AAP school choice - local or center

[Anonymous]

Trying to understand this process.
What is AARP?
What % of third grade students are typically in AAP in FCPS?

[Anonymous]

Lol

[Anonymous]

Anonymous wrote:What about Colvin Run vs. the Japanese Immersion Program at Great Falls?

FWIW, my understanding is that most GFES students stay for local level IV and do not switch to Colvin Run.

[Anonymous]

Question: what if you sect a center school for SY 24-25 but end up moving to a different part of Fairfax. Are you still tied to the center school for 2024-2025 the entire year or can you switch to the new neighborhood local or center school during the school year?

[Anonymous]

Don't split up siblings.

[Anonymous]

I split my siblings up and they are both getting what they need. They also are both where they want to be. Schedule is a little harder to manage but they are both having amazing school years.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Local is a great option if the local program is strong.

The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.

For the most part, LIII and LIV kids are indistinguishable.

Says who? This is not my experience.

Teacher here. Are you a teacher? Cause I can tell you if you walk into my room you won’t know who is Level 4 vs Level 3.

[Anonymous]

Didn’t realize this post was up, started a different thread hoping to get answers about Belvedere (center school) vs baileys (local)

Does anyone have any recent intel on going to local school at Baileys upper versus center school at Belvedere? I’d love to figure out which would be the better option.

If we continue with Baileys DC would still receive Spanish immersion in math and science, as LIV AAP student, which would be nice. Additionally would still receive the CETA perks as well. I am unaware of the school commhnity at Belvedere.

[Anonymous]

Is Spanish immersion available with level iv?

[Anonymous]

Anonymous wrote:Is Spanish immersion available with level iv?

Yes it is.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Local is a great option if the local program is strong.

The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.

For the most part, LIII and LIV kids are indistinguishable.

Says who? This is not my experience.

Teacher here. Are you a teacher? Cause I can tell you if you walk into my room you won’t know who is Level 4 vs Level 3.

This is the reason to send to the center school.

[Anonymous]

Nothing wrong with what the teacher said. Thank you for sharing

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Local is a great option if the local program is strong.

The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.

For the most part, LIII and LIV kids are indistinguishable.

Says who? This is not my experience.

Teacher here. Are you a teacher? Cause I can tell you if you walk into my room you won’t know who is Level 4 vs Level 3.

This is the reason to send to the center school.

[Anonymous]

Anonymous wrote:
Question my DD is a 4th with an IEP for dyslexia. Her school is a center school and current had level 2 for math and goes to the AAP class each day for math. The teachers, AART all think she should be in AAP. She was rejected. Could they do a pupil placement at her school since it’s a center?

4th grade DD got principal placed at a center school due to our IEP meeting last year. Everyone there thought she should be in, so our principal offered to put her in for this year. She still had to be formally accepted into AAP this year, and she got in. It can’t hurt to ask.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Local is a great option if the local program is strong.

The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.

For the most part, LIII and LIV kids are indistinguishable.

Says who? This is not my experience.

Teacher here. Are you a teacher? Cause I can tell you if you walk into my room you won’t know who is Level 4 vs Level 3.

This is the reason to send to the center school.

How is this a reason? She is stating the kids are interchangeable and that there is no difference.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Local is a great option if the local program is strong.

The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.

For the most part, LIII and LIV kids are indistinguishable.

Says who? This is not my experience.

Teacher here. Are you a teacher? Cause I can tell you if you walk into my room you won’t know who is Level 4 vs Level 3.

This is the reason to send to the center school.

How is this a reason? She is stating the kids are interchangeable and that there is no difference.

not PP, but I think the PP wants their LIV kids treated like princes and princesses, rather than being indistinguishable with the peasants (level III and below).