Those of you with kids in both AAP and gen ed...

[Anonymous]

Anonymous wrote:Most families could care less about AAP. Most kids do well in ES, regardless of where they are placed. There is a vocal minority that thinks it is a huge problem.

Kids have always known who is in what group. We didn't have an AAP equivalent at my ES but kids knew that the kids being pulled form class needed help and we all knew who was in the top group for math and reading. My friends kids in higher grades can tell you who is in Advanced Math and Level III because those kids are grouped together in one class and are pulled out together. I have friends whose kids do not like going to Speech Therapy because their classmates know that they are pulled out for Speech, they know the Teacher who comes to get them. My kid is pulled with theirs so we talk about how it is going.

It doesn't matter how the program is run, the kids figure out the groupings and what they mean. Why? I have no clue, I am going to guess human nature. We seem to like to understand the social dynamics that we live in and want to understand the groupings.

It is the parents job to help kids understand that it doesn't matter what group you are in, what matters is the effort that you make and your doing your best.

It sure sounds like a good number of parents on this board buy into these divides being socially important and model that for their kids.

This x1000.

[Anonymous]

OP here. Lots of interesting discussion. I am still concerned about the original question. It seems like the difference between gen ed vs. AAP really boils down to the school. My gen ed kid (as well as my AAP kid) will continue to get some supplementation outside of school. At this point, I just want to make sure she is prepared for MS and HS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a friend who has one child in AP. Their second child did not get in. It is absolutely crushing the family. The second child’s entire core of self-esteem and confidence has been obliterated and now they will be attending a different school than their sibling so it’s rubbed in on a daily basis. It’s really heartbreaking and makes me reconsider even desiring AAP in case it should it be some thing that only one of my kids got into.

That is on the family for not handling the situation well and putting way too much emphasis on a specific program. Neither kids identity should be determined based on being in a specific academic program, especially in ES. There was no reason to ever tell the first one that the program made them special, only that it met their academic needs. There is no reason the the second to feel lesser because they have different needs.

This exactly. My child knew nothing about the committee process or admissions. He knows he’s in AAP bc he learns differently than some peers but it doesn’t make him special or better than anyone else. Have we now surrendered all parental responsibility in framing the narrative of such things for our children?

Of course not. You can frame it any way you like. But once those kids are at school - especially center schools, where there are as many AAP as GE classes - and the kids will take care of the rest. You’re kidding yourself to think otherwise.
DP

I’m not “kidding myself” as my kids are at a particularly cut-throat center elementary as our base school. My child still doesn’t think he’s more special or better than anyone in GE and he has plenty of friends who aren’t in AAP. I’m sure there probably are kids who talk this way but i can guarantee it comes directly from their parents — so stop blaming centers for killing self-esteem, start looking in the mirror, and spend a little extra time on the message you’re sending as parents (I’m saying this in general terms, I make no assumptions in regards to the messaging you use w your kids). Perhaps FCPS should offer a parent primer during the AAP informational sessions on not being an a-hole.

Perhaps, but that will do nothing when it comes to the kids who always have and always will know who’s in the “advanced” classes and who isn’t. This is human nature. If AAP is going to continue, then perhaps the centers need to be *only* AAP kids -like TJ. Gen Ed kids deserve to enjoy school without being considered second class citizens by their peers (and by many teachers).

That chip on your shoulder must be really annoying. What you’re describing is completely over the top and hysterical. Please tell me specifically how your child is treated like a second class citizen because they aren’t in the level 4 program at your center. Also, maybe work on getting your kid to accept that there will always be people that are ahead of them in some things—in this case, academics. And sometimes those people are pricks. Why is this taboo for kids to understand? Rude awakening if the first place they learn it is college.

Not PP but several parents have said that they have noticed that gen ed kids get treated a certain way by the AAP kids. Just because it is not your experience, doesn't mean it does not happen. Don't be so quick to dismiss others because it is not something that you have experience with...

[Anonymous]

Anonymous wrote:OP here. Lots of interesting discussion. I am still concerned about the original question. It seems like the difference between gen ed vs. AAP really boils down to the school. My gen ed kid (as well as my AAP kid) will continue to get some supplementation outside of school. At this point, I just want to make sure she is prepared for MS and HS.

Your kids will be prepared for Middle School and High School regardless of what program they were in in ES.

Not PP but several parents have said that they have noticed that gen ed kids get treated a certain way by the AAP kids. Just because it is not your experience, doesn't mean it does not happen. Don't be so quick to dismiss others because it is not something that you have experience with...

And this would happen without different classrooms. We do not have a Local Level IV program but the kids can identify who is in Advanced Math and Level III. Why? They are grouped together in the same class so it is easy to pull those kids at the same time. Are we doing away with Advanced Math and Level III now? the kids know that there is a difference.

Heck, the kids know who went to the AAP Center and came back, because they see that the kid is not there one or two years and then back for a year or two. This happens pretty regularly at our base school.

Oh, and the kids know who is being pulled for work with one of the specialists, they even know which specialist because the Teacher comes to the room to get the kids.

There is no easy solution. Kids need differentiation that is not always achievable in the main classroom. Some kids need more help with reading or math and see the specialist. Some kids need speech. Some kids need more advanced work. The main Teacher cannot do it all.

Keep the AAP kids in the main class and you will end up with a class full of the kids getting those services, see Advanced Math and Level III at my kids school. Essentially, you create the AAP class at the school because those kids are going to be grouped together so that they can receive the additional supplementation that they need.

Same issue, there will be a group of kids who are not designated to receive those services. Parents will be miffed that their kid is not in the advanced group because that is where the kid belongs. The school has a different opinion. Now the parents are upset because the kid is not being pulled out with the other kids for Advanced Math or Level III instead of being mad that the kid is not in the AAP classroom.

Teachers cannot accommodate the needs of all the kids in their class. There are going to be groupings and there are going to be parents miffed that their kid is not in the top group. And there are going to be parents who think their kid is super special because they are in the top group. And there are going to be kids who are upset that they they are not in the top group. Most parents and kids could care less about being in the top group.

[Anonymous]

Anonymous wrote:Most families could care less about AAP. Most kids do well in ES, regardless of where they are placed. There is a vocal minority that thinks it is a huge problem.

Kids have always known who is in what group. We didn't have an AAP equivalent at my ES but kids knew that the kids being pulled form class needed help and we all knew who was in the top group for math and reading. My friends kids in higher grades can tell you who is in Advanced Math and Level III because those kids are grouped together in one class and are pulled out together. I have friends whose kids do not like going to Speech Therapy because their classmates know that they are pulled out for Speech, they know the Teacher who comes to get them. My kid is pulled with theirs so we talk about how it is going.

It doesn't matter how the program is run, the kids figure out the groupings and what they mean. Why? I have no clue, I am going to guess human nature. We seem to like to understand the social dynamics that we live in and want to understand the groupings.

It is the parents job to help kids understand that it doesn't matter what group you are in, what matters is the effort that you make and your doing your best.

It sure sounds like a good number of parents on this board buy into these divides being socially important and model that for their kids.

You’re right of course. And if a general ed classroom is not differentiated enough to provide challenges for a student? It is infuriating to watch a child waste the bulk of their prime learning years, at school. Pretending that 30 kids can be served by one teacher in one classroom without anyone knowing who is going faster than others is a pipe dream. If classes were capped at 10 students, sure, no problem—assuming the teachers were qualified enough. If we did away with AAP and had very small classes I’d be totally fine with it. Not the reality, not happening.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a friend who has one child in AP. Their second child did not get in. It is absolutely crushing the family. The second child’s entire core of self-esteem and confidence has been obliterated and now they will be attending a different school than their sibling so it’s rubbed in on a daily basis. It’s really heartbreaking and makes me reconsider even desiring AAP in case it should it be some thing that only one of my kids got into.

That is on the family for not handling the situation well and putting way too much emphasis on a specific program. Neither kids identity should be determined based on being in a specific academic program, especially in ES. There was no reason to ever tell the first one that the program made them special, only that it met their academic needs. There is no reason the the second to feel lesser because they have different needs.

This exactly. My child knew nothing about the committee process or admissions. He knows he’s in AAP bc he learns differently than some peers but it doesn’t make him special or better than anyone else. Have we now surrendered all parental responsibility in framing the narrative of such things for our children?

Of course not. You can frame it any way you like. But once those kids are at school - especially center schools, where there are as many AAP as GE classes - and the kids will take care of the rest. You’re kidding yourself to think otherwise.
DP

I’m not “kidding myself” as my kids are at a particularly cut-throat center elementary as our base school. My child still doesn’t think he’s more special or better than anyone in GE and he has plenty of friends who aren’t in AAP. I’m sure there probably are kids who talk this way but i can guarantee it comes directly from their parents — so stop blaming centers for killing self-esteem, start looking in the mirror, and spend a little extra time on the message you’re sending as parents (I’m saying this in general terms, I make no assumptions in regards to the messaging you use w your kids). Perhaps FCPS should offer a parent primer during the AAP informational sessions on not being an a-hole.

Perhaps, but that will do nothing when it comes to the kids who always have and always will know who’s in the “advanced” classes and who isn’t. This is human nature. If AAP is going to continue, then perhaps the centers need to be *only* AAP kids -like TJ. Gen Ed kids deserve to enjoy school without being considered second class citizens by their peers (and by many teachers).

That chip on your shoulder must be really annoying. What you’re describing is completely over the top and hysterical. Please tell me specifically how your child is treated like a second class citizen because they aren’t in the level 4 program at your center. Also, maybe work on getting your kid to accept that there will always be people that are ahead of them in some things—in this case, academics. And sometimes those people are pricks. Why is this taboo for kids to understand? Rude awakening if the first place they learn it is college.

Not PP but several parents have said that they have noticed that gen ed kids get treated a certain way by the AAP kids. Just because it is not your experience, doesn't mean it does not happen. Don't be so quick to dismiss others because it is not something that you have experience with...

I didn’t dismiss it, I acknowledged it with a shrug. So what? Because some people are jerks, we do away with an educational model that is serving kids needs?

[Anonymous]

Anonymous wrote:OP here. Lots of interesting discussion. I am still concerned about the original question. It seems like the difference between gen ed vs. AAP really boils down to the school. My gen ed kid (as well as my AAP kid) will continue to get some supplementation outside of school. At this point, I just want to make sure she is prepared for MS and HS.

If your base school is good, she’ll be fine. If not, keep her in AAP since she’s already there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. Lots of interesting discussion. I am still concerned about the original question. It seems like the difference between gen ed vs. AAP really boils down to the school. My gen ed kid (as well as my AAP kid) will continue to get some supplementation outside of school. At this point, I just want to make sure she is prepared for MS and HS.

If your base school is good, she’ll be fine. If not, keep her in AAP since she’s already there.

One is in AAP, the other one isn’t (she’s level 3 only).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a friend who has one child in AP. Their second child did not get in. It is absolutely crushing the family. The second child’s entire core of self-esteem and confidence has been obliterated and now they will be attending a different school than their sibling so it’s rubbed in on a daily basis. It’s really heartbreaking and makes me reconsider even desiring AAP in case it should it be some thing that only one of my kids got into.

That is on the family for not handling the situation well and putting way too much emphasis on a specific program. Neither kids identity should be determined based on being in a specific academic program, especially in ES. There was no reason to ever tell the first one that the program made them special, only that it met their academic needs. There is no reason the the second to feel lesser because they have different needs.

This exactly. My child knew nothing about the committee process or admissions. He knows he’s in AAP bc he learns differently than some peers but it doesn’t make him special or better than anyone else. Have we now surrendered all parental responsibility in framing the narrative of such things for our children?

Of course not. You can frame it any way you like. But once those kids are at school - especially center schools, where there are as many AAP as GE classes - and the kids will take care of the rest. You’re kidding yourself to think otherwise.
DP

I’m not “kidding myself” as my kids are at a particularly cut-throat center elementary as our base school. My child still doesn’t think he’s more special or better than anyone in GE and he has plenty of friends who aren’t in AAP. I’m sure there probably are kids who talk this way but i can guarantee it comes directly from their parents — so stop blaming centers for killing self-esteem, start looking in the mirror, and spend a little extra time on the message you’re sending as parents (I’m saying this in general terms, I make no assumptions in regards to the messaging you use w your kids). Perhaps FCPS should offer a parent primer during the AAP informational sessions on not being an a-hole.

Perhaps, but that will do nothing when it comes to the kids who always have and always will know who’s in the “advanced” classes and who isn’t. This is human nature. If AAP is going to continue, then perhaps the centers need to be *only* AAP kids -like TJ. Gen Ed kids deserve to enjoy school without being considered second class citizens by their peers (and by many teachers).

That chip on your shoulder must be really annoying. What you’re describing is completely over the top and hysterical. Please tell me specifically how your child is treated like a second class citizen because they aren’t in the level 4 program at your center. Also, maybe work on getting your kid to accept that there will always be people that are ahead of them in some things—in this case, academics. And sometimes those people are pricks. Why is this taboo for kids to understand? Rude awakening if the first place they learn it is college.

Not PP but several parents have said that they have noticed that gen ed kids get treated a certain way by the AAP kids. Just because it is not your experience, doesn't mean it does not happen. Don't be so quick to dismiss others because it is not something that you have experience with...

I didn’t dismiss it, I acknowledged it with a shrug. So what? Because some people are jerks, we do away with an educational model that is serving kids needs?

No we teach our kids not to act like smug jerks, which is a hard concept for some bc they are smug jerks based on this and other DCUM threads.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. Lots of interesting discussion. I am still concerned about the original question. It seems like the difference between gen ed vs. AAP really boils down to the school. My gen ed kid (as well as my AAP kid) will continue to get some supplementation outside of school. At this point, I just want to make sure she is prepared for MS and HS.

Your kids will be prepared for Middle School and High School regardless of what program they were in in ES.

Not PP but several parents have said that they have noticed that gen ed kids get treated a certain way by the AAP kids. Just because it is not your experience, doesn't mean it does not happen. Don't be so quick to dismiss others because it is not something that you have experience with...

And this would happen without different classrooms. We do not have a Local Level IV program but the kids can identify who is in Advanced Math and Level III. Why? They are grouped together in the same class so it is easy to pull those kids at the same time. Are we doing away with Advanced Math and Level III now? the kids know that there is a difference.

Heck, the kids know who went to the AAP Center and came back, because they see that the kid is not there one or two years and then back for a year or two. This happens pretty regularly at our base school.

Oh, and the kids know who is being pulled for work with one of the specialists, they even know which specialist because the Teacher comes to the room to get the kids.

There is no easy solution. Kids need differentiation that is not always achievable in the main classroom. Some kids need more help with reading or math and see the specialist. Some kids need speech. Some kids need more advanced work. The main Teacher cannot do it all.

Keep the AAP kids in the main class and you will end up with a class full of the kids getting those services, see Advanced Math and Level III at my kids school. Essentially, you create the AAP class at the school because those kids are going to be grouped together so that they can receive the additional supplementation that they need.

Same issue, there will be a group of kids who are not designated to receive those services. Parents will be miffed that their kid is not in the advanced group because that is where the kid belongs. The school has a different opinion. Now the parents are upset because the kid is not being pulled out with the other kids for Advanced Math or Level III instead of being mad that the kid is not in the AAP classroom.

Teachers cannot accommodate the needs of all the kids in their class. There are going to be groupings and there are going to be parents miffed that their kid is not in the top group. And there are going to be parents who think their kid is super special because they are in the top group. And there are going to be kids who are upset that they they are not in the top group. Most parents and kids could care less about being in the top group.

we have local level IV and the non-level IV kids taking advanced math are actually pretty cruel to the level IV kids who struggle in math. Both groups know who is and who isn't level IV

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Lots of interesting discussion. I am still concerned about the original question. It seems like the difference between gen ed vs. AAP really boils down to the school. My gen ed kid (as well as my AAP kid) will continue to get some supplementation outside of school. At this point, I just want to make sure she is prepared for MS and HS.

If your base school is good, she’ll be fine. If not, keep her in AAP since she’s already there.

One is in AAP, the other one isn’t (she’s level 3 only).

Oh, I thought she was already in but struggling. In that case, don’t worry about it!!! Unless she’s bored as hell in her regular class, why push it if you think she might struggle to keep up. Happiness is important. Kids should feel like they can both try hard AND succeed in class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a friend who has one child in AP. Their second child did not get in. It is absolutely crushing the family. The second child’s entire core of self-esteem and confidence has been obliterated and now they will be attending a different school than their sibling so it’s rubbed in on a daily basis. It’s really heartbreaking and makes me reconsider even desiring AAP in case it should it be some thing that only one of my kids got into.

That is on the family for not handling the situation well and putting way too much emphasis on a specific program. Neither kids identity should be determined based on being in a specific academic program, especially in ES. There was no reason to ever tell the first one that the program made them special, only that it met their academic needs. There is no reason the the second to feel lesser because they have different needs.

This exactly. My child knew nothing about the committee process or admissions. He knows he’s in AAP bc he learns differently than some peers but it doesn’t make him special or better than anyone else. Have we now surrendered all parental responsibility in framing the narrative of such things for our children?

Of course not. You can frame it any way you like. But once those kids are at school - especially center schools, where there are as many AAP as GE classes - and the kids will take care of the rest. You’re kidding yourself to think otherwise.
DP

I’m not “kidding myself” as my kids are at a particularly cut-throat center elementary as our base school. My child still doesn’t think he’s more special or better than anyone in GE and he has plenty of friends who aren’t in AAP. I’m sure there probably are kids who talk this way but i can guarantee it comes directly from their parents — so stop blaming centers for killing self-esteem, start looking in the mirror, and spend a little extra time on the message you’re sending as parents (I’m saying this in general terms, I make no assumptions in regards to the messaging you use w your kids). Perhaps FCPS should offer a parent primer during the AAP informational sessions on not being an a-hole.

Perhaps, but that will do nothing when it comes to the kids who always have and always will know who’s in the “advanced” classes and who isn’t. This is human nature. If AAP is going to continue, then perhaps the centers need to be *only* AAP kids -like TJ. Gen Ed kids deserve to enjoy school without being considered second class citizens by their peers (and by many teachers).

That chip on your shoulder must be really annoying. What you’re describing is completely over the top and hysterical. Please tell me specifically how your child is treated like a second class citizen because they aren’t in the level 4 program at your center. Also, maybe work on getting your kid to accept that there will always be people that are ahead of them in some things—in this case, academics. And sometimes those people are pricks. Why is this taboo for kids to understand? Rude awakening if the first place they learn it is college.

Not PP but several parents have said that they have noticed that gen ed kids get treated a certain way by the AAP kids. Just because it is not your experience, doesn't mean it does not happen. Don't be so quick to dismiss others because it is not something that you have experience with...

I didn’t dismiss it, I acknowledged it with a shrug. So what? Because some people are jerks, we do away with an educational model that is serving kids needs?

No we teach our kids not to act like smug jerks, which is a hard concept for some bc they are smug jerks based on this and other DCUM threads.

Apparently!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a friend who has one child in AP. Their second child did not get in. It is absolutely crushing the family. The second child’s entire core of self-esteem and confidence has been obliterated and now they will be attending a different school than their sibling so it’s rubbed in on a daily basis. It’s really heartbreaking and makes me reconsider even desiring AAP in case it should it be some thing that only one of my kids got into.

That is on the family for not handling the situation well and putting way too much emphasis on a specific program. Neither kids identity should be determined based on being in a specific academic program, especially in ES. There was no reason to ever tell the first one that the program made them special, only that it met their academic needs. There is no reason the the second to feel lesser because they have different needs.

This exactly. My child knew nothing about the committee process or admissions. He knows he’s in AAP bc he learns differently than some peers but it doesn’t make him special or better than anyone else. Have we now surrendered all parental responsibility in framing the narrative of such things for our children?

Of course not. You can frame it any way you like. But once those kids are at school - especially center schools, where there are as many AAP as GE classes - and the kids will take care of the rest. You’re kidding yourself to think otherwise.
DP

I’m not “kidding myself” as my kids are at a particularly cut-throat center elementary as our base school. My child still doesn’t think he’s more special or better than anyone in GE and he has plenty of friends who aren’t in AAP. I’m sure there probably are kids who talk this way but i can guarantee it comes directly from their parents — so stop blaming centers for killing self-esteem, start looking in the mirror, and spend a little extra time on the message you’re sending as parents (I’m saying this in general terms, I make no assumptions in regards to the messaging you use w your kids). Perhaps FCPS should offer a parent primer during the AAP informational sessions on not being an a-hole.

Perhaps, but that will do nothing when it comes to the kids who always have and always will know who’s in the “advanced” classes and who isn’t. This is human nature. If AAP is going to continue, then perhaps the centers need to be *only* AAP kids -like TJ. Gen Ed kids deserve to enjoy school without being considered second class citizens by their peers (and by many teachers).

That chip on your shoulder must be really annoying. What you’re describing is completely over the top and hysterical. Please tell me specifically how your child is treated like a second class citizen because they aren’t in the level 4 program at your center. Also, maybe work on getting your kid to accept that there will always be people that are ahead of them in some things—in this case, academics. And sometimes those people are pricks. Why is this taboo for kids to understand? Rude awakening if the first place they learn it is college.

Not PP but several parents have said that they have noticed that gen ed kids get treated a certain way by the AAP kids. Just because it is not your experience, doesn't mean it does not happen. Don't be so quick to dismiss others because it is not something that you have experience with...

I didn’t dismiss it, I acknowledged it with a shrug. So what? Because some people are jerks, we do away with an educational model that is serving kids needs?

DP. Actually, you did dismiss it with your rude “chip on the shoulder” comment - typical of a clueless AAP parent. Don’t pretend to know the experience of Gen Ed kids, especially those who have to attend centers.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP here. Lots of interesting discussion. I am still concerned about the original question. It seems like the difference between gen ed vs. AAP really boils down to the school. My gen ed kid (as well as my AAP kid) will continue to get some supplementation outside of school. At this point, I just want to make sure she is prepared for MS and HS.

Your kids will be prepared for Middle School and High School regardless of what program they were in in ES.

Not PP but several parents have said that they have noticed that gen ed kids get treated a certain way by the AAP kids. Just because it is not your experience, doesn't mean it does not happen. Don't be so quick to dismiss others because it is not something that you have experience with...

And this would happen without different classrooms. We do not have a Local Level IV program but the kids can identify who is in Advanced Math and Level III. Why? They are grouped together in the same class so it is easy to pull those kids at the same time. Are we doing away with Advanced Math and Level III now? the kids know that there is a difference.

Heck, the kids know who went to the AAP Center and came back, because they see that the kid is not there one or two years and then back for a year or two. This happens pretty regularly at our base school.

Oh, and the kids know who is being pulled for work with one of the specialists, they even know which specialist because the Teacher comes to the room to get the kids.

There is no easy solution. Kids need differentiation that is not always achievable in the main classroom. Some kids need more help with reading or math and see the specialist. Some kids need speech. Some kids need more advanced work. The main Teacher cannot do it all.

Keep the AAP kids in the main class and you will end up with a class full of the kids getting those services, see Advanced Math and Level III at my kids school. Essentially, you create the AAP class at the school because those kids are going to be grouped together so that they can receive the additional supplementation that they need.

Same issue, there will be a group of kids who are not designated to receive those services. Parents will be miffed that their kid is not in the advanced group because that is where the kid belongs. The school has a different opinion. Now the parents are upset because the kid is not being pulled out with the other kids for Advanced Math or Level III instead of being mad that the kid is not in the AAP classroom.

Teachers cannot accommodate the needs of all the kids in their class. There are going to be groupings and there are going to be parents miffed that their kid is not in the top group. And there are going to be parents who think their kid is super special because they are in the top group. And there are going to be kids who are upset that they they are not in the top group. Most parents and kids could care less about being in the top group.

we have local level IV and the non-level IV kids taking advanced math are actually pretty cruel to the level IV kids who struggle in math. Both groups know who is and who isn't level IV

Why are level IV kids struggling in advanced math? This is why there should simply be flexible groupings. A kid many be advanced in some subjects but not all. That would allow everyone to move into and out of groups as needed.

[Anonymous]

Why? Because there is no Advanced Language Art equivalent and parents who have kids that are strong in Language Arts don't think that Level III pull outs are enough. Those parents might choose to parent refer, even though their kid is on grade level in math.

Or there is a kid who is in-pool based on test scores and is not big into math. They are doing well in Gen Ed math, maybe they are a bit ahead, and end up accepted into AAP. Still, math is not their thing and they are not interested enough to keep on top of the accelerated math.

DS is in Advanced Math. We received no less than 4 emails from school about Advanced Math this year. The first was that they would be evaluating kids for inclusion in Advanced Math and that parents should be aware that the class would move far more quickly and that there would be homework. Kids needed to be focused and prepared to do extra work in order to do well in the class. If you are interested in Advanced Math, please make sure the school knows. The other three emails stressed the speed, extra work, and kids being focused when they sent home that DS had been selected, the letter that we had to sign approving his inclusion. And a reminder that Advanced Math would be starting.

I do not remember receiving any such information about AAP when DS was accepted last year. We received the letter and were given two weeks to make a decision. It was a weird year because of COVID so there were no open houses and no one talked about what to expect if your child joined AAP. We did email his Teachers and ask for their pros and cons because they knew DS as a student better then we did and we valued their opinion. But no one from the Center school or even our own AART explained what AAP really entailed and how it was different.

There are kids who return to the base school from the Center. Sometimes it is because it was not a good fit socially and the kid was miserable. Sometimes because the school work proved to be too much and hte parents decided that the struggles were not worth it, the kid is better off at the base school.

So yeah, kids in AAP struggle with Math. Some struggle with LA. It is why they don't accept kids based solely on their test scores. A efw strong tests does not automatically equate to a kid needing to be in an advanced classroom.

I could see a parent of a kid who was strong in LA and Social Studies but doing fine in math not understanding what the faster paced math looked like. And I can see those kids struggling with the pace of the math in AAP.