Why aren't children re-evaluated for AAP annually?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Because risk of “failing out” is not appropriate for young children. Their parents can always decline if it’s not working.

Is it appropriate to tell young children that they're not smart and can't be educated in the same classroom as their friends? Is it appropriate for gen ed advanced math kids to "fail out" of advanced math if they don't get a pass advanced on the SOL? Is is appropriate for principal placed kids to lose their placement even if they're doing fine, simply because there isn't space? All of these are very common in FCPS. Why do you and FCPS only care about the emotional wellbeing of AAP kids and not the bright gen ed kids?

If you are so concerned about the fall out of Gen Ed kids, who is stopping them to take WISC, Cogat and any other IQ or eligibility tests? If they score how the AAP kids scored to get into the AAP program, they can join AAP classes. It’s not fair for AAP kids to be evaluated every year. If you don’t want to get evaluated every year, appeal and join AAP classroom.
In case of kids who are only advanced in math, I’m sure you can stop the fall out by excellent cogat quantitative scores and preforming well on math tests.

Why are you after AAP kids and trying to pull them and their parents down?

Kids are evaluated every year and classroom choices are made to match kids with classroom environments that best fit their needs. The schools look at Teaching styles, friends, people of a similar ethnicity so that a kid is less likely to be the only POC in their class, kids they don’t get along with, and special needs. Kids who struggle in AAP can be moved back to Gen Ed the next year if that is a better fit for them.

The fact that you mention pulling the parents down is problematic. The parent is not the one in the class getting an education, the child is. The child needs to be in a placement that fits them. If the child is struggling in AAP then the child needs to return to Gen Ed because that is a better fit for the child. Just like a child who needs resource support for speech or a LD needs to have those supports offered.

I don’t mean, the child is in the lowest reading group, there will always be a lowest reading group. But a kid who is not able to keep up with the faster pace of AAP, the additional writing, the faster math, and the extensions. That kid should be in Gen Ed.

They actually can’t.

That is actually the whole point of this thread. They SHOULD.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
That isn't an across the board problem. Local level IV is going to make this issue so much worse for you. Congrats to those of you constantly complaining. You'll get even worse now that the students will just be top performing only relative to others in their grade at their own school.

Hopefully, when they roll out LLIV in every school, kids who are borderline or only strong in one subject area will stop getting centrally placed. After all, there's no reason to centrally place and guarantee AAP through 8th for kids who are below grade level or have mediocre test scores.

My kids' Title I school typically had classes of 25 kids and then about 25 kids out of 125 were centrally placed in AAP. At least half of these kids did not belong in full time AAP and only got in because the parents were highly motivated to escape the Title I school. Ideally, rolling out LLIV would coincide with drastically decreasing the number of kids centrally placed and guaranteed AAP through 8th. That would give the local school much more flexibility to place the kids in the LLIV classroom based on who needs it most for that subject.

While this may be true it's also true that there are likely kids who arent objectively qualified for AAP but are relatively more advanced than their peers. In those cases, they are still going to slow down the class for those who cant keep up. At our center class slows down for no one. Keep up or fail.

That works well until you get a kid who can advocate for themselves and insists on asking questions or a 2E who has no self control and no problem disturbing the class. Sure they can fail, but a 1 in ES is absolutely meaningless and they will still be AAP in 7th because that part of the program they were accepted into.

What do I care if another kid fails? That is for him/his parents to be concerned with. I'm happy the class keeps moving as it should.

Because one student can slow down a class easily if they make a nuisance of themselves or if their parents insist.

Nope. Not for a teacher who knows how to keep control of their classroom. Hasn't happened yet and my kid has been in AAP for years. Sorry your kid's school isn't like this.

It happened to my kid. They couldn't permanently remove the 2E kid who talked through the entire day.

By definition, 2E kids belong in AAP.

Next?

[Anonymous]

I think as long as the class moves at pace, meaning there is not any one or few kids who can't keep up or handle or do the work actually slowing things down (per the teacher/admin, not per disgruntled or whiny DUMers), then there is no reason to reevaluate or remove kids.

It is on parents to decide what environment they want their child in, the more challenging one where they are failing or the less challenging one where they may thrive. It's not really my place to decide or demand that, that nor does it have meaningful impact on my kid if pace is maintained.

[Anonymous]

^If it’s on parents to decide on the correct placement for their children, then shouldn’t AAP be open enrollment? Why are parents of high achieving, above grade level, bright kids who are rejected from AAP denied the ability to decide on proper placement for their child?