Middle School Intensified vs Regular Subjects - Worth It?

[Anonymous]

Anonymous wrote:I have a 6th grader so I haven’t fully experienced “intensified” classes, but we put our kid in all intensified classes along with pre-algebra. There are only so many ways to scramble schedules, so doing all intensified classes is a way to minimize exposure to problem behavior and get your kid placed in a homeroom where most of the other kids are also in all intensified classes. Since gifted services in APS are basically a joke, I looked at intensified classes as a way to screen my kid’s peer group somewhat. Intensified classes are open to all kids, but choosing them is a decent indicator that the parents are engaged with what is going on at school.

A friend whose son has some learning disabilities said that he used his homeroom time to goof off and watch YouTube on the school iPad and that it was common in his class. Friends whose older kids took all intensified classes said their kids used their homeroom time effectively and rarely brought homework home until 7th grade.

Ha. Those 90 minute periods are so long that kids get bored and start causing trouble, especially the smart but immature 6th grade boys. They are bored and have lots of time on their hands. Last year they came up with so many obnoxious things from games where everyone would drop something when the teacher said a certain word, to elaborate abuses of the bathroom pass, to hiding things of the teacher and others, to illicitly taking bad cell phone pictures of the teacher. There was a new shtick nearly every day in the classes with the less engaging teachers. And yes, this was in intensified classes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have a 6th grader so I haven’t fully experienced “intensified” classes, but we put our kid in all intensified classes along with pre-algebra. There are only so many ways to scramble schedules, so doing all intensified classes is a way to minimize exposure to problem behavior and get your kid placed in a homeroom where most of the other kids are also in all intensified classes. Since gifted services in APS are basically a joke, I looked at intensified classes as a way to screen my kid’s peer group somewhat. Intensified classes are open to all kids, but choosing them is a decent indicator that the parents are engaged with what is going on at school.

A friend whose son has some learning disabilities said that he used his homeroom time to goof off and watch YouTube on the school iPad and that it was common in his class. Friends whose older kids took all intensified classes said their kids used their homeroom time effectively and rarely brought homework home until 7th grade.

Ha. Those 90 minute periods are so long that kids get bored and start causing trouble, especially the smart but immature 6th grade boys. They are bored and have lots of time on their hands. Last year they came up with so many obnoxious things from games where everyone would drop something when the teacher said a certain word, to elaborate abuses of the bathroom pass, to hiding things of the teacher and others, to illicitly taking bad cell phone pictures of the teacher. There was a new shtick nearly every day in the classes with the less engaging teachers. And yes, this was in intensified classes.

My son complained about a group of immature boys in one of his 9th grade intensified classes. Apparently kids with involved parents and who tested well on the cogat in the 2nd grade can still be complete tools if there is a teacher who lacks classroom management skills.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have a 6th grader so I haven’t fully experienced “intensified” classes, but we put our kid in all intensified classes along with pre-algebra. There are only so many ways to scramble schedules, so doing all intensified classes is a way to minimize exposure to problem behavior and get your kid placed in a homeroom where most of the other kids are also in all intensified classes. Since gifted services in APS are basically a joke, I looked at intensified classes as a way to screen my kid’s peer group somewhat. Intensified classes are open to all kids, but choosing them is a decent indicator that the parents are engaged with what is going on at school.

A friend whose son has some learning disabilities said that he used his homeroom time to goof off and watch YouTube on the school iPad and that it was common in his class. Friends whose older kids took all intensified classes said their kids used their homeroom time effectively and rarely brought homework home until 7th grade.

Ha. Those 90 minute periods are so long that kids get bored and start causing trouble, especially the smart but immature 6th grade boys. They are bored and have lots of time on their hands. Last year they came up with so many obnoxious things from games where everyone would drop something when the teacher said a certain word, to elaborate abuses of the bathroom pass, to hiding things of the teacher and others, to illicitly taking bad cell phone pictures of the teacher. There was a new shtick nearly every day in the classes with the less engaging teachers. And yes, this was in intensified classes.

Teachers have to be really engaged and creative to make use of 90 minutes. Most just give the same lecture they would give in a 50 minute period, and then let the kids work on classwork/homework for the remaining 40 minutes.

They have gone to blocks again as a teacher retention tool — teachers have to deal with 3 less classes per day, and then do planning or chill for the last bit of every block.

NOTE OP: one more huge plus of HBW, is they still have 50 minute periods, no huge meandering 90 minute blocks.

https://hbwoodlawn.apsva.us/wp-content/uploads/sites/40/2024/06/The-Underground-Student-Handbook_-2024-Google-Docs-1.pdf

[Anonymous]

Anonymous wrote:“At HBW, all classes are intensified,” - quote from the principal.

hahahaha
We heard the same thing. However, since nearly all classes are blended (with the exception of a few science classes), she could have just as easily said the opposite: "At HBW, all classes are below average."

[Anonymous]

Anonymous wrote:

Anonymous wrote:“At HBW, all classes are intensified,” - quote from the principal.

hahahaha
We heard the same thing. However, since nearly all classes are blended (with the exception of a few science classes), she could have just as easily said the opposite: "At HBW, all classes are below average."

But she didn’t.

And every child in HBW has an engaged parent, unlike mainstream high schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:“At HBW, all classes are intensified,” - quote from the principal.

hahahaha
We heard the same thing. However, since nearly all classes are blended (with the exception of a few science classes), she could have just as easily said the opposite: "At HBW, all classes are below average."

But she didn’t.

And every child in HBW has an engaged parent, unlike mainstream high schools.

Oh my God. Give it a rest. I sent two kids to HB and love the school. I also sent two to Williamsburg and Yorktown.

1. Some of the same classes at both are more rigorous at HB than the neighborhood schools, and others are easier. Why? Because like in every school on the planet, some teachers are harder/better than others.

2. Most but not all HB parents are "engaged," true, but "engaged" parenting makes less of a difference at HB regardless because the central and operating philosophy of the school is that students take the lead. A lot goes on at HB that a parent will never even know about.

When will posters recognize that it's not academics that separate HB from the other schools? HB is neither stronger nor weaker than the neighborhood schools. That's not what it's about.

[Anonymous]

This is OP. DS is in the gifted cohort at his school. Appreciate the insights. We'll be tyring all of our options in applying, and sorting offers not schools, I guess. If we go to a neighborhood school we'll be putting in for Intensified.

I might regret asking, but anyone with insight into the Intensified courses at TJMS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:“At HBW, all classes are intensified,” - quote from the principal.

hahahaha
We heard the same thing. However, since nearly all classes are blended (with the exception of a few science classes), she could have just as easily said the opposite: "At HBW, all classes are below average."

But she didn’t.

And every child in HBW has an engaged parent, unlike mainstream high schools.

Oh my God. Give it a rest. I sent two kids to HB and love the school. I also sent two to Williamsburg and Yorktown.

1. Some of the same classes at both are more rigorous at HB than the neighborhood schools, and others are easier. Why? Because like in every school on the planet, some teachers are harder/better than others.

2. Most but not all HB parents are "engaged," true, but "engaged" parenting makes less of a difference at HB regardless because the central and operating philosophy of the school is that students take the lead. A lot goes on at HB that a parent will never even know about.

When will posters recognize that it's not academics that separate HB from the other schools? HB is neither stronger nor weaker than the neighborhood schools. That's not what it's about.

I too have a child at HB and a child not at HB but in APS. The non HB APS schools (WMS and YHS) have a lot more homework and tests. I can think of one exception with a tough teacher at HB, but overall the non HB schools were much more rigorous. Also there are a lot more class options at the non HB schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a 6th grader so I haven’t fully experienced “intensified” classes, but we put our kid in all intensified classes along with pre-algebra. There are only so many ways to scramble schedules, so doing all intensified classes is a way to minimize exposure to problem behavior and get your kid placed in a homeroom where most of the other kids are also in all intensified classes. Since gifted services in APS are basically a joke, I looked at intensified classes as a way to screen my kid’s peer group somewhat. Intensified classes are open to all kids, but choosing them is a decent indicator that the parents are engaged with what is going on at school.

A friend whose son has some learning disabilities said that he used his homeroom time to goof off and watch YouTube on the school iPad and that it was common in his class. Friends whose older kids took all intensified classes said their kids used their homeroom time effectively and rarely brought homework home until 7th grade.

Ha. Those 90 minute periods are so long that kids get bored and start causing trouble, especially the smart but immature 6th grade boys. They are bored and have lots of time on their hands. Last year they came up with so many obnoxious things from games where everyone would drop something when the teacher said a certain word, to elaborate abuses of the bathroom pass, to hiding things of the teacher and others, to illicitly taking bad cell phone pictures of the teacher. There was a new shtick nearly every day in the classes with the less engaging teachers. And yes, this was in intensified classes.

Teachers have to be really engaged and creative to make use of 90 minutes. Most just give the same lecture they would give in a 50 minute period, and then let the kids work on classwork/homework for the remaining 40 minutes.

They have gone to blocks again as a teacher retention tool — teachers have to deal with 3 less classes per day, and then do planning or chill for the last bit of every block.

NOTE OP: one more huge plus of HBW, is they still have 50 minute periods, no huge meandering 90 minute blocks.

https://hbwoodlawn.apsva.us/wp-content/uploads/sites/40/2024/06/The-Underground-Student-Handbook_-2024-Google-Docs-1.pdf

Wow, really? The teachers are incapable of teaching for 90 minutes? So, I hate to say this, but in HS in Europe the teachers teach for a full 90 minutes in all subjects. All we had was block scheduling. There is a 5 minutes break in the middle, and 10 min breaks between the blocks. Homework is done at home, never in school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a 6th grader so I haven’t fully experienced “intensified” classes, but we put our kid in all intensified classes along with pre-algebra. There are only so many ways to scramble schedules, so doing all intensified classes is a way to minimize exposure to problem behavior and get your kid placed in a homeroom where most of the other kids are also in all intensified classes. Since gifted services in APS are basically a joke, I looked at intensified classes as a way to screen my kid’s peer group somewhat. Intensified classes are open to all kids, but choosing them is a decent indicator that the parents are engaged with what is going on at school.

A friend whose son has some learning disabilities said that he used his homeroom time to goof off and watch YouTube on the school iPad and that it was common in his class. Friends whose older kids took all intensified classes said their kids used their homeroom time effectively and rarely brought homework home until 7th grade.

Ha. Those 90 minute periods are so long that kids get bored and start causing trouble, especially the smart but immature 6th grade boys. They are bored and have lots of time on their hands. Last year they came up with so many obnoxious things from games where everyone would drop something when the teacher said a certain word, to elaborate abuses of the bathroom pass, to hiding things of the teacher and others, to illicitly taking bad cell phone pictures of the teacher. There was a new shtick nearly every day in the classes with the less engaging teachers. And yes, this was in intensified classes.

Teachers have to be really engaged and creative to make use of 90 minutes. Most just give the same lecture they would give in a 50 minute period, and then let the kids work on classwork/homework for the remaining 40 minutes.

They have gone to blocks again as a teacher retention tool — teachers have to deal with 3 less classes per day, and then do planning or chill for the last bit of every block.

NOTE OP: one more huge plus of HBW, is they still have 50 minute periods, no huge meandering 90 minute blocks.

https://hbwoodlawn.apsva.us/wp-content/uploads/sites/40/2024/06/The-Underground-Student-Handbook_-2024-Google-Docs-1.pdf

Wow, really? The teachers are incapable of teaching for 90 minutes? So, I hate to say this, but in HS in Europe the teachers teach for a full 90 minutes in all subjects. All we had was block scheduling. There is a 5 minutes break in the middle, and 10 min breaks between the blocks. Homework is done at home, never in school.

Europe classrooms are structured very differently I suspect. Most European countries still do early age tracking into academic, technical, vocational tracks. I

Thus once you get to an academic track school, you have an engaged student body that reduces remediation and discipline demands on the teacher. I also wonder if they are still responsible for 150 students or if they get a larger break. Teachers are more respected , and kids who disrupt are readily booted to a less academic track

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have a 6th grader so I haven’t fully experienced “intensified” classes, but we put our kid in all intensified classes along with pre-algebra. There are only so many ways to scramble schedules, so doing all intensified classes is a way to minimize exposure to problem behavior and get your kid placed in a homeroom where most of the other kids are also in all intensified classes. Since gifted services in APS are basically a joke, I looked at intensified classes as a way to screen my kid’s peer group somewhat. Intensified classes are open to all kids, but choosing them is a decent indicator that the parents are engaged with what is going on at school.

A friend whose son has some learning disabilities said that he used his homeroom time to goof off and watch YouTube on the school iPad and that it was common in his class. Friends whose older kids took all intensified classes said their kids used their homeroom time effectively and rarely brought homework home until 7th grade.

Ha. Those 90 minute periods are so long that kids get bored and start causing trouble, especially the smart but immature 6th grade boys. They are bored and have lots of time on their hands. Last year they came up with so many obnoxious things from games where everyone would drop something when the teacher said a certain word, to elaborate abuses of the bathroom pass, to hiding things of the teacher and others, to illicitly taking bad cell phone pictures of the teacher. There was a new shtick nearly every day in the classes with the less engaging teachers. And yes, this was in intensified classes.

Teachers have to be really engaged and creative to make use of 90 minutes. Most just give the same lecture they would give in a 50 minute period, and then let the kids work on classwork/homework for the remaining 40 minutes.

They have gone to blocks again as a teacher retention tool — teachers have to deal with 3 less classes per day, and then do planning or chill for the last bit of every block.

NOTE OP: one more huge plus of HBW, is they still have 50 minute periods, no huge meandering 90 minute blocks.

https://hbwoodlawn.apsva.us/wp-content/uploads/sites/40/2024/06/The-Underground-Student-Handbook_-2024-Google-Docs-1.pdf

Wow, really? The teachers are incapable of teaching for 90 minutes? So, I hate to say this, but in HS in Europe the teachers teach for a full 90 minutes in all subjects. All we had was block scheduling. There is a 5 minutes break in the middle, and 10 min breaks between the blocks. Homework is done at home, never in school.

Does it make sense to you that a poster on DCUM knows what’s going on in all classrooms across three high schools and half a dozen middle schools during block scheduling?

(They don’t.)