Would it be crazy to defer Level IV?

[Anonymous]

We just received the email that our 2nd grader has been determined eligible for Level IV. However, we're not sure if it should be a no-brainer decision.

The rumor mill suggests that our center school (Keene Mill) doesn't have the best environment (as it relates to non-academics) and our child is very happy in their current school. We were very deliberate about moving to this particular ES and wonder if we'd be making a "mistake" to defer Level IV. DC complains about being bored in class but really loves their friends and teachers and we're big fans of the administration and the PTA. Frankly, DC's current school is pretty wonderful but we are concerned with them missing out on potential academic growth.

Obviously, we'll talk to teachers, administrators and resource teachers before making a decision but is there anything specific you'd ask or want to know? Has anyone deferred or at least struggled with the decision?

[Anonymous]

We are in a similar position, as our DC has formed a great friend group at their elementary school and would need to move to a new school to access Level IV services. We are going to attend the open house at the center school and try to determine if any of DC’s close friends were accepted before deciding what to do.

From our perspective, a lot of the discussion about AAP Level IV seems to assume parents understand how the curriculum differs from the general education curriculum, but we haven’t been able to get a clear explanation of the differences. Aside from math, we aren’t sure what the “value add” is for Level IV that our DC couldn’t get at our base school (which is a high SES elementary school).

So, no, I don’t think you’re crazy to consider turning this down.

[Anonymous]

Does it have a local level IV? Our kids attend/Attended our local level IV instead of the center school (in our case Westbriar…..heard similar stories and frankly some of the parents whose kids ended up there were just too much…not the kids, the parents).

[Anonymous]

Anonymous wrote:We are in a similar position, as our DC has formed a great friend group at their elementary school and would need to move to a new school to access Level IV services. We are going to attend the open house at the center school and try to determine if any of DC’s close friends were accepted before deciding what to do.

From our perspective, a lot of the discussion about AAP Level IV seems to assume parents understand how the curriculum differs from the general education curriculum, but we haven’t been able to get a clear explanation of the differences. Aside from math, we aren’t sure what the “value add” is for Level IV that our DC couldn’t get at our base school (which is a high SES elementary school).

So, no, I don’t think you’re crazy to consider turning this down.

Thanks this is helpful and seeing (hoping) some of the close friends get into Level IV would be helpful. We're fairly certain one will but hope there would be a few others.

[Anonymous]

Anonymous wrote:Does it have a local level IV? Our kids attend/Attended our local level IV instead of the center school (in our case Westbriar…..heard similar stories and frankly some of the parents whose kids ended up there were just too much…not the kids, the parents).

No. There isn't a local level IV at the current school. I am also concerned with the parents. No offense to the DCUMers but based on some of the comments on this board, there's a significant sized parent population that would be a little over the top to interact with.

[Anonymous]

No, you aren't crazy. Plenty of people defer, whether for language immersion, sibling continuity, before/after care concerns, bell schedules...you won't be alone. At our base school (KP/KG) the AART said appx half the kids stayed last year.

We chose KM because Kings Park was doing the cluster model, which I want nothing to do with as either a teacher or a parent. Academically, things have been great. I do miss the community feel (only 1 other child in our neighborhood rides the bus so there is no getting to talk to other parents at the bus stop and only a few even attend, so no carpooling to school events).

We had no ties to the base school because we were new to FCPS, but had we been part of a close knit school community it would have been a lot harder to decide.

If you have specific KM questions let me know. I do agree that it's not a warm fuzzy school (the principal is VERY cold and no nonsense and super inflexible IME) but I've been pleased with the specials, the library, the counselors, the classmates.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Does it have a local level IV? Our kids attend/Attended our local level IV instead of the center school (in our case Westbriar…..heard similar stories and frankly some of the parents whose kids ended up there were just too much…not the kids, the parents).

No. There isn't a local level IV at the current school. I am also concerned with the parents. No offense to the DCUMers but based on some of the comments on this board, there's a significant sized parent population that would be a little over the top to interact with.

The parent community isn't an issue at all at KM. If anything, it's pretty hands off--they are still trying to fill every PTA board position for next year, struggle to fill volunteer positions, etc. The families send in requested items, donate to fundraisers, but no one is trying to control the direction of the school.

If there's no LLIV, how does advanced math work at your base school? If there's still an opportunity to speed up the curriculum in 3rd grade, then everything else is a "nice to have". If the math won't be accelerated, that's a major negative for a kid who is already bored.

[Anonymous]

If your kid has close friends at his current school, I would stay. You can always supplement academics outside of school through classes, camps, or tutoring but you can’t replace good friendships. In my DS’ experience at a center, it wasn’t a good fit and he returned to his base school after a few months. It wasn’t that the work was too hard, but the competition among students was off-putting.

[Anonymous]

Anonymous wrote:No, you aren't crazy. Plenty of people defer, whether for language immersion, sibling continuity, before/after care concerns, bell schedules...you won't be alone. At our base school (KP/KG) the AART said appx half the kids stayed last year.

We chose KM because Kings Park was doing the cluster model, which I want nothing to do with as either a teacher or a parent. Academically, things have been great. I do miss the community feel (only 1 other child in our neighborhood rides the bus so there is no getting to talk to other parents at the bus stop and only a few even attend, so no carpooling to school events).

We had no ties to the base school because we were new to FCPS, but had we been part of a close knit school community it would have been a lot harder to decide.

If you have specific KM questions let me know. I do agree that it's not a warm fuzzy school (the principal is VERY cold and no nonsense and super inflexible IME) but I've been pleased with the specials, the library, the counselors, the classmates.

Thank you so much! The reports about the principal have been pretty consistent but have you found that it affects the kids' experience? I guess the academics must be pretty incredible if the so many people share your opinion about the principal.

I know you were new to FCPS but can you explain a little more about what you like about the specials, library, and counselors.

My biggest concerns are keeping DC engaged and actually fostering a love to learn. Currently, DC is very inquisitive and wants to know everything about everything. We're trying to figure what helps sustain that spirit: engaging academics vs. comfortable community environment.

[Anonymous]

Anonymous wrote:If your kid has close friends at his current school, I would stay. You can always supplement academics outside of school through classes, camps, or tutoring but you can’t replace good friendships. In my DS’ experience at a center, it wasn’t a good fit and he returned to his base school after a few months. It wasn’t that the work was too hard, but the competition among students was off-putting.

Second graders can make new friends. That’s silly.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does it have a local level IV? Our kids attend/Attended our local level IV instead of the center school (in our case Westbriar…..heard similar stories and frankly some of the parents whose kids ended up there were just too much…not the kids, the parents).

No. There isn't a local level IV at the current school. I am also concerned with the parents. No offense to the DCUMers but based on some of the comments on this board, there's a significant sized parent population that would be a little over the top to interact with.

The parent community isn't an issue at all at KM. If anything, it's pretty hands off--they are still trying to fill every PTA board position for next year, struggle to fill volunteer positions, etc. The families send in requested items, donate to fundraisers, but no one is trying to control the direction of the school.

If there's no LLIV, how does advanced math work at your base school? If there's still an opportunity to speed up the curriculum in 3rd grade, then everything else is a "nice to have". If the math won't be accelerated, that's a major negative for a kid who is already bored.

From my understanding, advanced math will be an option provided to LLIII students and remaining LLIV students. I have to figure out how consistent it is though and what other advanced curriculum is offered. I think there's advanced language arts but social studies, science, etc. are more difficult to implement in a LLIII environment.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If your kid has close friends at his current school, I would stay. You can always supplement academics outside of school through classes, camps, or tutoring but you can’t replace good friendships. In my DS’ experience at a center, it wasn’t a good fit and he returned to his base school after a few months. It wasn’t that the work was too hard, but the competition among students was off-putting.

Second graders can make new friends. That’s silly.

No, it’s not silly. The 3rd graders that DS experienced at a center were ones who thought they were “gifted” and had major attitude. They had all been top of their class at their base school and were very competitive with each other. It just didn’t seem healthy so he left.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If your kid has close friends at his current school, I would stay. You can always supplement academics outside of school through classes, camps, or tutoring but you can’t replace good friendships. In my DS’ experience at a center, it wasn’t a good fit and he returned to his base school after a few months. It wasn’t that the work was too hard, but the competition among students was off-putting.

Second graders can make new friends. That’s silly.

They will make new friends but it's not silly to be respectful of their relationships with their current friends or mindful of the dynamic of going to a different school from their closest neighborhood friends in the neighborhood. Kids will have friends from various activities, school, church, sports, neighborhood, etc. but there is something special about maintaining friendships with neighbors that are also schoolmates.

[Anonymous]

Anonymous wrote:

Anonymous wrote:No, you aren't crazy. Plenty of people defer, whether for language immersion, sibling continuity, before/after care concerns, bell schedules...you won't be alone. At our base school (KP/KG) the AART said appx half the kids stayed last year.

We chose KM because Kings Park was doing the cluster model, which I want nothing to do with as either a teacher or a parent. Academically, things have been great. I do miss the community feel (only 1 other child in our neighborhood rides the bus so there is no getting to talk to other parents at the bus stop and only a few even attend, so no carpooling to school events).

We had no ties to the base school because we were new to FCPS, but had we been part of a close knit school community it would have been a lot harder to decide.

If you have specific KM questions let me know. I do agree that it's not a warm fuzzy school (the principal is VERY cold and no nonsense and super inflexible IME) but I've been pleased with the specials, the library, the counselors, the classmates.

Thank you so much! The reports about the principal have been pretty consistent but have you found that it affects the kids' experience? I guess the academics must be pretty incredible if the so many people share your opinion about the principal.

I know you were new to FCPS but can you explain a little more about what you like about the specials, library, and counselors.

My biggest concerns are keeping DC engaged and actually fostering a love to learn. Currently, DC is very inquisitive and wants to know everything about everything. We're trying to figure what helps sustain that spirit: engaging academics vs. comfortable community environment.

No, the principal hasn't affected my child's experience. (Mine, yes. Frankly, I think she is rude, dismissive, and unwilling to accommodate kids who have special needs) My kid though? His world is his classroom and the 3rd graders on the playground. I'm not sure he knows much about the principal other than her name.

My child likes specials this year. That is not something that's ever been true before. I'm not sure if it's because his classmates are engaged, because the teachers are good (I honestly have never communicated with or met any of them), or because the content is interesting, but in K-2 he refused to participate in art, music, etc. This year he comes home with stories about what they're doing in the classes. He has PE 4 days a week which is great since recess is only 30 minutes. Spanish is kind of silly (not sure 30 minutes once a week is worth anything) but she does a good job tying it into what they're learning in their core classes.

Mostly though, the center has been great because he's found "his people". In 2nd grade, he was often paired with one or two other high achieving kids and told to work ahead in the math book. Now, he's surrounded by other kids who raced to memorize multiplication facts in september, who make each other crazy long division problems for fun during catch up time, challenge each other with crazy weird parts of speech questions on the bus, think it's cool to be able to solve a rubiks cube or share facts about Jupiter. The kids hold book club at lunch, unprompted. He nerds out with his friends all the time. He tells me it's "the first time he's ever had to think at school". If your son has academic peers at his base, then it's probably not an issue.

KM does an open house where the teachers in each grade level share information about the program and what sort of things they do. You should be able to request a meeting with the AART at your base school to see what implementation will look like at your base school. That might give you more information to base things on.

[Anonymous]

Just want to put in a plug for GBE and Colin Powell students deciding whether to go to Greenbriar West for center L4. The teachers in 3rd-4th are amazing, we’ve heard really good things about 5th. We like the community and principal.