What do you say to your student

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Never even told my kid. Kid just assumed it was regular school.

My kid was told about an hour before orientation. Why tell them until you have to?

Bc it’s not just about telling your kid the moment they enter the class. It’s about adjusting attitudes, stereotypes and the way we speak to all of our kids about the reality that we have 2 educational programs in 1 school system. Frankly, the schools could do a better job helping parents message this.

Huh? Orientation was in the spring. AAP class didn’t start for months.

This was your takeaway from my comment? You’re part of the problem.

[Anonymous]

Anonymous wrote:I was at a parent information meeting tonight and they shared about How to Raise an Adult (Lythcot-Haines) and a book about Never Enough: Toxic Achievement Culture (Wallace) and what it’s doing to our kids.

It got me thinking about how we talk to kids about AAP and how it can not only be damaging to the community feeling but to kids both who are eligible and not eligible because of our focus as adults. It wasn’t like this where I grew up.

Can we change this? I want kids to have their needs met but I’m also worried about the messages kids are soaking in. There were some good tips in both books for me as a parent but it’s not how I hear many parents talking about school with other parents and even in front of their kids.

Stop promoting that entitled book!

[Anonymous]

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Anonymous wrote:
Also, fwiw, "kid rolling on the floor" could be in AAP, that's not an indication of "smarter" or "not smarter".

PP here, this is misleading. A kid with behavioral problems is less likely to get a good teacher's GBRS/HOPE to be admitted into AAP. Is it possible, sure, but is it likely, no.

What's wrong with compare AAP to travel sports first team? I thought it's a straight forward analogy.

Some teachers will give kids with behavioral problems good GBRS/HOPE to get them out of the school and into the center. Other teachers just give accurate GBRS/HOPE without an ulterior motive, and behavioral problems are not an indication of low or high IQ.

What's wrong with comparison of AAP to travel sports? That's not a bad analogy but then you ended by saying it's not about who is smarter. If you tell your kid that, they won't believe you.

In sports you have to earn your position every year in tryouts and coaches will cut kids they are mistaken about. For LIV, once you are in you are in no matter how wrong the committee got it. Not having to do the work to stay in advanced math anymore was a huge selling point of LIV for our kid

No, troll, that's not a thing. SMH

It actually is a thing. Committee placed kids are entitled to LIV services including advanced math. Those services can only be withdrawn with parental consent no matter how poorly the kid is performing. Push in kids have to earn their spaces and their presence in the class is contingent on their being space regardless of their scores or ability

No. Doing poorly in math is no selling point for any kid - and kids in LIV are competitive, they are the last kids who happily skate. Unhappily, maybe, but not happily.

DP. The issue is that kids in advanced math or who are principal placed in the LLIV can be removed from the program, even if they're doing quite well, due to space constraints. AAP kids cannot be removed. Hypothetically speaking, say an AAP kid is struggling with the advanced math, failed the SOL the previous year, and is getting poor grades, while a gen ed advanced math kid is the top kid in the class and had a perfect SOL score. If another kid gets admitted to AAP and there's no longer room in the classroom to accommodate everyone, the gen ed, top-of-the-class kid will be the one removed and not the failing AAP kid. It's less stressful for both the parent and the kid when you know that your kid can't be kicked out of advanced math due to logistical issues or one somewhat-less-than-stellar SOL.

No, Advanced Math is an official level, as long as they do well, they continue. It's not a principal placement that is subject to space considerations.

We're at a school with LLIV. Advanced math is in the LLIV class kids push in and some kids who are not LLIV, but in class move out. If more committee placed kids were in the class, there would be less space for the non-level IV kids to push in. As it is, every seat in the class is occupied. I'd rather the school not have the option to remove my kid if they need more space for a committee placed kid

[Anonymous]

I tell my kid who is not in AAP that every child is in a classroom that teaches them what they need to learn - she's not in AAP because she doesn't need to learn advanced math. Her younger sister is in AAP because she picked up on math really quickly (partly because older sister was learning the more complicated things) so she needs more challenging math at this age. In our school, math is really the only difference.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I was at a parent information meeting tonight and they shared about How to Raise an Adult (Lythcot-Haines) and a book about Never Enough: Toxic Achievement Culture (Wallace) and what it’s doing to our kids.

It got me thinking about how we talk to kids about AAP and how it can not only be damaging to the community feeling but to kids both who are eligible and not eligible because of our focus as adults. It wasn’t like this where I grew up.

Can we change this? I want kids to have their needs met but I’m also worried about the messages kids are soaking in. There were some good tips in both books for me as a parent but it’s not how I hear many parents talking about school with other parents and even in front of their kids.

One great solution is the AAP for ALL model where all students are in AAP and expectations are raised for all.

Our ES is doing this. It's called the cluster model. Everyone is getting the AAP curriculum. Children are grouped/switch classrooms for math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I was at a parent information meeting tonight and they shared about How to Raise an Adult (Lythcot-Haines) and a book about Never Enough: Toxic Achievement Culture (Wallace) and what it’s doing to our kids.

It got me thinking about how we talk to kids about AAP and how it can not only be damaging to the community feeling but to kids both who are eligible and not eligible because of our focus as adults. It wasn’t like this where I grew up.

Can we change this? I want kids to have their needs met but I’m also worried about the messages kids are soaking in. There were some good tips in both books for me as a parent but it’s not how I hear many parents talking about school with other parents and even in front of their kids.

One great solution is the AAP for ALL model where all students are in AAP and expectations are raised for all.

Our ES is doing this. It's called the cluster model. Everyone is getting the AAP curriculum. Children are grouped/switch classrooms for math.

(An entire class worth of children left for the Center because of this, LOL)

[Anonymous]

Anonymous wrote:Those books were never shared at our schools meetings. What school are you at that the AART or Principal is using books to tell the parents to chill out. I mean, that doesn’t even feel passive aggressive.

It wasn’t passive aggressive because the things happening in the book are happening in our community and we all see it. My kid was in tears last year because they were in level 3 instead of 4 and kids were literally telling kids not in level 4 that they were smarter than them. So we should be finding out how to do better for our community and our kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I was at a parent information meeting tonight and they shared about How to Raise an Adult (Lythcot-Haines) and a book about Never Enough: Toxic Achievement Culture (Wallace) and what it’s doing to our kids.

It got me thinking about how we talk to kids about AAP and how it can not only be damaging to the community feeling but to kids both who are eligible and not eligible because of our focus as adults. It wasn’t like this where I grew up.

Can we change this? I want kids to have their needs met but I’m also worried about the messages kids are soaking in. There were some good tips in both books for me as a parent but it’s not how I hear many parents talking about school with other parents and even in front of their kids.

One great solution is the AAP for ALL model where all students are in AAP and expectations are raised for all.

Our ES is doing this. It's called the cluster model. Everyone is getting the AAP curriculum. Children are grouped/switch classrooms for math.

(An entire class worth of children left for the Center because of this, LOL)

+1. This is negatively affecting the kids who actually need the harder material. Same as "honors for all" in middle school. Its just a watering down of the curriculum.

[Anonymous]

In MoCo they do much more differentiated learning within the classroom

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

One great solution is the AAP for ALL model where all students are in AAP and expectations are raised for all.

Our ES is doing this. It's called the cluster model. Everyone is getting the AAP curriculum. Children are grouped/switch classrooms for math.

(An entire class worth of children left for the Center because of this, LOL)

At our school, the cluster model means that the LIV students are spread out throughout the regular classes but they're not doing AAP curriculum for all. The LIV kids just get 'differentiation' which seems to be no different than K-2, which was basically nothing.

While I love the idea in theory of doing AAP for all, the problem is, the way I'd want it done would be to actually move at the AAP pace, which, let's face it, all the kids just can't keep up at that pace. What do you do for those kids? Fail them? Pass them even though they didn't learn the material? Provide them enough support (hours of individual tutoring after school, instructional assistants in the classroom, etc.?) that they can go at that pace with the AAP kids? In practice, the only way to really *do* this is the water it down approach, at which point... what's the point?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Never even told my kid. Kid just assumed it was regular school.

My kid was told about an hour before orientation. Why tell them until you have to?

Bc it’s not just about telling your kid the moment they enter the class. It’s about adjusting attitudes, stereotypes and the way we speak to all of our kids about the reality that we have 2 educational programs in 1 school system. Frankly, the schools could do a better job helping parents message this.

Huh? Orientation was in the spring. AAP class didn’t start for months.

This was your takeaway from my comment? You’re part of the problem.

Stop with the equity talk. Please.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Never even told my kid. Kid just assumed it was regular school.

My kid was told about an hour before orientation. Why tell them until you have to?

Bc it’s not just about telling your kid the moment they enter the class. It’s about adjusting attitudes, stereotypes and the way we speak to all of our kids about the reality that we have 2 educational programs in 1 school system. Frankly, the schools could do a better job helping parents message this.

Huh? Orientation was in the spring. AAP class didn’t start for months.

This was your takeaway from my comment? You’re part of the problem.

Stop with the equity talk. Please.

I’m not talking about equity.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Never even told my kid. Kid just assumed it was regular school.

My kid was told about an hour before orientation. Why tell them until you have to?

Bc it’s not just about telling your kid the moment they enter the class. It’s about adjusting attitudes, stereotypes and the way we speak to all of our kids about the reality that we have 2 educational programs in 1 school system. Frankly, the schools could do a better job helping parents message this.

Huh? Orientation was in the spring. AAP class didn’t start for months.

This was your takeaway from my comment? You’re part of the problem.

Stop with the equity talk. Please.

I’m not talking about equity.

Great.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Never even told my kid. Kid just assumed it was regular school.

No kid is dumb enough not to notice

That happens even in a regular class - kids notice who gets it faster. And in real life in the workplace. What we need to do is frame it differently for kids so they understand everybody is on their own path and has their own set if interests and strengths to develop.

But if the adults aren’t able to understand that and stop obsessing over labels that don’t mean someone is going to successful and someone else if doomed to mediocrity, how can we expect that of kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Never even told my kid. Kid just assumed it was regular school.

No kid is dumb enough not to notice

That happens even in a regular class - kids notice who gets it faster. And in real life in the workplace. What we need to do is frame it differently for kids so they understand everybody is on their own path and has their own set if interests and strengths to develop.

But if the adults aren’t able to understand that and stop obsessing over labels that don’t mean someone is going to successful and someone else if doomed to mediocrity, how can we expect that of kids.

So what strength does the above grade level gen ed kid get developed? They aren't getting a curriculum that meats their needs and they aren't getting any teacher attention