Possible AAP changes at ES

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Make opt-in AAP available for all, but then create a true gifted program for truly gifted--not just bright--kids.

What qualifies them as truly gifted? Test scores? Back to square 1.

Test scores much higher than the current cut-offs, for one.

I could support this. My child is "bright" but not "truly gifted" (just being honest!). If regular curriculum allowed for her to be in some sort of differentiated class where they could move more quickly and kids were engaged, she would be FINE not doing AAP. But currently, the regular curriculum is so low that she was bored to tears. I don't truly think she's "gifted" in the sense that many perceive it, and I would be totally find with a more tiered system. But I don't think that's the trend these days

[Anonymous]

Updating now that kids have been in school a few weeks. My child's clustered class is doing great.

[Anonymous]

How is the cluster model going after a quarter into the year?

[Anonymous]

Anonymous wrote:How is the cluster model going after a quarter into the year?

It's going great! Our school is teaching the AAP curriculum to all children and then sending them to different classrooms if they are advanced math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How is the cluster model going after a quarter into the year?

It's going great! Our school is teaching the AAP curriculum to all children and then sending them to different classrooms if they are advanced math.

Is your child level IV?

[Anonymous]

Anonymous wrote:

Anonymous wrote:How is the cluster model going after a quarter into the year?

It's going great! Our school is teaching the AAP curriculum to all children and then sending them to different classrooms if they are advanced math.

It was my understanding, based on the info session for our new this year local level iv, that the cluster model does not involve or include sending kids to different classrooms. There is just supposed to be in class differentiation. (we opted for center instead so I can’t comment first hand how it’s going)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How is the cluster model going after a quarter into the year?

It's going great! Our school is teaching the AAP curriculum to all children and then sending them to different classrooms if they are advanced math.

It was my understanding, based on the info session for our new this year local level iv, that the cluster model does not involve or include sending kids to different classrooms. There is just supposed to be in class differentiation. (we opted for center instead so I can’t comment first hand how it’s going)

Each school will do it differently. Ours does not change classes for Math in 3-4 but there is an Advanced Math class in 5th grade that effectively becomes LLIV. All of the Committee Placed kids and kids who test into Advanced Math are in that class. It is filled out, for numbers purposes, with LIII kids who were borderline on the math testing. It is, for all intents and purposes, LLIV.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How is the cluster model going after a quarter into the year?

It's going great! Our school is teaching the AAP curriculum to all children and then sending them to different classrooms if they are advanced math.

It was my understanding, based on the info session for our new this year local level iv, that the cluster model does not involve or include sending kids to different classrooms. There is just supposed to be in class differentiation. (we opted for center instead so I can’t comment first hand how it’s going)

I'm the one who said it's going great -- every school is doing it differently. Ours has had LLIV for a long time and this is the first year of clustering. As I said already, everyone is learning the same curriculum (the AAP curriculum), but the kids switch teachers for math only, presumably so that only one teacher has to teach advanced math. Other than one dud teacher (unrelated to clustering) everyone seems pleased with how it has turned out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How is the cluster model going after a quarter into the year?

It's going great! Our school is teaching the AAP curriculum to all children and then sending them to different classrooms if they are advanced math.

It was my understanding, based on the info session for our new this year local level iv, that the cluster model does not involve or include sending kids to different classrooms. There is just supposed to be in class differentiation. (we opted for center instead so I can’t comment first hand how it’s going)

I'm the one who said it's going great -- every school is doing it differently. Ours has had LLIV for a long time and this is the first year of clustering. As I said already, everyone is learning the same curriculum (the AAP curriculum), but the kids switch teachers for math only, presumably so that only one teacher has to teach advanced math. Other than one dud teacher (unrelated to clustering) everyone seems pleased with how it has turned out.

I am glad to hear your child’s experience is going well. I am a teacher in the county and have children in the school system. My older son is in the level IV program, and my youngest is in the general Ed classroom. I cannot imagine the differentiator that must occur to make this program work. Kudos to the teachers for being able to meet the needs of such a range of learners.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How is the cluster model going after a quarter into the year?

It's going great! Our school is teaching the AAP curriculum to all children and then sending them to different classrooms if they are advanced math.

It was my understanding, based on the info session for our new this year local level iv, that the cluster model does not involve or include sending kids to different classrooms. There is just supposed to be in class differentiation. (we opted for center instead so I can’t comment first hand how it’s going)

I'm the one who said it's going great -- every school is doing it differently. Ours has had LLIV for a long time and this is the first year of clustering. As I said already, everyone is learning the same curriculum (the AAP curriculum), but the kids switch teachers for math only, presumably so that only one teacher has to teach advanced math. Other than one dud teacher (unrelated to clustering) everyone seems pleased with how it has turned out.

I am glad to hear your child’s experience is going well. I am a teacher in the county and have children in the school system. My older son is in the level IV program, and my youngest is in the general Ed classroom. I cannot imagine the differentiator that must occur to make this program work. Kudos to the teachers for being able to meet the needs of such a range of learners.

I don't really understand this comment because this is how most school districts do it. Most school districts don't have a completely separate class for advanced learners, they will have like a half day gifted program and math pull outs. I don't see how this "new/old" way of doing things in FCPS is any different than that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How is the cluster model going after a quarter into the year?

It's going great! Our school is teaching the AAP curriculum to all children and then sending them to different classrooms if they are advanced math.

It was my understanding, based on the info session for our new this year local level iv, that the cluster model does not involve or include sending kids to different classrooms. There is just supposed to be in class differentiation. (we opted for center instead so I can’t comment first hand how it’s going)

I'm the one who said it's going great -- every school is doing it differently. Ours has had LLIV for a long time and this is the first year of clustering. As I said already, everyone is learning the same curriculum (the AAP curriculum), but the kids switch teachers for math only, presumably so that only one teacher has to teach advanced math. Other than one dud teacher (unrelated to clustering) everyone seems pleased with how it has turned out.

I am glad to hear your child’s experience is going well. I am a teacher in the county and have children in the school system. My older son is in the level IV program, and my youngest is in the general Ed classroom. I cannot imagine the differentiator that must occur to make this program work. Kudos to the teachers for being able to meet the needs of such a range of learners.

I don't really understand this comment because this is how most school districts do it. Most school districts don't have a completely separate class for advanced learners, they will have like a half day gifted program and math pull outs. I don't see how this "new/old" way of doing things in FCPS is any different than that.

DP. I don't really understand your confusion. I have one kid at a center school and one kid at a base school and they have lots of differences in the classes, and it wouldn't be fair to teach all the students AAP material, nor would it be fair to teach all the students gen ed material. So I'm glad it's working for you. But I wonder which students are being shortchanged.

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]How is the cluster model going after a quarter into the year? [/quote]

It's going great! Our school is teaching the AAP curriculum to all children and then sending them to different classrooms if they are advanced math.[/quote]

It was my understanding, based on the info session for our new this year local level iv, that the cluster model does not involve or include sending kids to different classrooms. There is just supposed to be in class differentiation. (we opted for center instead so I can’t comment first hand how it’s going)[/quote]

I'm the one who said it's going great -- every school is doing it differently. Ours has had LLIV for a long time and this is the first year of clustering. As I said already, everyone is learning the same curriculum (the AAP curriculum), but the kids switch teachers for math only, presumably so that only one teacher has to teach advanced math. Other than one dud teacher (unrelated to clustering) everyone seems pleased with how it has turned out.[/quote]

I am glad to hear your child’s experience is going well. I am a teacher in the county and have children in the school system. My older son is in the level IV program, and my youngest is in the general Ed classroom. I cannot imagine the differentiator that must occur to make this program work. Kudos to the teachers for being able to meet the needs of such a range of learners. [/quote]

I don't really understand this comment because this is how most school districts do it. Most school districts don't have a completely separate class for advanced learners, they will have like a half day gifted program and math pull outs. I don't see how this "new/old" way of doing things in FCPS is any different than that.[/quote]

There are close to 30 (elementary) center schools in FCPS and many more base school programs. Other districts may offer advanced services using the model you mentioned, but I’m not familiar with those districts. In order for typical learners to succeed being instructed with only advanced materials, lots of scaffolding and front loading must occur. These curriculums were designed for the advanced learner, not for ‘on level’ or struggling students. My comment was specific— in order to properly support the variety of learners using this model, an incredible amount of differentiation must occur. (Much more than the typical classroom.)

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]How is the cluster model going after a quarter into the year? [/quote]

It's going great! Our school is teaching the AAP curriculum to all children and then sending them to different classrooms if they are advanced math.[/quote]

It was my understanding, based on the info session for our new this year local level iv, that the cluster model does not involve or include sending kids to different classrooms. There is just supposed to be in class differentiation. (we opted for center instead so I can’t comment first hand how it’s going)[/quote]

I'm the one who said it's going great -- every school is doing it differently. Ours has had LLIV for a long time and this is the first year of clustering. As I said already, everyone is learning the same curriculum (the AAP curriculum), but the kids switch teachers for math only, presumably so that only one teacher has to teach advanced math. Other than one dud teacher (unrelated to clustering) everyone seems pleased with how it has turned out.[/quote]

I am glad to hear your child’s experience is going well. I am a teacher in the county and have children in the school system. My older son is in the level IV program, and my youngest is in the general Ed classroom. I cannot imagine the differentiator that must occur to make this program work. Kudos to the teachers for being able to meet the needs of such a range of learners. [/quote]

I don't really understand this comment because this is how most school districts do it. Most school districts don't have a completely separate class for advanced learners, they will have like a half day gifted program and math pull outs. I don't see how this "new/old" way of doing things in FCPS is any different than that.[/quote]

[b]There are close to 30 (elementary) center schools in FCPS and many more base school programs. Other districts may offer advanced services using the model you mentioned, but I’m not familiar with those districts. In order for typical learners to succeed being instructed with only advanced materials, lots of scaffolding and front loading must occur. These curriculums were designed for the advanced learner, not for ‘on level’ or struggling students. My comment was specific— in order to properly support the variety of learners using this model, an incredible amount of differentiation must occur. (Much more than the typical classroom.) [/b]
[/quote]

This. This it concerns me as a parent.

[Anonymous]

I attended schools in three different states as a kid, only one had a program like AAP. The schools I went to in Massachusetts and California had an hour pull out a few times a week for kids who were ahead. I know Arlington and Alexandria do not have a program like AAP, they have push in and pull out programs. I think AAP is the program that is outside the norm and I think the notion of segregated classes and the entire issue with parents behaving like crazy people to get their kid into the program is why most schools have push in and pull out gifted programs.

I am fine with AAP but I am happy that I am at a school where most of the parents don’t actually care if their kids are in the program or not. We choose to stay at our base school because we like the school and what it offers and the social environment. I know a few parents whose kids were in-pool and not accepted and they were fine with that. No appeals, no reapply. The kids are in Advanced Math and get LIII.

But we are at a school where parents are not worried about TJ. People want their kids to do well in school but there is not a huge focus on enrichment.

[Anonymous]

The success of a model like this is going to be highly dependent on the degree of variation in student capabilities within each class.