Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is there a 2e definition? I’ve used it with my own child who has a gifted FSIQ but also an LD. Her scores are lower because of low processing speed but they are still in the gifted range. She is that smart, in other words. Her disability is there, but she still tests as gifted.

But I’ve read here multiple times about kids who have ADHD or another LD but not the gifted FSIQ who are being called 2e.

I really don’t they no those kids belong in AAP. I don’t think it’s doing anybody a favor. Yes, your child is bright, but they do not have a gifted level IQ and on top of that they have a disability.

I’m the OP. I didn’t know 2E was a thing until the psychologist who diagnosed Dc1 with adhd said that’s what he was.

I know 2e is a real thing. Gifted kids can have LDs of SNs.

But if a kid scores 120 on IQ I don’t think it’s right to think the score is wrong because of an LD or SN. The score is suppressed. Period. There are many kids with strengths in the gifted range but don’t qualify as gifted. Because they aren’t. It’s slmost like when a kid scores below the gifted range now parents automatically start thinking it’s 2e. Or point to the one score above 130.

if the experts in the field agreed with you, kids wouldn't get accommodations on tests would they? What you think is of no value in this conversation

Accomodations on tests don't mean a child is gifted. You're mixing two different things.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is there a 2e definition? I’ve used it with my own child who has a gifted FSIQ but also an LD. Her scores are lower because of low processing speed but they are still in the gifted range. She is that smart, in other words. Her disability is there, but she still tests as gifted.

But I’ve read here multiple times about kids who have ADHD or another LD but not the gifted FSIQ who are being called 2e.

I really don’t they no those kids belong in AAP. I don’t think it’s doing anybody a favor. Yes, your child is bright, but they do not have a gifted level IQ and on top of that they have a disability.

I’m the OP. I didn’t know 2E was a thing until the psychologist who diagnosed Dc1 with adhd said that’s what he was.

I know 2e is a real thing. Gifted kids can have LDs of SNs.

But if a kid scores 120 on IQ I don’t think it’s right to think the score is wrong because of an LD or SN. The score is suppressed. Period. There are many kids with strengths in the gifted range but don’t qualify as gifted. Because they aren’t. It’s slmost like when a kid scores below the gifted range now parents automatically start thinking it’s 2e. Or point to the one score above 130.

if the experts in the field agreed with you, kids wouldn't get accommodations on tests would they? What you think is of no value in this conversation

Anonymous wrote:

Anonymous wrote:Is there a 2e definition? I’ve used it with my own child who has a gifted FSIQ but also an LD. Her scores are lower because of low processing speed but they are still in the gifted range. She is that smart, in other words. Her disability is there, but she still tests as gifted.

But I’ve read here multiple times about kids who have ADHD or another LD but not the gifted FSIQ who are being called 2e.

I really don’t they no those kids belong in AAP. I don’t think it’s doing anybody a favor. Yes, your child is bright, but they do not have a gifted level IQ and on top of that they have a disability.

I’m the OP. I didn’t know 2E was a thing until the psychologist who diagnosed Dc1 with adhd said that’s what he was.

I know 2e is a real thing. Gifted kids can have LDs of SNs.

But if a kid scores 120 on IQ I don’t think it’s right to think the score is wrong because of an LD or SN. The score is suppressed. Period. There are many kids with strengths in the gifted range but don’t qualify as gifted. Because they aren’t. It’s slmost like when a kid scores below the gifted range now parents automatically start thinking it’s 2e. Or point to the one score above 130.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a 2e kid in AAP and once his teacher figured out he needed accommodations, her and the administration have been trying to manipulate us into pulling him from the program.

Instead of getting the kid help making school miserable for him.

This happened to my child, too. I wonder if it’s the same Center? I ended up pulling DC out, but if I could do it all over again, I would have fought. They were blatantly violating IDEA.

McNair in Herndon.

Where’d you go? Private or back to general development?

sorry I meant general ed

Anonymous wrote:

Anonymous wrote:I have a 2e kid in AAP and once his teacher figured out he needed accommodations, her and the administration have been trying to manipulate us into pulling him from the program.

Instead of getting the kid help making school miserable for him.

This happened to my child, too. I wonder if it’s the same Center? I ended up pulling DC out, but if I could do it all over again, I would have fought. They were blatantly violating IDEA.

McNair in Herndon.

Where’d you go? Private or back to general development?

Anonymous wrote:Is there a 2e definition? I’ve used it with my own child who has a gifted FSIQ but also an LD. Her scores are lower because of low processing speed but they are still in the gifted range. She is that smart, in other words. Her disability is there, but she still tests as gifted.

But I’ve read here multiple times about kids who have ADHD or another LD but not the gifted FSIQ who are being called 2e.

I really don’t they no those kids belong in AAP. I don’t think it’s doing anybody a favor. Yes, your child is bright, but they do not have a gifted level IQ and on top of that they have a disability.

I’m the OP. I didn’t know 2E was a thing until the psychologist who diagnosed Dc1 with adhd said that’s what he was.

Anonymous wrote:Is there a 2e definition? I’ve used it with my own child who has a gifted FSIQ but also an LD. Her scores are lower because of low processing speed but they are still in the gifted range. She is that smart, in other words. Her disability is there, but she still tests as gifted.

But I’ve read here multiple times about kids who have ADHD or another LD but not the gifted FSIQ who are being called 2e.

I really don’t they no those kids belong in AAP. I don’t think it’s doing anybody a favor. Yes, your child is bright, but they do not have a gifted level IQ and on top of that they have a disability.

With many 2E children you cant rely on the FSIQ tests as they are invalid. You need to look at the sub tests that make it up or other tests. For example, my DC's "FSIQ is 125 or so isn't considered valid at least for tests like the WISC. He has profound dyslexia that impacts several areas and the subtest that relates to that came out as a 6 (where 10 is the "average") yet in other subtests that relate to math (except for math facts fluency), critical thinking, back ground knowledge and vocabulary he hits the ceiling (scores a 19). He is exceptional in math and science. So, for the most part we fought for AAP for math and science. He could have done the advanced history classes, but the time requirement would have made his life much more stressful. He took team taught English in 7th-12th grades. He took no foreign language but substituted those classes with more math and science classes in HS.

For students like my son, being able to access the curriculums in their areas of strengths is crucial to their ability to overcome their deficits.

Is there a 2e definition? I’ve used it with my own child who has a gifted FSIQ but also an LD. Her scores are lower because of low processing speed but they are still in the gifted range. She is that smart, in other words. Her disability is there, but she still tests as gifted.

But I’ve read here multiple times about kids who have ADHD or another LD but not the gifted FSIQ who are being called 2e.

I really don’t they no those kids belong in AAP. I don’t think it’s doing anybody a favor. Yes, your child is bright, but they do not have a gifted level IQ and on top of that they have a disability.

Anonymous wrote:I have a 2e kid in AAP and once his teacher figured out he needed accommodations, her and the administration have been trying to manipulate us into pulling him from the program.

Instead of getting the kid help making school miserable for him.

This happened to my child, too. I wonder if it’s the same Center? I ended up pulling DC out, but if I could do it all over again, I would have fought. They were blatantly violating IDEA.

I have a 2e kid in AAP and once his teacher figured out he needed accommodations, her and the administration have been trying to manipulate us into pulling him from the program.

Instead of getting the kid help making school miserable for him.

Have two 2E kids in AAP. Both have ADHD. Both have 504s with keyboarding for writing. Medication and a tutor made a huge difference for both. Also, for elementary school, we stayed in local level IV as opposed to go to the center because, at least in my opinion, it took some of the pressure off, but older DC is going to the center for middle school because she needs the academic challenge. It hasn't always been easy, but AAP was definitely the right place for them.

And for what it's worth I was also against medication in the beginning. But it made a huge difference in the lives of my kids.

Somewhere this post took a turn unrelated to me but OP here with an update. So far we are keeping on, keeping on.
It may not be the easiest path but the tutoring seems to be slowly helping to improve the writing so we are sticking with it.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

That's my biggest issue with AAP. In my son's 5th grade AAP math class, the teacher frequently has to slow down the class for the half of the kids who don't belong there. There have been a couple days where my kid has been sent outside to play with half of the class during math so the teacher could remediate and retest the other half of the kids. You would think that by 5th grade, they would have a system to drop underperforming AAP kids down to regular math, but apparently FCPS would rather water down the curriculum and bore the top kids than send kids who belong in gen ed math back to gen ed math.

I don't think 2E kids are the problem, though. It's the above average kids who were pushed into the program by their parents, or the "gifted in language arts but average in math" kids who are the problem.

I wouldn’t say those kids need to go back to general Ed.

Maybe the school staff isn’t differentiating correctly. This is one of the problems when they refuse to give a kid a IEP or 504 and that’s what they need.

I think what the original poster meant was that the problem in some AAP classes is that there are kids, both 2E and not 2E, who are not capable of keeping up with the material but there is no way to remove the kids who are slowing down the class from the Level IV class. From what some people are posting, the AAP program would be better served if more kids stayed at their base school and received Level III services instead of kids being forced into Level IV services. Essentially, there are kids who are advanced in math or English, but not both, who should not be in Level IV.

Anonymous wrote:

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

That's my biggest issue with AAP. In my son's 5th grade AAP math class, the teacher frequently has to slow down the class for the half of the kids who don't belong there. There have been a couple days where my kid has been sent outside to play with half of the class during math so the teacher could remediate and retest the other half of the kids. You would think that by 5th grade, they would have a system to drop underperforming AAP kids down to regular math, but apparently FCPS would rather water down the curriculum and bore the top kids than send kids who belong in gen ed math back to gen ed math.

I don't think 2E kids are the problem, though. It's the above average kids who were pushed into the program by their parents, or the "gifted in language arts but average in math" kids who are the problem.

I wouldn’t say those kids need to go back to general Ed.

Maybe the school staff isn’t differentiating correctly. This is one of the problems when they refuse to give a kid a IEP or 504 and that’s what they need.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

What about the 2E students who can keep up if you administered their accommodations appropriately? That was always my DC's issue. He was able to understand the curriculum fabulously. It was ignorant teachers who restricted his accommodations and thus his ability to access the curriculum that were the roadblocks. Luckily, most of his teachers were not of that sort.

Teachers don’t wont to make the accommodations at all is what teacher is saying. But the schools should have extra teachers who go around to classrooms with this sort of child to assist teachers in making these accommodations. It is the Principal’s responsibility.

Certain Principal’s don’t want to prioritize this sort of thing which makes the work harder for the teachers and this causes the nightmare.

the accommodations my DC received did not require an additional teacher in the classroom. Priority seating- in front but near a plug for his laptop, use of laptop to fill out worksheets, use of simple calculator, and teacher notes. Teacher notes was the only “extra” and almost already had them done, it was just a matter of sending them to my DC. His electronic textbooks were done by his case manager, his copies of software programs like Kurzweil were provided by ATS. For assessments he went to the Special Ed office and they provided the scribe and reader, the only thing the teacher had to do was notify the the special ed office ahead of time so there was someone there.

which school provided you this support?

McLean willingly and Longfellow begrudgingly

seems as though you have a much much better chance of getting support in that area of the county

If I had left it to chance, it would not have happened. Plus, there are other parts of the county that have done better, as they offer team taught Honors- something that would have helped many other children in our pyramid.