Anyone at an E3 school?

[Anonymous]

Anyone have a 3rd grader or 4th grader at the schools trying out the E cubed math changes? It was billed as:

This school year all third and fourth grade students will have the opportunity to participate in the advanced mathematics curriculum through our new more rigorous enhanced and extended program of studies. This new program is called Engaging, Enhanced, and Extending Mathematics, or E3. Students in third and fourth grade will participate in engaging instructional tasks that teachers will use to determine possible extensions to even more depth and complexity. Each quarter we will inform you of the extensions your child received.

How is that going?

[Anonymous]

Anonymous wrote:Anyone have a 3rd grader or 4th grader at the schools trying out the E cubed math changes? It was billed as:

This school year all third and fourth grade students will have the opportunity to participate in the advanced mathematics curriculum through our new more rigorous enhanced and extended program of studies. This new program is called Engaging, Enhanced, and Extending Mathematics, or E3. Students in third and fourth grade will participate in engaging instructional tasks that teachers will use to determine possible extensions to even more depth and complexity. Each quarter we will inform you of the extensions your child received.

How is that going?

Following. Our ES is rolling this out next year. Apparently one of the parents at the meeting asked whether these students will be eligible for advanced math in 5th grade and take the 6th grade math SOL. The principal said she wasn't sure. The lack of information is suspect.

[Anonymous]

I have a 4th grader and I have not heard about this. Kind of bummed because it sounds interesting.

[Anonymous]

Anonymous wrote:I have a 4th grader and I have not heard about this. Kind of bummed because it sounds interesting.

It’s only at a few schools right now and is part of their plan for whatever VMPI looks like.

It sounds like it expects elementary teachers to be really good at differentiation in math. So again, more expectations piled on teachers, instead of the system providing flexibility in the tracking and closing achievement gaps. I want to know if the experience lives up to the billing FCPS provided, especially if they are expanding it.

[Anonymous]

How could every 3rd and 4th grader POSSIBLY be ready to learn advanced math, when almost every child is BEHIND in math due to 1.5 years of no school? That is completely ridiculous.

[Anonymous]

Anonymous wrote:How could every 3rd and 4th grader POSSIBLY be ready to learn advanced math, when almost every child is BEHIND in math due to 1.5 years of no school? That is completely ridiculous.

This is what I was wondering. Half my 5th grader's AAP class is below grade level in math and they are supposed to be learning 6th grade math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How could every 3rd and 4th grader POSSIBLY be ready to learn advanced math, when almost every child is BEHIND in math due to 1.5 years of no school? That is completely ridiculous.

This is what I was wondering. Half my 5th grader's AAP class is below grade level in math and they are supposed to be learning 6th grade math.

My 4”AAP 4th grader just had a unit where 1 group of the class got instruction. The other group did a slide plus ST Math and Hour of Code because they already knew the content.

That level of differentiation from a teacher trained on gifted learning makes me seriously question the E3 thing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How could every 3rd and 4th grader POSSIBLY be ready to learn advanced math, when almost every child is BEHIND in math due to 1.5 years of no school? That is completely ridiculous.

This is what I was wondering. Half my 5th grader's AAP class is below grade level in math and they are supposed to be learning 6th grade math.

My 4”AAP 4th grader just had a unit where 1 group of the class got instruction. The other group did a slide plus ST Math and Hour of Code because they already knew the content.

That level of differentiation from a teacher trained on gifted learning makes me seriously question the E3 thing.

Are you sure your child wasn’t doing stations? I meet with small groups in my AAP room, but all kids eventually meet with me. I am sorry your teacher is still forcing the ST Math. My students haven’t used it all year. Horrible program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How could every 3rd and 4th grader POSSIBLY be ready to learn advanced math, when almost every child is BEHIND in math due to 1.5 years of no school? That is completely ridiculous.

This is what I was wondering. Half my 5th grader's AAP class is below grade level in math and they are supposed to be learning 6th grade math.

My 4”AAP 4th grader just had a unit where 1 group of the class got instruction. The other group did a slide plus ST Math and Hour of Code because they already knew the content.

That level of differentiation from a teacher trained on gifted learning makes me seriously question the E3 thing.

Are you sure your child wasn’t doing stations? I meet with small groups in my AAP room, but all kids eventually meet with me. I am sorry your teacher is still forcing the ST Math. My students haven’t used it all year. Horrible program.

No, this kid has always given detailed descriptions of the day and was clear she had no teacher led instruction during this unit. Not sure if it is a catch-up unit or what. She’s not alone in that. She’ll be fine, don’t get me wrong, but she’s hardly spending every day in a gifted paradise being challenged. Then imagine adding a couple more levels into the class and ooof.

[Anonymous]

We are a school doing it and we aren’t happy.

There is no advanced math like we were told. Fortunately, my son enjoys learning on his own and we supplement at home with material he would have learned if we hadn’t moved to FCPS.

[Anonymous]

Anonymous wrote:We are a school doing it and we aren’t happy.

There is no advanced math like we were told. Fortunately, my son enjoys learning on his own and we supplement at home with material he would have learned if we hadn’t moved to FCPS.

Thank you.
-OP

[Anonymous]

Anonymous wrote:How could every 3rd and 4th grader POSSIBLY be ready to learn advanced math, when almost every child is BEHIND in math due to 1.5 years of no school? That is completely ridiculous.

Not all kids are behind. Also, many kids who moved from another area of the country might have actually been in school last year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We are a school doing it and we aren’t happy.

There is no advanced math like we were told. Fortunately, my son enjoys learning on his own and we supplement at home with material he would have learned if we hadn’t moved to FCPS.

Thank you.
-OP

I should add that the teacher isn’t happy either. There’s no way for him to meet my kid’s needs and he told us this. Perhaps it will get better for kids next year. For now my kid is allowed to do coding websites or prodigy when he’s “bored”.

[Anonymous]

Anonymous wrote:How could every 3rd and 4th grader POSSIBLY be ready to learn advanced math, when almost every child is BEHIND in math due to 1.5 years of no school? That is completely ridiculous.

I’m an ES teacher, but not at an E3 school (this is the first I’ve heard of it). We are supposed to give every student “access to rigor”. That means we use AAP curriculum such as Jacob’s Ladder, Socratic Seminar, M3 etc. We also use the Critical and Creative Thinking (CCT) lessons, but they don’t count as meeting the school board’s access to rigor goal. I get frustrated because the lessons are simply too difficult for most of our students. Some get very frustrated. Because they are too difficult we spend time during our CT meetings trying to adapt them and scaffold the lessons. I think we’d be better off focused on the “regular” curriculum and getting that in.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How could every 3rd and 4th grader POSSIBLY be ready to learn advanced math, when almost every child is BEHIND in math due to 1.5 years of no school? That is completely ridiculous.

I’m an ES teacher, but not at an E3 school (this is the first I’ve heard of it). We are supposed to give every student “access to rigor”. That means we use AAP curriculum such as Jacob’s Ladder, Socratic Seminar, M3 etc. We also use the Critical and Creative Thinking (CCT) lessons, but they don’t count as meeting the school board’s access to rigor goal. I get frustrated because the lessons are simply too difficult for most of our students. Some get very frustrated. Because they are too difficult we spend time during our CT meetings trying to adapt them and scaffold the lessons. I think we’d be better off focused on the “regular” curriculum and getting that in.

This is interesting. Thanks for sharing!