Updates on the Cluster Model?

[Anonymous]

We have good reason to believe our DC will be admitted to Level IV. We don't want to leave the school we are zoned for but they don't have Level IV classrooms and use the cluster model. I realize the cluster model was hotly debated last year before it was fully rolled out but I'd like updates on how it's going for those that opted in. We realize many families don't like the idea and move to the Center school but we want to hear from families whose Level IV student is in a cluster model classroom. Does it work? Is your child challenged? Is the teacher able to teach to the varying needs of the classroom? Our school is pretty diverse (which we love).

[Anonymous]

You are putting the cart before the horse. Just wait to see if they get in or not.

[Anonymous]

Bump

[Anonymous]

This is ENTIRELY dependent on the teacher. Two of the most beneficial elements of the LIV program are 1. Segregation from the kids who are behind so that the class can focus more on the subject and not remedial topics from last year, and 2. LIV teachers are generally (not always) better, as they have more experience and have more certifications. Clustering eliminated both of these benefits. Anything you actually hear here from anyone is anecdotal, and will be entirely dependent on the teacher's ability, and specifics of the class. To get ANY relevant information, you'd need to ask specifics about your school, and even that is subject to change depending on a myriad of things.

Good luck in whatever you decide.

[Anonymous]

Our ES did not cluster but I would say to look at how they handled differentiation in K-2. If the principal made it a priority and ensured it actually happened consistently then odds of the cluster working are better. If you felt differentiation was lack luster in the younger grades I’d be skeptical they are implementing the cluster well.

[Anonymous]

At our cluster school, kids are still grouped in that the advanced kids are mostly in one of two classes. The advanced kids are expected to perform at an advanced level (may get additional worksheets, more detailed answers are expected, etc.). Children switch teachers for math so that everyone is met at their level. We're really pleased with how it has been implemented, class sizes are smaller, and the kids seem to be having less social challenges than when there was a separate LLIV class.

[Anonymous]

I would also consider if your child has a sibling - one reason we didn't choose the center is that they stopped accepting siblings.

[Anonymous]

Anonymous wrote:Our ES did not cluster but I would say to look at how they handled differentiation in K-2. If the principal made it a priority and ensured it actually happened consistently then odds of the cluster working are better. If you felt differentiation was lack luster in the younger grades I’d be skeptical they are implementing the cluster well.

NP - sadly, this is basically what we figured. A mid year check in with our first grade teacher last year and we said, so, what is DC getting since she's "level 2?" and the teacher was like, "I have no idea what level 2 is."

So, yeah. I don't hold it against the teacher because she is completely lovely, but from what we've seen, "differentiation" in K-2 basically means nothing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our ES did not cluster but I would say to look at how they handled differentiation in K-2. If the principal made it a priority and ensured it actually happened consistently then odds of the cluster working are better. If you felt differentiation was lack luster in the younger grades I’d be skeptical they are implementing the cluster well.

NP - sadly, this is basically what we figured. A mid year check in with our first grade teacher last year and we said, so, what is DC getting since she's "level 2?" and the teacher was like, "I have no idea what level 2 is."

So, yeah. I don't hold it against the teacher because she is completely lovely, but from what we've seen, "differentiation" in K-2 basically means nothing.

DP . We're not at a cluster school, but my child is getting Level 2 in 2nd grade and that means some extra reading/writing worksheets and being in an advanced math group.

[Anonymous]

It’s a cluster (sorry not sorry).

3rd grade has been 2nd grade part 2. DC is bored and frustrated and being used to tutor other kids (which is fine sparingly, but should t be daily!)

We are sending them to the center next year and crossing our fingers. It stinks, I love our neighborhood friends and want to be part of their school community, but it’s not working.

[Anonymous]

Anonymous wrote:This is ENTIRELY dependent on the teacher. Two of the most beneficial elements of the LIV program are 1. Segregation from the kids who are behind so that the class can focus more on the subject and not remedial topics from last year, and 2. LIV teachers are generally (not always) better, as they have more experience and have more certifications. Clustering eliminated both of these benefits. Anything you actually hear here from anyone is anecdotal, and will be entirely dependent on the teacher's ability, and specifics of the class. To get ANY relevant information, you'd need to ask specifics about your school, and even that is subject to change depending on a myriad of things.

Good luck in whatever you decide.

This is true. I really feel for LLIV teachers— a lot of them are really overwhelmed, especially in the newer programs.

You might want to ask how many of the LLIV teachers hold AAP certification (actually hold it, not “are working toward it”). Maybe not at the orientation because it would feel like a gotcha but in an email to the AART or principal. It’s a reasonable question.

[Anonymous]

Anonymous wrote:At our cluster school, kids are still grouped in that the advanced kids are mostly in one of two classes. The advanced kids are expected to perform at an advanced level (may get additional worksheets, more detailed answers are expected, etc.). Children switch teachers for math so that everyone is met at their level. We're really pleased with how it has been implemented, class sizes are smaller, and the kids seem to be having less social challenges than when there was a separate LLIV class.

I re-read what I wrote - I meant one OR two classes (there are 4 classes per grade, I suspect this is the same school as OP is referencing since she mentioned it's a diverse school).

OP - I really think this depends on your and your child's personality. If you're super competitive, then go to the center (LR?). If not, your base school will prob still be a great fit.

[Anonymous]

Anonymous wrote:It’s a cluster (sorry not sorry).

3rd grade has been 2nd grade part 2. DC is bored and frustrated and being used to tutor other kids (which is fine sparingly, but should t be daily!)

We are sending them to the center next year and crossing our fingers. It stinks, I love our neighborhood friends and want to be part of their school community, but it’s not working.

DP but I have to say we feel like people who switched their kids to the center school have abandoned our community. They aren't really part of the neighborhood friend group anymore, they have new friends, and even those who stayed on the same sports teams, are not really part of the group anymore. It will happen, no matter how hard you try.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It’s a cluster (sorry not sorry).

3rd grade has been 2nd grade part 2. DC is bored and frustrated and being used to tutor other kids (which is fine sparingly, but should t be daily!)

We are sending them to the center next year and crossing our fingers. It stinks, I love our neighborhood friends and want to be part of their school community, but it’s not working.

DP but I have to say we feel like people who switched their kids to the center school have abandoned our community. They aren't really part of the neighborhood friend group anymore, they have new friends, and even those who stayed on the same sports teams, are not really part of the group anymore. It will happen, no matter how hard you try.

In our case, the kids are still involved in the same activities with the neighborhood kids (mainly sports and GS), but their friend group has broadened to include kids from the center school too. We tend to host a lot of neighborhood events so I think that helps. In middle school, they will all be together in the same building again. We couldn't justify not upping the ante academically since our base school is Title I.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It’s a cluster (sorry not sorry).

3rd grade has been 2nd grade part 2. DC is bored and frustrated and being used to tutor other kids (which is fine sparingly, but should t be daily!)

We are sending them to the center next year and crossing our fingers. It stinks, I love our neighborhood friends and want to be part of their school community, but it’s not working.

DP but I have to say we feel like people who switched their kids to the center school have abandoned our community. They aren't really part of the neighborhood friend group anymore, they have new friends, and even those who stayed on the same sports teams, are not really part of the group anymore. It will happen, no matter how hard you try.

DP. They switched schools, they didn't abandon you. You could join them, anytime you want to.