APS - How are Grd 7 & 8 intensified courses?

[Anonymous]

It seems that APS will be offering intensified courses at 6th grade next year, that's when our DD will be entering middle school. I wonder how intensified courses are conducted for existing 7th and 8th graders? Are students grouped by their courses with different teachers or are classes mixed in together? How challenging are these intensified courses for those who are taking it? TIA

[Anonymous]

I'd say the jury is still somewhat out. We are at Swanson, and the entire grade is already split into 3 teams for core subjects. Now as part of grouping the kids for each subject they also are using the intensified classes as one of the ways they cluster kids. For specials and math they are obviously all mixed together.

Know that these are open enrollment and APS really really really wants to make sure they aren't simply white flight in the poorer schools so there is a huge push to get kids across an SES spectrum into these classes. They are working on making them more available to kids with IEPs. Parents have also self-selected for their kids.

I'd say we do see a bit more challenge in the expectations and the rubrics. How it's rolled out has been very teacher dependent, though.

[Anonymous]

Anonymous wrote:I'd say the jury is still somewhat out. We are at Swanson, and the entire grade is already split into 3 teams for core subjects. Now as part of grouping the kids for each subject they also are using the intensified classes as one of the ways they cluster kids. For specials and math they are obviously all mixed together.

Know that these are open enrollment and APS really really really wants to make sure they aren't simply white flight in the poorer schools so there is a huge push to get kids across an SES spectrum into these classes. They are working on making them more available to kids with IEPs. Parents have also self-selected for their kids.

I'd say we do see a bit more challenge in the expectations and the rubrics. How it's rolled out has been very teacher dependent, though.

So without academic eligibility benchmarks it’s essentially a way to give a feel good to parents and slow the flight to private and FFX? AAP starts in elementary school, I think it’s okay to make students accountable for performance by the time they are almost teenagers.

[Anonymous]

Anonymous wrote:I'd say the jury is still somewhat out. We are at Swanson, and the entire grade is already split into 3 teams for core subjects. Now as part of grouping the kids for each subject they also are using the intensified classes as one of the ways they cluster kids. For specials and math they are obviously all mixed together.

Know that these are open enrollment and APS really really really wants to make sure they aren't simply white flight in the poorer schools so there is a huge push to get kids across an SES spectrum into these classes. They are working on making them more available to kids with IEPs. Parents have also self-selected for their kids.

I'd say we do see a bit more challenge in the expectations and the rubrics. How it's rolled out has been very teacher dependent, though.

According to our MS website, they should already be clustering kids tagged as gifted. That shouldn't be new.

My understanding is that APS has been working to make sure the gifted tag is appropriately considered for students across all demographics and for 2e students.

[Anonymous]

From our experience with the 8th grade intensified classes, they are more rigorous. Honestly what they do in intensified is what I would have expected as the baseline in general classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'd say the jury is still somewhat out. We are at Swanson, and the entire grade is already split into 3 teams for core subjects. Now as part of grouping the kids for each subject they also are using the intensified classes as one of the ways they cluster kids. For specials and math they are obviously all mixed together.

Know that these are open enrollment and APS really really really wants to make sure they aren't simply white flight in the poorer schools so there is a huge push to get kids across an SES spectrum into these classes. They are working on making them more available to kids with IEPs. Parents have also self-selected for their kids.

I'd say we do see a bit more challenge in the expectations and the rubrics. How it's rolled out has been very teacher dependent, though.

So without academic eligibility benchmarks it’s essentially a way to give a feel good to parents and slow the flight to private and FFX? AAP starts in elementary school, I think it’s okay to make students accountable for performance by the time they are almost teenagers.

Sounds like you’d be happier with FCPS. Bye! 👋

[Anonymous]

Anonymous wrote:From our experience with the 8th grade intensified classes, they are more rigorous. Honestly what they do in intensified is what I would have expected as the baseline in general classes.

Agree in terms of workload.

I have kid who went through before intensified was an option and a kid there now. The non-intensified classes seem to cover the same basic topics as before, but has fewer assignments and less homework. Intensified has more work - a little more than before - and they do go deeper into topics.

I like that it offers kids different options for different subjects and kids aren’t “left behind” if they don’t do intensified in a certain subject in MS. And it separates the kids who really want to learn from those just trying to make it through.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd say the jury is still somewhat out. We are at Swanson, and the entire grade is already split into 3 teams for core subjects. Now as part of grouping the kids for each subject they also are using the intensified classes as one of the ways they cluster kids. For specials and math they are obviously all mixed together.

Know that these are open enrollment and APS really really really wants to make sure they aren't simply white flight in the poorer schools so there is a huge push to get kids across an SES spectrum into these classes. They are working on making them more available to kids with IEPs. Parents have also self-selected for their kids.

I'd say we do see a bit more challenge in the expectations and the rubrics. How it's rolled out has been very teacher dependent, though.

So without academic eligibility benchmarks it’s essentially a way to give a feel good to parents and slow the flight to private and FFX? AAP starts in elementary school, I think it’s okay to make students accountable for performance by the time they are almost teenagers.

Sounds like you’d be happier with FCPS. Bye! 👋

We are in 4th grade and yes looking to move because DD is already bored out of her mind. Her push in gifted services is a joke, spends so much time on her iPad it’s ridiculous.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'd say the jury is still somewhat out. We are at Swanson, and the entire grade is already split into 3 teams for core subjects. Now as part of grouping the kids for each subject they also are using the intensified classes as one of the ways they cluster kids. For specials and math they are obviously all mixed together.

Know that these are open enrollment and APS really really really wants to make sure they aren't simply white flight in the poorer schools so there is a huge push to get kids across an SES spectrum into these classes. They are working on making them more available to kids with IEPs. Parents have also self-selected for their kids.

I'd say we do see a bit more challenge in the expectations and the rubrics. How it's rolled out has been very teacher dependent, though.

According to our MS website, they should already be clustering kids tagged as gifted. That shouldn't be new.

My understanding is that APS has been working to make sure the gifted tag is appropriately considered for students across all demographics and for 2e students.

GT kids are supposed to be clustered but until last year the clusters could be as small as 5 kids. Keep in mind intensified is NOT the same as GT. Very clearly APS went along with this once an equity argument was made and there's a big push to get a wide range of kids into these classes with lots of support to be successful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:From our experience with the 8th grade intensified classes, they are more rigorous. Honestly what they do in intensified is what I would have expected as the baseline in general classes.

Agree in terms of workload.

I have kid who went through before intensified was an option and a kid there now. The non-intensified classes seem to cover the same basic topics as before, but has fewer assignments and less homework. Intensified has more work - a little more than before - and they do go deeper into topics.

I like that it offers kids different options for different subjects and kids aren’t “left behind” if they don’t do intensified in a certain subject in MS. And it separates the kids who really want to learn from those just trying to make it through.

I thought APS had a no homework policy until high school? That’s great if they have homework in middle school — I had heard the only home work was incomplete class work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'd say the jury is still somewhat out. We are at Swanson, and the entire grade is already split into 3 teams for core subjects. Now as part of grouping the kids for each subject they also are using the intensified classes as one of the ways they cluster kids. For specials and math they are obviously all mixed together.

Know that these are open enrollment and APS really really really wants to make sure they aren't simply white flight in the poorer schools so there is a huge push to get kids across an SES spectrum into these classes. They are working on making them more available to kids with IEPs. Parents have also self-selected for their kids.

I'd say we do see a bit more challenge in the expectations and the rubrics. How it's rolled out has been very teacher dependent, though.

According to our MS website, they should already be clustering kids tagged as gifted. That shouldn't be new.

My understanding is that APS has been working to make sure the gifted tag is appropriately considered for students across all demographics and for 2e students.

GT kids are supposed to be clustered but until last year the clusters could be as small as 5 kids. Keep in mind intensified is NOT the same as GT. Very clearly APS went along with this once an equity argument was made and there's a big push to get a wide range of kids into these classes with lots of support to be successful.

How does this work? Do they have additional teachers assigned to a class or an aide when it’s intensified?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I'd say the jury is still somewhat out. We are at Swanson, and the entire grade is already split into 3 teams for core subjects. Now as part of grouping the kids for each subject they also are using the intensified classes as one of the ways they cluster kids. For specials and math they are obviously all mixed together.

Know that these are open enrollment and APS really really really wants to make sure they aren't simply white flight in the poorer schools so there is a huge push to get kids across an SES spectrum into these classes. They are working on making them more available to kids with IEPs. Parents have also self-selected for their kids.

I'd say we do see a bit more challenge in the expectations and the rubrics. How it's rolled out has been very teacher dependent, though.

According to our MS website, they should already be clustering kids tagged as gifted. That shouldn't be new.

My understanding is that APS has been working to make sure the gifted tag is appropriately considered for students across all demographics and for 2e students.

My kid is 2e w/an IEP and they are very open to her taking intensified if/when she’s up for the workload. The topic has come up multiple times with her teachers/case carrier. She isn’t quite there yet at the moment but as she builds skills the extra challenge will be there for her. One said she may be able to switch mid year. They are supporting her where she’s at right now and will support her as she continues to grow. I’ve been really impressed with her whole support team - much better experience than the private we left.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From our experience with the 8th grade intensified classes, they are more rigorous. Honestly what they do in intensified is what I would have expected as the baseline in general classes.

Agree in terms of workload.

I have kid who went through before intensified was an option and a kid there now. The non-intensified classes seem to cover the same basic topics as before, but has fewer assignments and less homework. Intensified has more work - a little more than before - and they do go deeper into topics.

I like that it offers kids different options for different subjects and kids aren’t “left behind” if they don’t do intensified in a certain subject in MS. And it separates the kids who really want to learn from those just trying to make it through.

I thought APS had a no homework policy until high school? That’s great if they have homework in middle school — I had heard the only home work was incomplete class work.

No, my kids have always had some amount of homework in MS. They do get an extra period of “study hall” and sometimes some extra time during class so many can get a lot of it done at school but it does exist for most classes. It builds each year.

For middle school, I think it’s 45 min/week max per class (5 core + 2 electives) plus 30 min reading every night.
https://go.boarddocs.com/vsba/arlington/Board.nsf/files/CFGKGP51D2AF/$file/C-6-%20I-11.2%20PIP-1%20Homework%20CLEAN%205_27_22.pdf

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From our experience with the 8th grade intensified classes, they are more rigorous. Honestly what they do in intensified is what I would have expected as the baseline in general classes.

Agree in terms of workload.

I have kid who went through before intensified was an option and a kid there now. The non-intensified classes seem to cover the same basic topics as before, but has fewer assignments and less homework. Intensified has more work - a little more than before - and they do go deeper into topics.

I like that it offers kids different options for different subjects and kids aren’t “left behind” if they don’t do intensified in a certain subject in MS. And it separates the kids who really want to learn from those just trying to make it through.

I thought APS had a no homework policy until high school? That’s great if they have homework in middle school — I had heard the only home work was incomplete class work.

No, my kids have always had some amount of homework in MS. They do get an extra period of “study hall” and sometimes some extra time during class so many can get a lot of it done at school but it does exist for most classes. It builds each year.

For middle school, I think it’s 45 min/week max per class (5 core + 2 electives) plus 30 min reading every night.
https://go.boarddocs.com/vsba/arlington/Board.nsf/files/CFGKGP51D2AF/$file/C-6-%20I-11.2%20PIP-1%20Homework%20CLEAN%205_27_22.pdf

Thanks I must have been thinking of elem.

How is the reading enforced, are they assigned multiple novels per year they have to test/write reports on?

[Anonymous]

My kid is grade 8.

The math intensified, which you have to place into and can't opt into, is genuinely much more intense. Faster, more content covered, and it's challenging.

The other intensified classes the jury seems a bit out for my kid. I think it's pretty teacher dependent. The main benefit seems to be weeding out kids who just don't have any interest in being there.

And yes, they have homework in middle school. I see that persistent misconception about APS over and over on this board. That none of them get any homework.