Anonymous wrote:
Sure they can, but do you think that is fair? Two teachers can have two different views of the same child. One teacher might provide opportunities for children to produce interesting work, another teacher might rely on worksheets. It is so, so subjective.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:
Except AAP is not some specialized program for gifted kids. It’s AAP.
Except AAP is what FCPS uses to meet the gifted mandate set forth by the Virginia DOE. Thus it by definition is intended to serve the needs of gifted kids.
The gifted mandate is worthless. They could and many districts do serve the gifted population with a weekly 1-hr pullout. AAP is designed to meet different needs.
What different needs? I didn't realize that slightly above average, hothoused, UMC kids had any special needs that necessitated removal from a regular classroom. Most of those kids will bloom wherever they're planted. Gifted kids actually have different needs which can't be met in the regular classroom or in a weekly 1 hour pullout. So, what's the point of AAP if it's not to serve the needs of gifted kids rather than the wants of UMC parents?
Anonymous wrote:I'm not OP, but can you really prep your kid up to getting 99th percentile? Isn't that basically not missing any questions?
Anonymous wrote:I'm not OP, but can you really prep your kid up to getting 99th percentile? Isn't that basically not missing any questions?
Anonymous wrote:Anonymous wrote:Anonymous wrote:
Except AAP is not some specialized program for gifted kids. It’s AAP.
Except AAP is what FCPS uses to meet the gifted mandate set forth by the Virginia DOE. Thus it by definition is intended to serve the needs of gifted kids.
The gifted mandate is worthless. They could and many districts do serve the gifted population with a weekly 1-hr pullout. AAP is designed to meet different needs.
Anonymous wrote:Anonymous wrote:
Except AAP is not some specialized program for gifted kids. It’s AAP.
Except AAP is what FCPS uses to meet the gifted mandate set forth by the Virginia DOE. Thus it by definition is intended to serve the needs of gifted kids.
Anonymous wrote:The part about not being a people pleaser and his inability to complete work.
Anonymous wrote:Anonymous wrote:
Not that he couldn’t do well in AAP but he didn’t sound like a good candidate from what you’ve written about his behavior. On the other hand he does seem advanced. Obviously he got in, so what exactly are you claiming? That he wouldn’t have?
What? A kid with a 140+ IQ who is way above grade level in all subjects, had glowing reviews from the math and reading specialists who performed the pull-out groups, and had excellent writing samples is not a good candidate for AAP because he wouldn't do coloring pages? In what universe are you living?
What I'm claiming is that the GBRS is meaningless. My child who has a highly gifted IQ and is excelling in the AAP classroom got an 11. My child who is merely bright and is a pretty average AAP student got a 16. If the committee is relying even more on the GBRS, then it's likely that many gifted kids will be excluded from AAP, while many slightly above average people-pleasers will get in.
Anonymous wrote:
Except AAP is not some specialized program for gifted kids. It’s AAP.
Anonymous wrote:Anonymous wrote:Anonymous wrote:The part about not being a people pleaser and his inability to complete work.
The smartest kid I ever came into contact with in the public school system went to the ED center because of horrible behavioral problems. Was reading and understanding any book you put in front of him in *kindergarten*. Could do complicated math in his head. These two qualities have nothing to do with intellect. Some kids don't have the personality to be trained monkeys dutifully cranking out worksheets.
Except AAP is not some specialized program for gifted kids. It’s AAP.
Anonymous wrote:The part about not being a people pleaser and his inability to complete work.
Anonymous wrote:Anonymous wrote:The part about not being a people pleaser and his inability to complete work.
The smartest kid I ever came into contact with in the public school system went to the ED center because of horrible behavioral problems. Was reading and understanding any book you put in front of him in *kindergarten*. Could do complicated math in his head. These two qualities have nothing to do with intellect. Some kids don't have the personality to be trained monkeys dutifully cranking out worksheets.
Anonymous wrote:
Not that he couldn’t do well in AAP but he didn’t sound like a good candidate from what you’ve written about his behavior. On the other hand he does seem advanced. Obviously he got in, so what exactly are you claiming? That he wouldn’t have?