What’s the big fuss about AAP?

[Anonymous]

FCPS got rid of the levels. There is no more Level II or III. There's subject-specific (e.g. extra worksheets in math or an extra writing assignment in LA), part-time (e.g., useless AART pullouts), and full-time (AAP). I'm not sure where a kid that gets pulled into the AAP classroom for advanced math fits in -- is that subject-specific?

[Anonymous]

Advanced math was always its own thing. It is school determined and run. All kids in the AAP classroom get advanced math.

[Anonymous]

Anonymous wrote:Advanced math was always its own thing. It is school determined and run. All kids in the AAP classroom get advanced math.

Whose idea was it to say advanced math was only for AAP students?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Advanced math was always its own thing. It is school determined and run. All kids in the AAP classroom get advanced math.

Whose idea was it to say advanced math was only for AAP students?

It's not only for AAP students. It's just that not every elementary school chooses to offer it to other students. If you have a problem with your student not being offered advanced math, talk to your principal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Advanced math was always its own thing. It is school determined and run. All kids in the AAP classroom get advanced math.

Whose idea was it to say advanced math was only for AAP students?

It is not. It is school run and determined. The AAP curriculum is set up so that all the kids in LIV or whatever they call it now, get advanced math. Some Centers push advanced math kids into the LIV class, which is where there are some schools who say that there is no room in the LIV class.

Some schools have separate advanced math classes so that there isn’t an issue.

[Anonymous]

Anonymous wrote:So many outdated people here who probably have college graduates. We're not doing numbered levels anymore, sweeties!!!

Access to Rigor: Grades K-6 – All students receive talent development lessons with critical and creative thinking strategies and AAP curriculum lessons. This is a normal classroom and sometimes the AART pushes in for a stupid Jacob's ladder lesson

Subject-Specific Services: Grades K-6 – Identified students receive AAP curriculum lessons in the general education setting in areas of academic strength. This is extra math worksheets

Part-Time Services: Grades 3-6 – Identified students receive AAP curriculum lessons in more than one academic content area. The Advanced Academic Resource Teacher (AART) leads these lessons. Programming has increased depth and complexity in several content areas.This is actually wrong because some kids AART pull outs, but there are also kids who get advanced math where they push in to the AAP or LLIV classroom

Full-Time Services: Grades 3-8 – Identified students receive AAP curriculum lessons full-time. Programming has increased depth, complexity, and pace in all academic content areas.This is the AAP or LLIV classroom but the biggest difference is just advanced math

So, in other words... The same exact tiers exist, whether they're numbers or otherwise. (i.e. LIII is now just "part time").

The same exact problems exist in that only LIV, or Full time is centrally managed, and all other levels (subject specific, part time) are implemented by the local school, which has wide discretion on how to execute them, which can also be space dependent. .e. in some centers of Local Full-time classrooms, there may be space for push-ins, and in other times, the AART may provide 1-hour weekly support - both of which are acceptable approaches.

As a parent of a 2nd grader and 5th grader, I'll continue to use the terms interchangeably, as I believe they're still well understood. Not sure if the "Sweeeties" was meant to be condescending, but it comes off that way.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So many outdated people here who probably have college graduates. We're not doing numbered levels anymore, sweeties!!!

Access to Rigor: Grades K-6 – All students receive talent development lessons with critical and creative thinking strategies and AAP curriculum lessons. This is a normal classroom and sometimes the AART pushes in for a stupid Jacob's ladder lesson

Subject-Specific Services: Grades K-6 – Identified students receive AAP curriculum lessons in the general education setting in areas of academic strength. This is extra math worksheets

Part-Time Services: Grades 3-6 – Identified students receive AAP curriculum lessons in more than one academic content area. The Advanced Academic Resource Teacher (AART) leads these lessons. Programming has increased depth and complexity in several content areas.This is actually wrong because some kids AART pull outs, but there are also kids who get advanced math where they push in to the AAP or LLIV classroom

Full-Time Services: Grades 3-8 – Identified students receive AAP curriculum lessons full-time. Programming has increased depth, complexity, and pace in all academic content areas.This is the AAP or LLIV classroom but the biggest difference is just advanced math

So, in other words... The same exact tiers exist, whether they're numbers or otherwise. (i.e. LIII is now just "part time").

The same exact problems exist in that only LIV, or Full time is centrally managed, and all other levels (subject specific, part time) are implemented by the local school, which has wide discretion on how to execute them, which can also be space dependent. .e. in some centers of Local Full-time classrooms, there may be space for push-ins, and in other times, the AART may provide 1-hour weekly support - both of which are acceptable approaches.

As a parent of a 2nd grader and 5th grader, I'll continue to use the terms interchangeably, as I believe they're still well understood. Not sure if the "Sweeeties" was meant to be condescending, but it comes off that way.

The AART is not an acceptance approach. It leaves underrepresented students with general education, for only 1 hour of advanced work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So many outdated people here who probably have college graduates. We're not doing numbered levels anymore, sweeties!!!

Access to Rigor: Grades K-6 – All students receive talent development lessons with critical and creative thinking strategies and AAP curriculum lessons. This is a normal classroom and sometimes the AART pushes in for a stupid Jacob's ladder lesson

Subject-Specific Services: Grades K-6 – Identified students receive AAP curriculum lessons in the general education setting in areas of academic strength. This is extra math worksheets

Part-Time Services: Grades 3-6 – Identified students receive AAP curriculum lessons in more than one academic content area. The Advanced Academic Resource Teacher (AART) leads these lessons. Programming has increased depth and complexity in several content areas.This is actually wrong because some kids AART pull outs, but there are also kids who get advanced math where they push in to the AAP or LLIV classroom

Full-Time Services: Grades 3-8 – Identified students receive AAP curriculum lessons full-time. Programming has increased depth, complexity, and pace in all academic content areas.This is the AAP or LLIV classroom but the biggest difference is just advanced math

So, in other words... The same exact tiers exist, whether they're numbers or otherwise. (i.e. LIII is now just "part time").

The same exact problems exist in that only LIV, or Full time is centrally managed, and all other levels (subject specific, part time) are implemented by the local school, which has wide discretion on how to execute them, which can also be space dependent. .e. in some centers of Local Full-time classrooms, there may be space for push-ins, and in other times, the AART may provide 1-hour weekly support - both of which are acceptable approaches.

As a parent of a 2nd grader and 5th grader, I'll continue to use the terms interchangeably, as I believe they're still well understood. Not sure if the "Sweeeties" was meant to be condescending, but it comes off that way.

The AART is not an acceptance approach. It leaves underrepresented students with general education, for only 1 hour of advanced work.

That's an opinion, and one that FCPS obviously disagrees with. Not sure where the "underrepresented" comes in. Are we talking demographics now?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Advanced math was always its own thing. It is school determined and run. All kids in the AAP classroom get advanced math.

Whose idea was it to say advanced math was only for AAP students?

It is not. It is school run and determined. The AAP curriculum is set up so that all the kids in LIV or whatever they call it now, get advanced math. Some Centers push advanced math kids into the LIV class, which is where there are some schools who say that there is no room in the LIV class.

Some schools have separate advanced math classes so that there isn’t an issue.

Our school pushes 10 kids from regular classes into the AAP classroom. The classes are already 28 kids big, so I assume they bring in the special ed teacher assigned to the "2E" kids to help with ratios.

[Anonymous]

Anonymous wrote:

Anonymous wrote:So many outdated people here who probably have college graduates. We're not doing numbered levels anymore, sweeties!!!

Access to Rigor: Grades K-6 – All students receive talent development lessons with critical and creative thinking strategies and AAP curriculum lessons. This is a normal classroom and sometimes the AART pushes in for a stupid Jacob's ladder lesson

Subject-Specific Services: Grades K-6 – Identified students receive AAP curriculum lessons in the general education setting in areas of academic strength. This is extra math worksheets

Part-Time Services: Grades 3-6 – Identified students receive AAP curriculum lessons in more than one academic content area. The Advanced Academic Resource Teacher (AART) leads these lessons. Programming has increased depth and complexity in several content areas.This is actually wrong because some kids AART pull outs, but there are also kids who get advanced math where they push in to the AAP or LLIV classroom

Full-Time Services: Grades 3-8 – Identified students receive AAP curriculum lessons full-time. Programming has increased depth, complexity, and pace in all academic content areas.This is the AAP or LLIV classroom but the biggest difference is just advanced math

So, in other words... The same exact tiers exist, whether they're numbers or otherwise. (i.e. LIII is now just "part time").

The same exact problems exist in that only LIV, or Full time is centrally managed, and all other levels (subject specific, part time) are implemented by the local school, which has wide discretion on how to execute them, which can also be space dependent. .e. in some centers of Local Full-time classrooms, there may be space for push-ins, and in other times, the AART may provide 1-hour weekly support - both of which are acceptable approaches.

As a parent of a 2nd grader and 5th grader, I'll continue to use the terms interchangeably, as I believe they're still well understood. Not sure if the "Sweeeties" was meant to be condescending, but it comes off that way.

The frustrating part is that in most schools, the AAP classroom is really only about 10 kids who were actually accepted into the program and everyone else is principal placed. We didn't learn this until my son started middle school and all of the sudden, all these kids we thought were AAP were in his Honors classes.

[Anonymous]

Anonymous wrote:Seriously. AAP isn’t that prestigious. AAP is basically honors level classes renamed for people who do well on the CogAD. My DC failed to get into AAP, did HN level classes, and still got into AP level classes in their freshman year. AAP won’t help you get into colleges; unless your child wants to mention going all the way back to your elementary and middle school path. Also, the HN coursework is very similar to AAP itself.

Yes, that is 100%A true, non AAP kids can typically go on to AP level classes in their Freshman year. AAP is not a program that was designed to gate-keep kids who did not get in from achieving higher down the road. -That is a great thing for families who did not get into AAP.

We wanted in because our AAP center school is much better than our base school and I could not afford to live close to a better school, like our AAP center school. A few posters have pointed out not all base schools are the same. Ours came with heavy behavior problems and educational challenges due to the surrounding low income neighborhoods. Getting into AAP, has been a way to get our kid into a school setting that has a stronger academic program than our base school, where fights were common.

And don't be daft, no-one believes mentioning AAP on a college application would help them get in.

[Anonymous]

AAP is the first stepping stone to coveted TJ seat.

[Anonymous]

AAP is just a way to make home-life easier.

- Much less problems/drama that you have to deal with (YMMV, but less fighting, less emphasis on status/what you wear).
- Much less at-home enrichment needed.
- Much better communication with teachers.
- Much better educational and role model peers.

Overall, it just makes my life easier, which I appreciate more than any "leg up" educational impact, or stepping milestone.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So many outdated people here who probably have college graduates. We're not doing numbered levels anymore, sweeties!!!

Access to Rigor: Grades K-6 – All students receive talent development lessons with critical and creative thinking strategies and AAP curriculum lessons. This is a normal classroom and sometimes the AART pushes in for a stupid Jacob's ladder lesson

Subject-Specific Services: Grades K-6 – Identified students receive AAP curriculum lessons in the general education setting in areas of academic strength. This is extra math worksheets

Part-Time Services: Grades 3-6 – Identified students receive AAP curriculum lessons in more than one academic content area. The Advanced Academic Resource Teacher (AART) leads these lessons. Programming has increased depth and complexity in several content areas.This is actually wrong because some kids AART pull outs, but there are also kids who get advanced math where they push in to the AAP or LLIV classroom

Full-Time Services: Grades 3-8 – Identified students receive AAP curriculum lessons full-time. Programming has increased depth, complexity, and pace in all academic content areas.This is the AAP or LLIV classroom but the biggest difference is just advanced math

So, in other words... The same exact tiers exist, whether they're numbers or otherwise. (i.e. LIII is now just "part time").

The same exact problems exist in that only LIV, or Full time is centrally managed, and all other levels (subject specific, part time) are implemented by the local school, which has wide discretion on how to execute them, which can also be space dependent. .e. in some centers of Local Full-time classrooms, there may be space for push-ins, and in other times, the AART may provide 1-hour weekly support - both of which are acceptable approaches.

As a parent of a 2nd grader and 5th grader, I'll continue to use the terms interchangeably, as I believe they're still well understood. Not sure if the "Sweeeties" was meant to be condescending, but it comes off that way.

The frustrating part is that in most schools, the AAP classroom is really only about 10 kids who were actually accepted into the program and everyone else is principal placed. We didn't learn this until my son started middle school and all of the sudden, all these kids we thought were AAP were in his Honors classes.

Why is that frustrating? I know that some of the kids were principal placed. When they go to middle school, they take Honors classes. My kids asked why some friends not in AAP classes in MS, but I did not tell them why. I know why but I don't want to put any kids down. My kids have great time with these principal placed kids in ES.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So many outdated people here who probably have college graduates. We're not doing numbered levels anymore, sweeties!!!

Access to Rigor: Grades K-6 – All students receive talent development lessons with critical and creative thinking strategies and AAP curriculum lessons. This is a normal classroom and sometimes the AART pushes in for a stupid Jacob's ladder lesson

Subject-Specific Services: Grades K-6 – Identified students receive AAP curriculum lessons in the general education setting in areas of academic strength. This is extra math worksheets

Part-Time Services: Grades 3-6 – Identified students receive AAP curriculum lessons in more than one academic content area. The Advanced Academic Resource Teacher (AART) leads these lessons. Programming has increased depth and complexity in several content areas.This is actually wrong because some kids AART pull outs, but there are also kids who get advanced math where they push in to the AAP or LLIV classroom

Full-Time Services: Grades 3-8 – Identified students receive AAP curriculum lessons full-time. Programming has increased depth, complexity, and pace in all academic content areas.This is the AAP or LLIV classroom but the biggest difference is just advanced math

So, in other words... The same exact tiers exist, whether they're numbers or otherwise. (i.e. LIII is now just "part time").

The same exact problems exist in that only LIV, or Full time is centrally managed, and all other levels (subject specific, part time) are implemented by the local school, which has wide discretion on how to execute them, which can also be space dependent. .e. in some centers of Local Full-time classrooms, there may be space for push-ins, and in other times, the AART may provide 1-hour weekly support - both of which are acceptable approaches.

As a parent of a 2nd grader and 5th grader, I'll continue to use the terms interchangeably, as I believe they're still well understood. Not sure if the "Sweeeties" was meant to be condescending, but it comes off that way.

The frustrating part is that in most schools, the AAP classroom is really only about 10 kids who were actually accepted into the program and everyone else is principal placed. We didn't learn this until my son started middle school and all of the sudden, all these kids we thought were AAP were in his Honors classes.

Why is that frustrating? I know that some of the kids were principal placed. When they go to middle school, they take Honors classes. My kids asked why some friends not in AAP classes in MS, but I did not tell them why. I know why but I don't want to put any kids down. My kids have great time with these principal placed kids in ES.

This is what you say about classmates that were indistinguishable from your kid other than a label from a committee that never met anyone.
The kids that are successful in aap and the kids that are successful in honors aren't that different and many of them are interchangeable between the two systems