of them.

Honestly, it's a headache and pretty challenge to be his mom. We all should feel lucky that we just have an average kid

Anonymous wrote:I used to work as a school counselor in a school that had a program for "highly gifted" (140 and above IQ). These kids had many problems socially and 1/3 had anxiety, OCD, behavioral issues and other challenges. While it might have given them a more challenging academic program the impact of putting them all together and isolating them from their same age peers was not worth it. It is the same logic behind why we don't have kids skipping grades.

Back in the day 15+ years ago when FCPS had a much more exclusive GT program, how did it work? Were the kids admitted to the program better served, or did it lead to a bunch of social problems?

Anonymous wrote:

Anonymous wrote:I used to work as a school counselor in a school that had a program for "highly gifted" (140 and above IQ). These kids had many problems socially and 1/3 had anxiety, OCD, behavioral issues and other challenges. While it might have given them a more challenging academic program the impact of putting them all together and isolating them from their same age peers was not worth it. It is the same logic behind why we don't have kids skipping grades.

Makes sense! Only if DCUM parents understands it!

+1 It's about more than just accelerated curriculum.

I will add that many push for 120-130 kids in level IV because they do need more than gen Ed but there really are no services in the middle. Level III does not cut it at 1hr a week. LLIV schools are somewhat filling this gap but not all schools have this option.

Anonymous wrote:Or they could have an additional program. Keep the one they have, and create a new one for the profoundly gifted children. Both my children belong in AAP, but one of them more so than the other, and I wish that there a program for the profoundly gifted one, who accurately learns anything DC reads, and who unfortunately is learning to kill time. The other one belongs in AAP, but is not like the sibling.

The problem is that parents will still want to have access to the highest program.

And among those 1% profoundly gifted children there will be < 1% "extremely" profoundly gifted children who will be bored in the class room. Their parents will feel the same way you feel! where will it end?
If a child is profoundly gifted then nothing FCPS offers will suffice. FCPS needs resources and teachers (profoundly gifted) to teach these children.

Anonymous wrote:I used to work as a school counselor in a school that had a program for "highly gifted" (140 and above IQ). These kids had many problems socially and 1/3 had anxiety, OCD, behavioral issues and other challenges. While it might have given them a more challenging academic program the impact of putting them all together and isolating them from their same age peers was not worth it. It is the same logic behind why we don't have kids skipping grades.

Makes sense! Only if DCUM parents understands it!

I used to work as a school counselor in a school that had a program for "highly gifted" (140 and above IQ). These kids had many problems socially and 1/3 had anxiety, OCD, behavioral issues and other challenges. While it might have given them a more challenging academic program the impact of putting them all together and isolating them from their same age peers was not worth it. It is the same logic behind why we don't have kids skipping grades.

[quote=Anonymous][quote=Anonymous][quote=Anonymous]
"Significantly above grade level" meaning that the bar showing where my child is relative to the "on grade level" band extends 50+ points above the top of that band. Sheesh. I was hoping that some kids might have comparable scores, such that my child might have a math peer group in AAP. But if the PP is correct that 493 = 99th percentile, [b]it is unlikely that many of his AAP classmates will even be in the same ballpark.[/b] I don't think he will be bored at all with the language arts side of AAP. [/quote]

iReady tests only one grade above and you will be surprised to find that there are 100's of students in AAP having "Significantly above grade level"! FCPS is full of smart kids!!
[/quote]
Cool! So, did anyone else's 2nd grader score > 550 math and have a CogAT Quantitative > 145? I would love to see my child have a peer group. He certainly doesn't at his local school. [/quote]

CogAT Quant =144. Got only 1 wrong.

Getting all correct would put the kid in >145? I assume your kid got all correct.

Anonymous wrote:Handful of 140 and 150 kids.

It's only recently that it's also for a lot of 120 kids.

How recent?

Or they could have an additional program. Keep the one they have, and create a new one for the profoundly gifted children. Both my children belong in AAP, but one of them more so than the other, and I wish that there a program for the profoundly gifted one, who accurately learns anything DC reads, and who unfortunately is learning to kill time. The other one belongs in AAP, but is not like the sibling.

The problem is that parents will still want to have access to the highest program.

Anonymous wrote:Handful of 140 and 150 kids.

It's only recently that it's also for a lot of 120 kids.

Yeah, but that's the problem. If it reverted to being for the 130+ kids, it would at least somewhat better serve the 140s and 150s kids.