Piney Branch Elementary—do you like it?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

This is why everyone said adding the 2nd class was a disaster. Because it was. About half the class was fine. About half was purportedly struggling (according to parents) and parents were literally crying at the meetings that they called to lambast the program and teacher. It was absurd. If you don't like the rigor, opt out. The school made that decision for people the next year, when the two-class experiment ended.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

I've posted this before but my kid was in the lower spelling group. I thought the words were easy. I asked to move him to the higher group. She moved him. Zero issues. Maybe you're overthinking it?

Oh? Please, do tell. What book did your child do a book report on?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

This is why everyone said adding the 2nd class was a disaster. Because it was. About half the class was fine. About half was purportedly struggling (according to parents) and parents were literally crying at the meetings that they called to lambast the program and teacher. It was absurd. If you don't like the rigor, opt out. The school made that decision for people the next year, when the two-class experiment ended.

You didn't explain why the kids with more difficult assignments received lower grades? Half the kids in the Chewy class, mostly white, got an easy ride. The mostly ethnic kids in Yoda didn't.

The TKPK parents crow about how their schools are the best. It's shameful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

I've posted this before but my kid was in the lower spelling group. I thought the words were easy. I asked to move him to the higher group. She moved him. Zero issues. Maybe you're overthinking it?

Same with us, but I couldn't even tell there was a difference between the groups. DC wanted to switch to be with their friends and the teacher said it was fine.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

This is why everyone said adding the 2nd class was a disaster. Because it was. About half the class was fine. About half was purportedly struggling (according to parents) and parents were literally crying at the meetings that they called to lambast the program and teacher. It was absurd. If you don't like the rigor, opt out. The school made that decision for people the next year, when the two-class experiment ended.

You didn't explain why the kids with more difficult assignments received lower grades? Half the kids in the Chewy class, mostly white, got an easy ride. The mostly ethnic kids in Yoda didn't.

The TKPK parents crow about how their schools are the best. It's shameful.

This was only in that poster's imagination. I had two kids go through the program and both loved it. Anyway, that teacher left PBES years ago and the poster with the grudge would be well served by seeking therapy.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

I've posted this before but my kid was in the lower spelling group. I thought the words were easy. I asked to move him to the higher group. She moved him. Zero issues. Maybe you're overthinking it?

Same with us, but I couldn't even tell there was a difference between the groups. DC wanted to switch to be with their friends and the teacher said it was fine.

Which book?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

This is why everyone said adding the 2nd class was a disaster. Because it was. About half the class was fine. About half was purportedly struggling (according to parents) and parents were literally crying at the meetings that they called to lambast the program and teacher. It was absurd. If you don't like the rigor, opt out. The school made that decision for people the next year, when the two-class experiment ended.

You didn't explain why the kids with more difficult assignments received lower grades? Half the kids in the Chewy class, mostly white, got an easy ride. The mostly ethnic kids in Yoda didn't.

The TKPK parents crow about how their schools are the best. It's shameful.

This was only in that poster's imagination. I had two kids go through the program and both loved it. Anyway, that teacher left PBES years ago and the poster with the grudge would be well served by seeking therapy.

The parents don't seem to know which books their kids had?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

I've posted this before but my kid was in the lower spelling group. I thought the words were easy. I asked to move him to the higher group. She moved him. Zero issues. Maybe you're overthinking it?

Same with us, but I couldn't even tell there was a difference between the groups. DC wanted to switch to be with their friends and the teacher said it was fine.

Which book?

You must not have a kid, @PBES. The groups were for spelling words. It wasn't a big deal.

About books, my kids read approximately a book a month in CES. Kids could choose 1 of 3-4 books each month; these choices were set by the CES curriculum used by every center. It had nothing to do with spelling groups. That poster just forgot to take their meds again.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

This is why everyone said adding the 2nd class was a disaster. Because it was. About half the class was fine. About half was purportedly struggling (according to parents) and parents were literally crying at the meetings that they called to lambast the program and teacher. It was absurd. If you don't like the rigor, opt out. The school made that decision for people the next year, when the two-class experiment ended.

You didn't explain why the kids with more difficult assignments received lower grades? Half the kids in the Chewy class, mostly white, got an easy ride. The mostly ethnic kids in Yoda didn't.

The TKPK parents crow about how their schools are the best. It's shameful.

This was only in that poster's imagination. I had two kids go through the program and both loved it. Anyway, that teacher left PBES years ago and the poster with the grudge would be well served by seeking therapy.

There are multiple posters who were extremely unhappy. There were not different groups for my kids class but it was still a terrible experience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

I've posted this before but my kid was in the lower spelling group. I thought the words were easy. I asked to move him to the higher group. She moved him. Zero issues. Maybe you're overthinking it?

Same with us, but I couldn't even tell there was a difference between the groups. DC wanted to switch to be with their friends and the teacher said it was fine.

Which book?

You must not have a kid, @PBES. The groups were for spelling words. It wasn't a big deal.

About books, my kids read approximately a book a month in CES. Kids could choose 1 of 3-4 books each month; these choices were set by the CES curriculum used by every center. It had nothing to do with spelling groups. That poster just forgot to take their meds again.

Just stop it. Experiences here cover several years. Spelling books were not used most recently. The class being divided was before that, it seems. There are multiple complaints about this one teacher and yet none about 5th grade CES - what does that tell you? No one needs to “take their meds” - you (poss Ms S herself) need to back down and accept that for many families it was a stressful, depressing year that they are glad to have behind them, even if it is for multiple different reasons. No let’s stop arguing about this and let this thread die.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

This is why everyone said adding the 2nd class was a disaster. Because it was. About half the class was fine. About half was purportedly struggling (according to parents) and parents were literally crying at the meetings that they called to lambast the program and teacher. It was absurd. If you don't like the rigor, opt out. The school made that decision for people the next year, when the two-class experiment ended.

You didn't explain why the kids with more difficult assignments received lower grades? Half the kids in the Chewy class, mostly white, got an easy ride. The mostly ethnic kids in Yoda didn't.

The TKPK parents crow about how their schools are the best. It's shameful.

This was only in that poster's imagination. I had two kids go through the program and both loved it. Anyway, that teacher left PBES years ago and the poster with the grudge would be well served by seeking therapy.

There are multiple posters who were extremely unhappy. There were not different groups for my kids class but it was still a terrible experience.

I'm positive it's one slightly unhinged poster with a penchant for sock puppets.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

This is why everyone said adding the 2nd class was a disaster. Because it was. About half the class was fine. About half was purportedly struggling (according to parents) and parents were literally crying at the meetings that they called to lambast the program and teacher. It was absurd. If you don't like the rigor, opt out. The school made that decision for people the next year, when the two-class experiment ended.

You didn't explain why the kids with more difficult assignments received lower grades? Half the kids in the Chewy class, mostly white, got an easy ride. The mostly ethnic kids in Yoda didn't.

The TKPK parents crow about how their schools are the best. It's shameful.

This was only in that poster's imagination. I had two kids go through the program and both loved it. Anyway, that teacher left PBES years ago and the poster with the grudge would be well served by seeking therapy.

There are multiple posters who were extremely unhappy. There were not different groups for my kids class but it was still a terrible experience.

I'm positive it's one slightly unhinged poster with a penchant for sock puppets.

Well it’s very easy to see that there are several 1) one or more who are unhappy about there being two reading/spelling groups, I think during the period when there were two classes 2) others unhappy about volume of work and favoritism in general, some of whom have no experience of with spelling groups (myself included). It’s the defensive supporters who are coming across as unhinged here because they won’t let the thread die.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

This is why everyone said adding the 2nd class was a disaster. Because it was. About half the class was fine. About half was purportedly struggling (according to parents) and parents were literally crying at the meetings that they called to lambast the program and teacher. It was absurd. If you don't like the rigor, opt out. The school made that decision for people the next year, when the two-class experiment ended.

You didn't explain why the kids with more difficult assignments received lower grades? Half the kids in the Chewy class, mostly white, got an easy ride. The mostly ethnic kids in Yoda didn't.

The TKPK parents crow about how their schools are the best. It's shameful.

This was only in that poster's imagination. I had two kids go through the program and both loved it. Anyway, that teacher left PBES years ago and the poster with the grudge would be well served by seeking therapy.

There are multiple posters who were extremely unhappy. There were not different groups for my kids class but it was still a terrible experience.

I'm positive it's one slightly unhinged poster with a penchant for sock puppets.

Well it’s very easy to see that there are several 1) one or more who are unhappy about there being two reading/spelling groups, I think during the period when there were two classes 2) others unhappy about volume of work and favoritism in general, some of whom have no experience of with spelling groups (myself included). It’s the defensive supporters who are coming across as unhinged here because they won’t let the thread die.

The poster's obsession with a teacher who many in this thread liked and who left the school years ago seems off. A lone poster with multiple personality disorder seems like the most plausible explanation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

This is why everyone said adding the 2nd class was a disaster. Because it was. About half the class was fine. About half was purportedly struggling (according to parents) and parents were literally crying at the meetings that they called to lambast the program and teacher. It was absurd. If you don't like the rigor, opt out. The school made that decision for people the next year, when the two-class experiment ended.

You didn't explain why the kids with more difficult assignments received lower grades? Half the kids in the Chewy class, mostly white, got an easy ride. The mostly ethnic kids in Yoda didn't.

The TKPK parents crow about how their schools are the best. It's shameful.

This was only in that poster's imagination. I had two kids go through the program and both loved it. Anyway, that teacher left PBES years ago and the poster with the grudge would be well served by seeking therapy.

There are multiple posters who were extremely unhappy. There were not different groups for my kids class but it was still a terrible experience.

I'm positive it's one slightly unhinged poster with a penchant for sock puppets.

Well it’s very easy to see that there are several 1) one or more who are unhappy about there being two reading/spelling groups, I think during the period when there were two classes 2) others unhappy about volume of work and favoritism in general, some of whom have no experience of with spelling groups (myself included). It’s the defensive supporters who are coming across as unhinged here because they won’t let the thread die.

The poster's obsession with a teacher who many in this thread liked and who left the school years ago seems off. A lone poster with multiple personality disorder seems like the most plausible explanation.

She DID NOT leave the school years ago.

[Anonymous]

Anonymous wrote:People always say that ELA in MCPS is too easy and wish the classes were more rigorous, but when they get their wish, someone is so emotionally distraught over it (a teacher who left the school years ago), they can't let it go.

Personally, I feel it's fair and reasonable to challenge kids who voluntarily signup for an advanced program.

Exactly!