What practices? The ones that PP is making up? |
As PP said, you don't seem to understand how this works. Stop making up things to complain about. |
One is in 6th grade. At back to school night the teachers listed the things intensified classes were supposed to add, but most didn't have a specific plan yet for what they were going to add over what they'd taught for the non-intensified version the prior year. I suspect some have added just a bit so far and they'll add incrementally more each year as they have time to develop the course. My impression is that the intensified courses aren't especially hard and they don't have any more homework. |
I have a kid in middle school. She's taking all the hardest options and her lowest score in any class is a 96% this quarter. She never does homework. I'm not impressed by the differentiation. She was also getting APS gifted services before COVID and they were much improved over what is offered now. (Still not a lot, but more.). APS has really backed off the individual extension activities in favor of whole class activities. My kids are spending too much time reading silently and not enough time doing school work. I've explained a few times. Extension activities are being taught to the class at the end of the unit in the new APS AAC model that was rolled out lar year. Kids are not being given individual extension activities, because the AACs have been told to focus on whole class activities that all can do, so kids are being told to read silently or do Lexia or Dreambox after they finish their work. This isn't okay. |
I think you miss understand how APS is implementing this change. They are trying very hard to make sure that *all* kids have equal access to the extension activities so they are waiting until everyone is done with their grade level work so *all* can participate. This is leaving the advanced+gifted kids with huge amounts of time to do nothing. |
7th grader. I see the (sometimes frustrated)canvas messages his teachers send reminding students about test corrections and turning in assignments. Those kids are slowing things down. The teachers have to re-teach basic concepts in class. The problem is that anyone can sign up for them, even if the don’t have the scores or work ethic to support the placement. |
That is not how APS is delivering gifted services. It is your understanding of how it is being delivered at your child’s school. |
Or your school is going rogue and not following the new model. It is exactly how my experience at two different APS elementary schools, along with multiple conversations with the AAC and administration. |
Which middle school is using DreamBox for Pre-Algebra? |
I have more than one kid. Dreambox is elementary. |
Parents have always been able to parent place. That is nothing new. When they added the intensified option it added an extra bucket for the bright, but less motivated kids to fall into. You end up with fewer slackers in intensified Algebra 1/Geometry than before the change. |
+1 |
8th grader now in APS MS. Was at ATS, took NNAT in 3rd and didn’t get flagged. Her teacher was curious about how she would do but scored average to her surprised. Took CogAT and it was high so they flagged her. At ATS, even before she was flagged, she almost always had extra works that was encouraged to do in class or at home that her friends didn’t get it.
Whatever her score was, her 5th grade teacher told us to push her to be placed in Pre Algebra in 6th. We didn’t. She started math 6 in 6th grade then her math teacher moved her to pre algebra and sailed through. Now taking Geometry Intensified and A in both quarters. Over the years, honestly it has always been on the teachers. Not every teachers are the same or do the same thing. |
Ok, but there are still parents inappropriately placing kids and there’s no more pull outs so it’s actually worse than before |
They don't need "pullouts" for intensified classes. We haven't had pull outs for many years. |