Why won't FCPS kick kids out of AAP or re-evaluate them annually?

[Anonymous]

Wouldn't this weed out the kids who were prepped in? My kid is definitely in classes with kids who don't belong in AAP but because they don't get counseled out or reevaluated annually, they're just stuck there and it's (a) hard for those kids and (b) annoying for the truly advanced kids who they are holding behind.

[Anonymous]

How do you know they don't belong? Do the teachers discuss others' grades with you?

[Anonymous]

I wondered about this when my kid was going through the program. Annual reevaluation for all kids would be a waste of time and overkill, but kids who are consistently failing the SOLs and unable to keep up with the work should be kicked out. On the flip side, passing advanced on both SOLs and getting 4s across the board should be a guaranteed in. There are very few kids who pass advanced on both reading and math who couldn't handle the pace and curriculum of AAP.

[Anonymous]

The “truly advanced” kids will be okay.

[Anonymous]

Anonymous wrote:The “truly advanced” kids will be okay.

How nice.

[Anonymous]

Anonymous wrote:The “truly advanced” kids will be okay.

Let's remove AAP then, since they'll be okay anyways

[Anonymous]

I think it would be easier to do that if they moved away from the center model.
Can't imagine being the poor kid who switched schools, because he thought he was smarter than everyone else, and then got sent back to his base school because he wasn't so special after all.

[Anonymous]

Anonymous wrote:I wondered about this when my kid was going through the program. Annual reevaluation for all kids would be a waste of time and overkill, but kids who are consistently failing the SOLs and unable to keep up with the work should be kicked out. On the flip side, passing advanced on both SOLs and getting 4s across the board should be a guaranteed in. There are very few kids who pass advanced on both reading and math who couldn't handle the pace and curriculum of AAP.

On the one hand it's bad for kid's self esteem if they are removed. On the other hand, nobody cares about the self esteem of kids who don't get in

[Anonymous]

Anonymous wrote:Wouldn't this weed out the kids who were prepped in? My kid is definitely in classes with kids who don't belong in AAP but because they don't get counseled out or reevaluated annually, they're just stuck there and it's (a) hard for those kids and (b) annoying for the truly advanced kids who they are holding behind.

Get off your high horse and get ready for your kid to fail.

[Anonymous]

So, the kids in AAP should get protected from any annoyance, and the kids in general ed, should just absorb the annoying kids into their classrooms? Why do you think the AAP kids deserve that protection? How do we build their ability to function in the real world?

[Anonymous]

Anonymous wrote:How do you know they don't belong? Do the teachers discuss others' grades with you?

Ignoring the fact that there are parents on this forum who admit to applying and appealing multiple years to get their kid into AAP who is not advanced and then using tutors to keep their kids in the class, kids discuss test scores and see who is struggling in their class and who is exceling. They know who is finishing their work early and has time to do extra work or their own thing while other kids are working with the Teacher. DS had homework maybe 5 times last year, he had friends who had an hour or so of homework every day. Their homework was any work they didn't complete in class. I know his friends parents where not happy with the amount of work that was coming home and were surprised that DS had none. We see it on the neighborhood message board when parents gripe about homework and are confused that some kids don't have any.

This isn't rocket science. There are kids strong in LA who are in AAP who are not strong in math. They struggle with the pace of math, especially in 5th and 6th grade. There are kids who are strong in math and not LA in AAP and they struggle with some of the LA work. The program would be better served to have Advanced Math and Advanced LA so that the kids who are strong in one or the other can push into the AAP class for that specific subject but stay on the grade level class for the area that they are not in need of. I know that many of the high CoGAT scores/iReady score kids who are not put in AAP are kids with high Quant scores and more average LA scores. You can't do that as easily for a kid with high verbal scores and more grade level math scores because there is no Advanced LA option.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I wondered about this when my kid was going through the program. Annual reevaluation for all kids would be a waste of time and overkill, but kids who are consistently failing the SOLs and unable to keep up with the work should be kicked out. On the flip side, passing advanced on both SOLs and getting 4s across the board should be a guaranteed in. There are very few kids who pass advanced on both reading and math who couldn't handle the pace and curriculum of AAP.

On the one hand it's bad for kid's self esteem if they are removed. On the other hand, nobody cares about the self esteem of kids who don't get in

+1
Our gen ed kid at a center school is constantly getting questions from AAP kids and parents about why they're not in AAP.
I think they mean well, see kid as fitting in their group, but it's bad enough not being one of the 'chosen ones' without constantly having to field these types of questions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How do you know they don't belong? Do the teachers discuss others' grades with you?

Ignoring the fact that there are parents on this forum who admit to applying and appealing multiple years to get their kid into AAP who is not advanced and then using tutors to keep their kids in the class, kids discuss test scores and see who is struggling in their class and who is exceling. They know who is finishing their work early and has time to do extra work or their own thing while other kids are working with the Teacher. DS had homework maybe 5 times last year, he had friends who had an hour or so of homework every day. Their homework was any work they didn't complete in class. I know his friends parents where not happy with the amount of work that was coming home and were surprised that DS had none. We see it on the neighborhood message board when parents gripe about homework and are confused that some kids don't have any.

This isn't rocket science. There are kids strong in LA who are in AAP who are not strong in math. They struggle with the pace of math, especially in 5th and 6th grade. There are kids who are strong in math and not LA in AAP and they struggle with some of the LA work. The program would be better served to have Advanced Math and Advanced LA so that the kids who are strong in one or the other can push into the AAP class for that specific subject but stay on the grade level class for the area that they are not in need of. I know that many of the high CoGAT scores/iReady score kids who are not put in AAP are kids with high Quant scores and more average LA scores. You can't do that as easily for a kid with high verbal scores and more grade level math scores because there is no Advanced LA option.

NP. At our center school, S/SS and LA and math were integrated in 5th and especially 6th grade. Dividing into Advanced Math and Advanced LA would be difficult. Did your school not do that?

[Anonymous]

Anonymous wrote:So, the kids in AAP should get protected from any annoyance, and the kids in general ed, should just absorb the annoying kids into their classrooms? Why do you think the AAP kids deserve that protection? How do we build their ability to function in the real world?

I realize you're just bashing AAP rather than responding to OP, but your (intentional or unintentional) lack of reading comprehension just makes you look silly. FYI

[Anonymous]

Because imagine the lawsuits!