Level IV clustering

[Anonymous]

Anonymous wrote:
I'm curious how your LLIV works with the immersion program. We are an immersion school, and have been told that a LLIV would be too complicated to put into place due to the immersion program (i.e. it's impossible to have a kid in both). I'm trying to push for advanced math before 6th grade at our school, if not a full LLIV, and would love my kid to also stay in immersion too.

Anonymous wrote:

Anonymous wrote:It's a new system, there's not a lot of experience yet.

This.

Our school uses the clustering model but we are a small school and have a language immersion program so it is pretty much the only way to make LLIV work. DS is not in the grade that kicked it off so we don’t have first hand experience with it. My friends who do seem to be underwhelmed. But their kids are in 3rd grade. Our school also separates the kids into Advanced Math and Regular Math classes in 5th grade, when the jump in grade level happens. This effectively creates a LLIV type class. There is a large crossover between the LIII and Advanced Math kids, at least that is what my child tells me, so that the kids who were Committee Selected for LIV are all in the Advanced Math group and most of the LIII kids are in the Advanced Math group.

I would ask what your school does for Advanced Math. If it is to separate the kids in fifth grade then they are effectively creating a LLIV class anyway. Most of the families at our school choose the base because of the language program. I know a few kids left the language program for the center, one was already bilingual and the other I don’t know about but most stay because they value the langue immersion.

They Teach Advanced Math and Science in the target language and LA and Social Studies LIV curriculum in English, it is no different then teaching the regular curriculum. The school choose the cluster model because of the LI program so that they didn’t have to worry about the LI kids leaving the LLIV class for Math and Science. The Advanced Math kids end up in the same class in 5th grade for the JI program and the general program. My friends who have kids in the actual cluster program, the grade years below us now, have said that the LIV identified kids join the LI kids for LA and Social Studies. I think that is partly because most of the kids in the general program that are LIV selected end up moving to the Center school while the LI kids tend to stay at the base. The gen ed cluster ends up being too small.

[Anonymous]

Cluster schools is a mess. Our kid has mostly non-AAP kids in their class. Like why? How is a teacher supposed to address this mess of a cluster?

[Anonymous]

Anonymous wrote:Cluster schools is a mess. Our kid has mostly non-AAP kids in their class. Like why? How is a teacher supposed to address this mess of a cluster?

Yikes. Is this because your child’s school has a small number of identified level IV students?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Cluster schools is a mess. Our kid has mostly non-AAP kids in their class. Like why? How is a teacher supposed to address this mess of a cluster?

Yikes. Is this because your child’s school has a small number of identified level IV students?

Or they left for the center school

[Anonymous]

Anonymous wrote:

Anonymous wrote:Cluster schools is a mess. Our kid has mostly non-AAP kids in their class. Like why? How is a teacher supposed to address this mess of a cluster?

Yikes. Is this because your child’s school has a small number of identified level IV students?

NP:

No, that is the design of the program. In a cluster there should be 3-6 identified kids in a class. If a school has 25 identified kids, they’ll spread them across 4 or 5 classrooms intentionally.

It is dumb. But it is intentional.

[Anonymous]

How can we find if our school is a cluster or not?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Cluster schools is a mess. Our kid has mostly non-AAP kids in their class. Like why? How is a teacher supposed to address this mess of a cluster?

Yikes. Is this because your child’s school has a small number of identified level IV students?

NP:

No, that is the design of the program. In a cluster there should be 3-6 identified kids in a class. If a school has 25 identified kids, they’ll spread them across 4 or 5 classrooms intentionally.

It is dumb. But it is intentional.

At our base school, all but one accepted in the initial round left for the center. So it's a cluster of 1...

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Cluster schools is a mess. Our kid has mostly non-AAP kids in their class. Like why? How is a teacher supposed to address this mess of a cluster?

Yikes. Is this because your child’s school has a small number of identified level IV students?

NP:

No, that is the design of the program. In a cluster there should be 3-6 identified kids in a class. If a school has 25 identified kids, they’ll spread them across 4 or 5 classrooms intentionally.

It is dumb. But it is intentional.

At our base school, all but one accepted in the initial round left for the center. So it's a cluster of 1...

Unreal! Your child’s base school must be considering a new model for next year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Cluster schools is a mess. Our kid has mostly non-AAP kids in their class. Like why? How is a teacher supposed to address this mess of a cluster?

Yikes. Is this because your child’s school has a small number of identified level IV students?

NP:

No, that is the design of the program. In a cluster there should be 3-6 identified kids in a class. If a school has 25 identified kids, they’ll spread them across 4 or 5 classrooms intentionally.

It is dumb. But it is intentional.

At our base school, all but one accepted in the initial round left for the center. So it's a cluster of 1...

Unreal! Your child’s base school must be considering a new model for next year.

Why? Problem solved.

Not what Gatehouse wants but probably what the school's principal wants.