Anonymous wrote:It was the year 2000. But that just proves my point. Many ideas and reforms aren't novel new ideas, they are updates/reboots/refined versions of older ideas. So flexible groupings were the status quo in the 80's to 90's, the pendulum moved away from that. We then saw things like balanced literacy and "new" math. Things seem to move further left with the equity focus, etc. Are we starting to go back towards the center?
So last century.
Flexible groupings are far more equitable than AAP.
PP. Yes, I agree with you. It worked when I was a kid, things started to change when I was in college and hopefully things will swing back that direction. I like the very small GT for those who really need it.
DP. Agreed. I'm the poster who grew up in FCPS when there was a tiny GT program. No one resented those students because it was clear they were ACTUALLY gifted and needed a separate program. Everyone else was put into flexible groups depending on their level, and no one was locked into any one group. Students can improve and move up, or receive remediation, depending on their abilities in each core subject. That was the way to go.
I was also in that tiny GT program and I teach for FCPS right now. The dynamics of the current classroom wouldn’t support that type of program anymore. There are kids, in one classroom, at seven different math and reading levels. To be able to put students in the groups that they “should” be in is essentially illegal nowadays.
Have you read the entire thread? This isn't at all what is being discussed here. It's been repeated, over and over, that what FCPS needs are flexible groupings *among the entire grade level team*. So Teacher A would take all the advanced math kids, Teacher B would take the grade-level kids, Teacher C would take the remedial group. And so on for all four core subjects. No one is talking about dividing up each individual classroom into multiple levels.
And if flexible grouping is "essentially illegal" nowadays (??), then assigning 7 yr. olds to either AAP or GE should absolutely be illegal.
This is clearly written by someone who knows nothing about teaching/education. Why don’t you go to the national Department of Education website and do a little research on ability tracking. Once you’ve read up on that, then you’ll realize why FCPS specifically pushes more minorities into AAP.
Doesn't work though
I am new to the forum. Why does FCPS specifically push more minorities into AAP? Thanks.
FCPS is an academic system; ie - a school system.
FCPS has repeatedly stressed academics are not their first priority.
Equity is the FCPS school board and superintendent’s first priority. They stress this over and over.
They are pushing for MORE kids to finish Alg 1 by 8th. They are promoting acceleration.
And also removing acceleration for others aiming for Algebra in 7th. Equity.
California attempted a similar approach to “equity math.” It was a monumental disaster, both in failing to achieve equity but also in failing to educate the most capable students:
I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.
If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.
I teach 5th grade (and also teach advanced math).
So they aren’t taking acceleration away. 👍
We're at an E3 pilot (our student is in 5th this year) and the sad truth is that E3 did not prepare him or his fellow students for 5th grade accelerated math. They are having a lot of trouble getting them up to speed for the 6th grade SOL. So while I'm not opposed at all to doing away with tracking in 3rd and 4th (which E3 does), then they need to have a better plan for these E3 kids in 5th grade, because right now none of them are where they should be to take Algebra in 8th. They have to skip ahead somewhere or else they have to continue the compacted/accelerated E3 curriculum for all through 5th-7th too. Right now, this pilot just takes away the skills they would have learned in advanced math in 3rd and 4th and assumes the "advance math" kids will be fine to do 6th grade math as 5th graders. It's not working.
Well there is a good graphic that describes this. See there are some people watching a baseball game and they all have boxes but one guy doesn't have sufficient boxes to see over the fence, so they take one box from the tall guy who can already see over the fence and give it to this other guy so he can see the baseball game too.
This right here is when the teacher takes away acceleration and gives more attention to another group of students, so they can see the baseball game. Now everyone can see the Algebra 1 in 8th grade. If you want to sit closer, your privilege can be used but it will not be supported by the school. I think there is picture for this somewhere.
I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.
If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.
I teach 5th grade (and also teach advanced math).
So they aren’t taking acceleration away. 👍
We're at an E3 pilot (our student is in 5th this year) and the sad truth is that E3 did not prepare him or his fellow students for 5th grade accelerated math. They are having a lot of trouble getting them up to speed for the 6th grade SOL. So while I'm not opposed at all to doing away with tracking in 3rd and 4th (which E3 does), then they need to have a better plan for these E3 kids in 5th grade, because right now none of them are where they should be to take Algebra in 8th. They have to skip ahead somewhere or else they have to continue the compacted/accelerated E3 curriculum for all through 5th-7th too. Right now, this pilot just takes away the skills they would have learned in advanced math in 3rd and 4th and assumes the "advance math" kids will be fine to do 6th grade math as 5th graders. It's not working.
Well there is a good graphic that describes this. See there are some people watching a baseball game and they all have boxes but one guy doesn't have sufficient boxes to see over the fence, so they take one box from the tall guy who can already see over the fence and give it to this other guy so he can see the baseball game too.
This right here is when the teacher takes away acceleration and gives more attention to another group of students, so they can see the baseball game. Now everyone can see the Algebra 1 in 8th grade. If you want to sit closer, your privilege can be used but it will not be supported by the school. I think there is picture for this somewhere.
Basically, from each, according to their abilities; to each, according to their needs.
Anonymous wrote:It was the year 2000. But that just proves my point. Many ideas and reforms aren't novel new ideas, they are updates/reboots/refined versions of older ideas. So flexible groupings were the status quo in the 80's to 90's, the pendulum moved away from that. We then saw things like balanced literacy and "new" math. Things seem to move further left with the equity focus, etc. Are we starting to go back towards the center?
So last century.
Flexible groupings are far more equitable than AAP.
PP. Yes, I agree with you. It worked when I was a kid, things started to change when I was in college and hopefully things will swing back that direction. I like the very small GT for those who really need it.
DP. Agreed. I'm the poster who grew up in FCPS when there was a tiny GT program. No one resented those students because it was clear they were ACTUALLY gifted and needed a separate program. Everyone else was put into flexible groups depending on their level, and no one was locked into any one group. Students can improve and move up, or receive remediation, depending on their abilities in each core subject. That was the way to go.
I was also in that tiny GT program and I teach for FCPS right now. The dynamics of the current classroom wouldn’t support that type of program anymore. There are kids, in one classroom, at seven different math and reading levels. To be able to put students in the groups that they “should” be in is essentially illegal nowadays.
Have you read the entire thread? This isn't at all what is being discussed here. It's been repeated, over and over, that what FCPS needs are flexible groupings *among the entire grade level team*. So Teacher A would take all the advanced math kids, Teacher B would take the grade-level kids, Teacher C would take the remedial group. And so on for all four core subjects. No one is talking about dividing up each individual classroom into multiple levels.
And if flexible grouping is "essentially illegal" nowadays (??), then assigning 7 yr. olds to either AAP or GE should absolutely be illegal.
This is clearly written by someone who knows nothing about teaching/education. Why don’t you go to the national Department of Education website and do a little research on ability tracking. Once you’ve read up on that, then you’ll realize why FCPS specifically pushes more minorities into AAP.
Doesn't work though
I am new to the forum. Why does FCPS specifically push more minorities into AAP? Thanks.
FCPS is an academic system; ie - a school system.
FCPS has repeatedly stressed academics are not their first priority.
Equity is the FCPS school board and superintendent’s first priority. They stress this over and over.
Every student will develop foundational academic skills, curiosity, and a joy for learning necessary for success in Pre-K through 12th grade.
Equity Commitment
We will ensure authentic and affirming partnerships with families and key stakeholders by engaging in collaborative decision making that results in each student’s success.
Measures
A. Availability of Pre-K programs (including inclusive Pre-K) to meet community need
B. Students meeting criteria for kindergarten readiness C. Students demonstrating self-regulation attention skills (Pre-K–3, and beyond)
D. English Language Learners meeting expected growth and reclassification criteria
E. Early and consistent access to and preparation for advanced instruction and enrichment opportunities F. Students meeting standards at defined entry and transition points
Goal #2 - Safe, Supported, Included, and Empowered
Every student will experience an equitable school community where student health and well-being are prioritized, and student voice is centered.
Equity Commitment
We will amplify student voice to inform our approaches, honor students' identities and experiences, and ensure student safety and well-being in an inclusive school climate and culture.
Measures
A. Student academic inclusion and engagement B. Positive school climate (safety, inclusion, and sense of belonging; academic support; inclusive, academically-focused culture; and teacher-student trust)
C. Student access to the necessary emotional, behavioral, mental, and physical health services to support their
successful engagement in school D. Student attendance and absenteeism rates E. Student participation in extracurricular, co-curricular, or leadership activities
F. Disciplinary disproportionality and recidivism
Goal #3 - Academic Growth and Excellence
Every student will acquire critical and creative thinking skills, meet/exceed high academic standards, and achieve their highest academic potential.
Equity Commitment
We will utilize available evidence to provide access to challenging academic programs and necessary supports that celebrate each student’s humanity, growth, and attainment of high levels of academic performance.
Measures
A. Growth and performance in coursework (e.g., course grades, grade point average [GPA], meeting Individualized Education Program [IEP] goals, and language acquisition goals) (including students with 504s)
B. Growth and performance on state/national/international assessments in reading, math, social studies, and science C. Successful completion of Algebra 1 by 8th grade D. Evidence of progression towards or successful completion of advanced coursework (e.g., Honors, Advanced Placement [AP], International Baccalaureate [IB], dual enrollment, Career and Technical Education [CTE], etc.)
E. Growth with evidence in at least one/two self-identified Portrait of a Graduate skills, annually
F. Students reading on grade level by the end of 3rd grade
Goal #4 - Equitable Access and Opportunity
Every student will have access to high-quality academic programming and resources to support their success.
Equity Commitment
We will prioritize data that describes student outcomes and lived experiences, to allocate resources and supports that are responsive to each student’s strengths and needs.
Measures
A. Availability of, accessibility to, and student enrollment in coursework in the arts, STEAM, career and technical education, trades, technology, and world languages B. Availability of and enrollment in advanced, rigorous coursework and programs (K-12) C. Student access to and participation in formalized systems of early intervention, academic and other supports, including special education services and services for English learners D. Disproportionality in course-taking patterns and participation in inclusive settings
E. Consistent availability of and accessibility to electives, extracurricular, co-curricular, and enrichment activities
Goal 5 - Leading for Tomorrow's Innovation
Every student will graduate ready to thrive in life after high school and with the skills to navigate, adapt, and innovate for a sustainable future.
Equity Commitment
We will center student voice data and use evidence to ensure each student is ready to make informed decisions, prepared for a wide range of postsecondary options, and can successfully navigate their future path.
Measures
A. Availability of, accessibility to, and participation in multiple pathways and work-based learning opportunities (e.g., shadowing; internship; apprenticeship; and Career and Technical Education)
B. Attainment of FCPS Portrait of a Graduate competencies and digital and financial literacy
C. Supported and successful transitions leading to high school graduation and postsecondary opportunities
D. Students on track for graduation at the end of 9th grade E. Increase in the percentage of students earning an advanced studies diploma F. Reduction of the percentage of students earning an applied studies diploma
G. Enrollment in college, entry into the workforce or public service, enlistment in military, or other, verifiable post-secondary plan
H. Students innovating and preparing for the future
*****
They are pushing for MORE kids to finish Alg 1 by 8th. They are promoting acceleration.
I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.
If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.
I teach 5th grade (and also teach advanced math).
So they aren’t taking acceleration away. 👍
We're at an E3 pilot (our student is in 5th this year) and the sad truth is that E3 did not prepare him or his fellow students for 5th grade accelerated math. They are having a lot of trouble getting them up to speed for the 6th grade SOL. So while I'm not opposed at all to doing away with tracking in 3rd and 4th (which E3 does), then they need to have a better plan for these E3 kids in 5th grade, because right now none of them are where they should be to take Algebra in 8th. They have to skip ahead somewhere or else they have to continue the compacted/accelerated E3 curriculum for all through 5th-7th too. Right now, this pilot just takes away the skills they would have learned in advanced math in 3rd and 4th and assumes the "advance math" kids will be fine to do 6th grade math as 5th graders. It's not working.
Well there is a good graphic that describes this. See there are some people watching a baseball game and they all have boxes but one guy doesn't have sufficient boxes to see over the fence, so they take one box from the tall guy who can already see over the fence and give it to this other guy so he can see the baseball game too.
This right here is when the teacher takes away acceleration and gives more attention to another group of students, so they can see the baseball game. Now everyone can see the Algebra 1 in 8th grade. If you want to sit closer, your privilege can be used but it will not be supported by the school. I think there is picture for this somewhere.
But my point was that E3 math is NOT preparing kids for Algebra 1 in 8th grade. The current FCPS standard track is Math 8, which is pre-algebra, and Algebra 1 in 9th grade. If they want to have Algebra 1 honors in 8th grade then they have to skip somewhere. E3 takes the skip away from 3rd and 4th grade. So where will the jump happen?
Anonymous wrote:It was the year 2000. But that just proves my point. Many ideas and reforms aren't novel new ideas, they are updates/reboots/refined versions of older ideas. So flexible groupings were the status quo in the 80's to 90's, the pendulum moved away from that. We then saw things like balanced literacy and "new" math. Things seem to move further left with the equity focus, etc. Are we starting to go back towards the center?
So last century.
Flexible groupings are far more equitable than AAP.
PP. Yes, I agree with you. It worked when I was a kid, things started to change when I was in college and hopefully things will swing back that direction. I like the very small GT for those who really need it.
DP. Agreed. I'm the poster who grew up in FCPS when there was a tiny GT program. No one resented those students because it was clear they were ACTUALLY gifted and needed a separate program. Everyone else was put into flexible groups depending on their level, and no one was locked into any one group. Students can improve and move up, or receive remediation, depending on their abilities in each core subject. That was the way to go.
I was also in that tiny GT program and I teach for FCPS right now. The dynamics of the current classroom wouldn’t support that type of program anymore. There are kids, in one classroom, at seven different math and reading levels. To be able to put students in the groups that they “should” be in is essentially illegal nowadays.
Have you read the entire thread? This isn't at all what is being discussed here. It's been repeated, over and over, that what FCPS needs are flexible groupings *among the entire grade level team*. So Teacher A would take all the advanced math kids, Teacher B would take the grade-level kids, Teacher C would take the remedial group. And so on for all four core subjects. No one is talking about dividing up each individual classroom into multiple levels.
And if flexible grouping is "essentially illegal" nowadays (??), then assigning 7 yr. olds to either AAP or GE should absolutely be illegal.
This is clearly written by someone who knows nothing about teaching/education. Why don’t you go to the national Department of Education website and do a little research on ability tracking. Once you’ve read up on that, then you’ll realize why FCPS specifically pushes more minorities into AAP.
Doesn't work though
I am new to the forum. Why does FCPS specifically push more minorities into AAP? Thanks.
FCPS is an academic system; ie - a school system.
FCPS has repeatedly stressed academics are not their first priority.
Equity is the FCPS school board and superintendent’s first priority. They stress this over and over.
They are pushing for MORE kids to finish Alg 1 by 8th. They are promoting acceleration.
And also removing acceleration for others aiming for Algebra in 7th. Equity.
California attempted a similar approach to “equity math.” It was a monumental disaster, both in failing to achieve equity but also in failing to educate the most capable students:
Fairfax county’s school board and the superintendent are leading FCPS down a path to disaster.
They were also pushing more kids to take Alg 1 in 8th?
DP Heterogenous classes
How is that relevant to what FCPS is doing? FCPS is pushing to have MORE kids take Alg 1 in 8th, not eliminating it.
With E3, FCPS is making Grade 3 and Grade 4 math classes heterogenous; they are no longer offering separate advanced and regular math classes. CA also emphasized heterogenous classes. When you put a wide range of kids in one class, it makes it hard for teachers. They are not going to be able to successfully differentiate for everyone's needs, meaning they'll target instruction to the middle, shortchanging kids at either end. When they tried this in San Francisco, it widened the achievement gap, with kids at the lowest end of the spectrum hit the hardest. That is why some posters are questioning whether kids will be prepared for 8th grade Algebra in practice, if the method used to get there is E3's heterogenous math class approach.
I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.
If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.
I teach 5th grade (and also teach advanced math).
So they aren’t taking acceleration away. 👍
We're at an E3 pilot (our student is in 5th this year) and the sad truth is that E3 did not prepare him or his fellow students for 5th grade accelerated math. They are having a lot of trouble getting them up to speed for the 6th grade SOL. So while I'm not opposed at all to doing away with tracking in 3rd and 4th (which E3 does), then they need to have a better plan for these E3 kids in 5th grade, because right now none of them are where they should be to take Algebra in 8th. They have to skip ahead somewhere or else they have to continue the compacted/accelerated E3 curriculum for all through 5th-7th too. Right now, this pilot just takes away the skills they would have learned in advanced math in 3rd and 4th and assumes the "advance math" kids will be fine to do 6th grade math as 5th graders. It's not working.
Well there is a good graphic that describes this. See there are some people watching a baseball game and they all have boxes but one guy doesn't have sufficient boxes to see over the fence, so they take one box from the tall guy who can already see over the fence and give it to this other guy so he can see the baseball game too.
This right here is when the teacher takes away acceleration and gives more attention to another group of students, so they can see the baseball game. Now everyone can see the Algebra 1 in 8th grade. If you want to sit closer, your privilege can be used but it will not be supported by the school. I think there is picture for this somewhere.
But my point was that E3 math is NOT preparing kids for Algebra 1 in 8th grade. The current FCPS standard track is Math 8, which is pre-algebra, and Algebra 1 in 9th grade. If they want to have Algebra 1 honors in 8th grade then they have to skip somewhere. E3 takes the skip away from 3rd and 4th grade. So where will the jump happen?
Anonymous wrote:It was the year 2000. But that just proves my point. Many ideas and reforms aren't novel new ideas, they are updates/reboots/refined versions of older ideas. So flexible groupings were the status quo in the 80's to 90's, the pendulum moved away from that. We then saw things like balanced literacy and "new" math. Things seem to move further left with the equity focus, etc. Are we starting to go back towards the center?
So last century.
Flexible groupings are far more equitable than AAP.
PP. Yes, I agree with you. It worked when I was a kid, things started to change when I was in college and hopefully things will swing back that direction. I like the very small GT for those who really need it.
DP. Agreed. I'm the poster who grew up in FCPS when there was a tiny GT program. No one resented those students because it was clear they were ACTUALLY gifted and needed a separate program. Everyone else was put into flexible groups depending on their level, and no one was locked into any one group. Students can improve and move up, or receive remediation, depending on their abilities in each core subject. That was the way to go.
I was also in that tiny GT program and I teach for FCPS right now. The dynamics of the current classroom wouldn’t support that type of program anymore. There are kids, in one classroom, at seven different math and reading levels. To be able to put students in the groups that they “should” be in is essentially illegal nowadays.
Have you read the entire thread? This isn't at all what is being discussed here. It's been repeated, over and over, that what FCPS needs are flexible groupings *among the entire grade level team*. So Teacher A would take all the advanced math kids, Teacher B would take the grade-level kids, Teacher C would take the remedial group. And so on for all four core subjects. No one is talking about dividing up each individual classroom into multiple levels.
And if flexible grouping is "essentially illegal" nowadays (??), then assigning 7 yr. olds to either AAP or GE should absolutely be illegal.
This is clearly written by someone who knows nothing about teaching/education. Why don’t you go to the national Department of Education website and do a little research on ability tracking. Once you’ve read up on that, then you’ll realize why FCPS specifically pushes more minorities into AAP.
Doesn't work though
I am new to the forum. Why does FCPS specifically push more minorities into AAP? Thanks.
FCPS is an academic system; ie - a school system.
FCPS has repeatedly stressed academics are not their first priority.
Equity is the FCPS school board and superintendent’s first priority. They stress this over and over.
They are pushing for MORE kids to finish Alg 1 by 8th. They are promoting acceleration.
And also removing acceleration for others aiming for Algebra in 7th. Equity.
California attempted a similar approach to “equity math.” It was a monumental disaster, both in failing to achieve equity but also in failing to educate the most capable students:
Fairfax county’s school board and the superintendent are leading FCPS down a path to disaster.
They were also pushing more kids to take Alg 1 in 8th?
DP Heterogenous classes
How is that relevant to what FCPS is doing? FCPS is pushing to have MORE kids take Alg 1 in 8th, not eliminating it.
With E3, FCPS is making Grade 3 and Grade 4 math classes heterogenous; they are no longer offering separate advanced and regular math classes. CA also emphasized heterogenous classes. When you put a wide range of kids in one class, it makes it hard for teachers. They are not going to be able to successfully differentiate for everyone's needs, meaning they'll target instruction to the middle, shortchanging kids at either end. When they tried this in San Francisco, it widened the achievement gap, with kids at the lowest end of the spectrum hit the hardest. That is why some posters are questioning whether kids will be prepared for 8th grade Algebra in practice, if the method used to get there is E3's heterogenous math class approach.
They did many other changes in SF. Not comparable.
I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.
If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.
I teach 5th grade (and also teach advanced math).
So they aren’t taking acceleration away. 👍
We're at an E3 pilot (our student is in 5th this year) and the sad truth is that E3 did not prepare him or his fellow students for 5th grade accelerated math. They are having a lot of trouble getting them up to speed for the 6th grade SOL. So while I'm not opposed at all to doing away with tracking in 3rd and 4th (which E3 does), then they need to have a better plan for these E3 kids in 5th grade, because right now none of them are where they should be to take Algebra in 8th. They have to skip ahead somewhere or else they have to continue the compacted/accelerated E3 curriculum for all through 5th-7th too. Right now, this pilot just takes away the skills they would have learned in advanced math in 3rd and 4th and assumes the "advance math" kids will be fine to do 6th grade math as 5th graders. It's not working.
Well there is a good graphic that describes this. See there are some people watching a baseball game and they all have boxes but one guy doesn't have sufficient boxes to see over the fence, so they take one box from the tall guy who can already see over the fence and give it to this other guy so he can see the baseball game too.
This right here is when the teacher takes away acceleration and gives more attention to another group of students, so they can see the baseball game. Now everyone can see the Algebra 1 in 8th grade. If you want to sit closer, your privilege can be used but it will not be supported by the school. I think there is picture for this somewhere.
But my point was that E3 math is NOT preparing kids for Algebra 1 in 8th grade. The current FCPS standard track is Math 8, which is pre-algebra, and Algebra 1 in 9th grade. If they want to have Algebra 1 honors in 8th grade then they have to skip somewhere. E3 takes the skip away from 3rd and 4th grade. So where will the jump happen?
Later, like in many other schools.
But the aims of E3 are to expose gened students to slight advanced and accelerated content in order to increase the likelihood of algebra I in 8th.
Unfortunately they are removing even greater advanced and acceleration content that would normally be taught in the traditional advanced math blocks. This change decreases the likelihood that those kids will take algebra I in 7th.
Why wouldn’t they just keep advanced math and increase the content in genes math to allow both groups to be advanced appropriately?
I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.
If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.
I teach 5th grade (and also teach advanced math).
So they aren’t taking acceleration away. 👍
We're at an E3 pilot (our student is in 5th this year) and the sad truth is that E3 did not prepare him or his fellow students for 5th grade accelerated math. They are having a lot of trouble getting them up to speed for the 6th grade SOL. So while I'm not opposed at all to doing away with tracking in 3rd and 4th (which E3 does), then they need to have a better plan for these E3 kids in 5th grade, because right now none of them are where they should be to take Algebra in 8th. They have to skip ahead somewhere or else they have to continue the compacted/accelerated E3 curriculum for all through 5th-7th too. Right now, this pilot just takes away the skills they would have learned in advanced math in 3rd and 4th and assumes the "advance math" kids will be fine to do 6th grade math as 5th graders. It's not working.
Well there is a good graphic that describes this. See there are some people watching a baseball game and they all have boxes but one guy doesn't have sufficient boxes to see over the fence, so they take one box from the tall guy who can already see over the fence and give it to this other guy so he can see the baseball game too.
This right here is when the teacher takes away acceleration and gives more attention to another group of students, so they can see the baseball game. Now everyone can see the Algebra 1 in 8th grade. If you want to sit closer, your privilege can be used but it will not be supported by the school. I think there is picture for this somewhere.
But my point was that E3 math is NOT preparing kids for Algebra 1 in 8th grade. The current FCPS standard track is Math 8, which is pre-algebra, and Algebra 1 in 9th grade. If they want to have Algebra 1 honors in 8th grade then they have to skip somewhere. E3 takes the skip away from 3rd and 4th grade. So where will the jump happen?
Later, like in many other schools.
But the aims of E3 are to expose gened students to slight advanced and accelerated content in order to increase the likelihood of algebra I in 8th.
Unfortunately they are removing even greater advanced and acceleration content that would normally be taught in the traditional advanced math blocks. This change decreases the likelihood that those kids will take algebra I in 7th.
Why wouldn’t they just keep advanced math and increase the content in genes math to allow both groups to be advanced appropriately?
I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.
If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.
I teach 5th grade (and also teach advanced math).
So they aren’t taking acceleration away. 👍
We're at an E3 pilot (our student is in 5th this year) and the sad truth is that E3 did not prepare him or his fellow students for 5th grade accelerated math. They are having a lot of trouble getting them up to speed for the 6th grade SOL. So while I'm not opposed at all to doing away with tracking in 3rd and 4th (which E3 does), then they need to have a better plan for these E3 kids in 5th grade, because right now none of them are where they should be to take Algebra in 8th. They have to skip ahead somewhere or else they have to continue the compacted/accelerated E3 curriculum for all through 5th-7th too. Right now, this pilot just takes away the skills they would have learned in advanced math in 3rd and 4th and assumes the "advance math" kids will be fine to do 6th grade math as 5th graders. It's not working.
Well there is a good graphic that describes this. See there are some people watching a baseball game and they all have boxes but one guy doesn't have sufficient boxes to see over the fence, so they take one box from the tall guy who can already see over the fence and give it to this other guy so he can see the baseball game too.
This right here is when the teacher takes away acceleration and gives more attention to another group of students, so they can see the baseball game. Now everyone can see the Algebra 1 in 8th grade. If you want to sit closer, your privilege can be used but it will not be supported by the school. I think there is picture for this somewhere.
But my point was that E3 math is NOT preparing kids for Algebra 1 in 8th grade. The current FCPS standard track is Math 8, which is pre-algebra, and Algebra 1 in 9th grade. If they want to have Algebra 1 honors in 8th grade then they have to skip somewhere. E3 takes the skip away from 3rd and 4th grade. So where will the jump happen?
Later, like in many other schools.
But the aims of E3 are to expose gened students to slight advanced and accelerated content in order to increase the likelihood of algebra I in 8th.
Unfortunately they are removing even greater advanced and acceleration content that would normally be taught in the traditional advanced math blocks. This change decreases the likelihood that those kids will take algebra I in 7th.
Why wouldn’t they just keep advanced math and increase the content in genes math to allow both groups to be advanced appropriately?
Not the kids who are truly advanced.
Yeah some kids will succeed in spite of these changes.
But still doesn’t answer why they would remove advanced math in E3 unless they want to artificially decelerate some students.
I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.
If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.
I teach 5th grade (and also teach advanced math).
So they aren’t taking acceleration away. 👍
We're at an E3 pilot (our student is in 5th this year) and the sad truth is that E3 did not prepare him or his fellow students for 5th grade accelerated math. They are having a lot of trouble getting them up to speed for the 6th grade SOL. So while I'm not opposed at all to doing away with tracking in 3rd and 4th (which E3 does), then they need to have a better plan for these E3 kids in 5th grade, because right now none of them are where they should be to take Algebra in 8th. They have to skip ahead somewhere or else they have to continue the compacted/accelerated E3 curriculum for all through 5th-7th too. Right now, this pilot just takes away the skills they would have learned in advanced math in 3rd and 4th and assumes the "advance math" kids will be fine to do 6th grade math as 5th graders. It's not working.
Well there is a good graphic that describes this. See there are some people watching a baseball game and they all have boxes but one guy doesn't have sufficient boxes to see over the fence, so they take one box from the tall guy who can already see over the fence and give it to this other guy so he can see the baseball game too.
This right here is when the teacher takes away acceleration and gives more attention to another group of students, so they can see the baseball game. Now everyone can see the Algebra 1 in 8th grade. If you want to sit closer, your privilege can be used but it will not be supported by the school. I think there is picture for this somewhere.
But my point was that E3 math is NOT preparing kids for Algebra 1 in 8th grade. The current FCPS standard track is Math 8, which is pre-algebra, and Algebra 1 in 9th grade. If they want to have Algebra 1 honors in 8th grade then they have to skip somewhere. E3 takes the skip away from 3rd and 4th grade. So where will the jump happen?
Later, like in many other schools.
But the aims of E3 are to expose gened students to slight advanced and accelerated content in order to increase the likelihood of algebra I in 8th.
Unfortunately they are removing even greater advanced and acceleration content that would normally be taught in the traditional advanced math blocks. This change decreases the likelihood that those kids will take algebra I in 7th.
Why wouldn’t they just keep advanced math and increase the content in genes math to allow both groups to be advanced appropriately?
Not the kids who are truly advanced.
Yeah some kids will succeed in spite of these changes.
But still doesn’t answer why they would remove advanced math in E3 unless they want to artificially decelerate some students.
I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.
If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.
I teach 5th grade (and also teach advanced math).
So they aren’t taking acceleration away. 👍
We're at an E3 pilot (our student is in 5th this year) and the sad truth is that E3 did not prepare him or his fellow students for 5th grade accelerated math. They are having a lot of trouble getting them up to speed for the 6th grade SOL. So while I'm not opposed at all to doing away with tracking in 3rd and 4th (which E3 does), then they need to have a better plan for these E3 kids in 5th grade, because right now none of them are where they should be to take Algebra in 8th. They have to skip ahead somewhere or else they have to continue the compacted/accelerated E3 curriculum for all through 5th-7th too. Right now, this pilot just takes away the skills they would have learned in advanced math in 3rd and 4th and assumes the "advance math" kids will be fine to do 6th grade math as 5th graders. It's not working.
Well there is a good graphic that describes this. See there are some people watching a baseball game and they all have boxes but one guy doesn't have sufficient boxes to see over the fence, so they take one box from the tall guy who can already see over the fence and give it to this other guy so he can see the baseball game too.
This right here is when the teacher takes away acceleration and gives more attention to another group of students, so they can see the baseball game. Now everyone can see the Algebra 1 in 8th grade. If you want to sit closer, your privilege can be used but it will not be supported by the school. I think there is picture for this somewhere.
But my point was that E3 math is NOT preparing kids for Algebra 1 in 8th grade. The current FCPS standard track is Math 8, which is pre-algebra, and Algebra 1 in 9th grade. If they want to have Algebra 1 honors in 8th grade then they have to skip somewhere. E3 takes the skip away from 3rd and 4th grade. So where will the jump happen?
Later, like in many other schools.
But the aims of E3 are to expose gened students to slight advanced and accelerated content in order to increase the likelihood of algebra I in 8th.
Unfortunately they are removing even greater advanced and acceleration content that would normally be taught in the traditional advanced math blocks. This change decreases the likelihood that those kids will take algebra I in 7th.
Why wouldn’t they just keep advanced math and increase the content in genes math to allow both groups to be advanced appropriately?
Not the kids who are truly advanced.
Yeah some kids will succeed in spite of these changes.
But still doesn’t answer why they would remove advanced math in E3 unless they want to artificially decelerate some students.
It’s unnecessary in those early grades.
That’s literally what E3 is doing for kids on a slower track… Offering acceleration earlier in hopes of increasing 8th grade algebra. Their logic betrays your assessment. Sorry.
Anonymous wrote:It was the year 2000. But that just proves my point. Many ideas and reforms aren't novel new ideas, they are updates/reboots/refined versions of older ideas. So flexible groupings were the status quo in the 80's to 90's, the pendulum moved away from that. We then saw things like balanced literacy and "new" math. Things seem to move further left with the equity focus, etc. Are we starting to go back towards the center?
So last century.
Flexible groupings are far more equitable than AAP.
PP. Yes, I agree with you. It worked when I was a kid, things started to change when I was in college and hopefully things will swing back that direction. I like the very small GT for those who really need it.
DP. Agreed. I'm the poster who grew up in FCPS when there was a tiny GT program. No one resented those students because it was clear they were ACTUALLY gifted and needed a separate program. Everyone else was put into flexible groups depending on their level, and no one was locked into any one group. Students can improve and move up, or receive remediation, depending on their abilities in each core subject. That was the way to go.
I was also in that tiny GT program and I teach for FCPS right now. The dynamics of the current classroom wouldn’t support that type of program anymore. There are kids, in one classroom, at seven different math and reading levels. To be able to put students in the groups that they “should” be in is essentially illegal nowadays.
Have you read the entire thread? This isn't at all what is being discussed here. It's been repeated, over and over, that what FCPS needs are flexible groupings *among the entire grade level team*. So Teacher A would take all the advanced math kids, Teacher B would take the grade-level kids, Teacher C would take the remedial group. And so on for all four core subjects. No one is talking about dividing up each individual classroom into multiple levels.
And if flexible grouping is "essentially illegal" nowadays (??), then assigning 7 yr. olds to either AAP or GE should absolutely be illegal.
This is clearly written by someone who knows nothing about teaching/education. Why don’t you go to the national Department of Education website and do a little research on ability tracking. Once you’ve read up on that, then you’ll realize why FCPS specifically pushes more minorities into AAP.
Doesn't work though
I am new to the forum. Why does FCPS specifically push more minorities into AAP? Thanks.
FCPS is an academic system; ie - a school system.
FCPS has repeatedly stressed academics are not their first priority.
Equity is the FCPS school board and superintendent’s first priority. They stress this over and over.
They are pushing for MORE kids to finish Alg 1 by 8th. They are promoting acceleration.
And also removing acceleration for others aiming for Algebra in 7th. Equity.
California attempted a similar approach to “equity math.” It was a monumental disaster, both in failing to achieve equity but also in failing to educate the most capable students:
Fairfax county’s school board and the superintendent are leading FCPS down a path to disaster.
They were also pushing more kids to take Alg 1 in 8th?
DP Heterogenous classes
How is that relevant to what FCPS is doing? FCPS is pushing to have MORE kids take Alg 1 in 8th, not eliminating it.
With E3, FCPS is making Grade 3 and Grade 4 math classes heterogenous; they are no longer offering separate advanced and regular math classes. CA also emphasized heterogenous classes. When you put a wide range of kids in one class, it makes it hard for teachers. They are not going to be able to successfully differentiate for everyone's needs, meaning they'll target instruction to the middle, shortchanging kids at either end. When they tried this in San Francisco, it widened the achievement gap, with kids at the lowest end of the spectrum hit the hardest. That is why some posters are questioning whether kids will be prepared for 8th grade Algebra in practice, if the method used to get there is E3's heterogenous math class approach.
They did many other changes in SF. Not comparable.
But heterogenous classes were one of biggest changes in San Francisco. And now FCPS is beginning down that path as well.
I work in a E3 school. The kids who need it will get advanced math in 5th and take the 6th grade SOL like normal.
If anything, according to our Math Coach, we are on track for MORE kids to take advanced math based on last year's SOL performance and i-ready performance.
I teach 5th grade (and also teach advanced math).
So they aren’t taking acceleration away. 👍
We're at an E3 pilot (our student is in 5th this year) and the sad truth is that E3 did not prepare him or his fellow students for 5th grade accelerated math. They are having a lot of trouble getting them up to speed for the 6th grade SOL. So while I'm not opposed at all to doing away with tracking in 3rd and 4th (which E3 does), then they need to have a better plan for these E3 kids in 5th grade, because right now none of them are where they should be to take Algebra in 8th. They have to skip ahead somewhere or else they have to continue the compacted/accelerated E3 curriculum for all through 5th-7th too. Right now, this pilot just takes away the skills they would have learned in advanced math in 3rd and 4th and assumes the "advance math" kids will be fine to do 6th grade math as 5th graders. It's not working.
Well there is a good graphic that describes this. See there are some people watching a baseball game and they all have boxes but one guy doesn't have sufficient boxes to see over the fence, so they take one box from the tall guy who can already see over the fence and give it to this other guy so he can see the baseball game too.
This right here is when the teacher takes away acceleration and gives more attention to another group of students, so they can see the baseball game. Now everyone can see the Algebra 1 in 8th grade. If you want to sit closer, your privilege can be used but it will not be supported by the school. I think there is picture for this somewhere.
But my point was that E3 math is NOT preparing kids for Algebra 1 in 8th grade. The current FCPS standard track is Math 8, which is pre-algebra, and Algebra 1 in 9th grade. If they want to have Algebra 1 honors in 8th grade then they have to skip somewhere. E3 takes the skip away from 3rd and 4th grade. So where will the jump happen?
Later, like in many other schools.
But the aims of E3 are to expose gened students to slight advanced and accelerated content in order to increase the likelihood of algebra I in 8th.
Unfortunately they are removing even greater advanced and acceleration content that would normally be taught in the traditional advanced math blocks. This change decreases the likelihood that those kids will take algebra I in 7th.
Why wouldn’t they just keep advanced math and increase the content in genes math to allow both groups to be advanced appropriately?
Not the kids who are truly advanced.
Yeah some kids will succeed in spite of these changes.
But still doesn’t answer why they would remove advanced math in E3 unless they want to artificially decelerate some students.
It’s unnecessary in those early grades.
That’s literally what E3 is doing for kids on a slower track… Offering acceleration earlier in hopes of increasing 8th grade algebra. Their logic betrays your assessment. Sorry.
Make up your mind. Are they offering acceleration early or not?
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