Level IV clustering

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

So glad to hear this approach is working well for your child, but clustering is much more common in Title I settings where there aren't enough LIV students to make up a full class. Because so many students are behind, the LIV curriculum can't reasonably be implemented for everyone.

The cluster model is not working for my level IV kid. We are looking into the center for him, which is not what we have ever imagined doing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

[Anonymous]

One of my biggest concerns with LLIV vs LIV for next year's third graders is the giant disparity due to online learning in kindergarten for these kids. Talking to other parents, there is a huge disparity in reading and math levels across second graders (at least at our MC school). That means even more reading/math groups than usual.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Yes, this is unfortunately becoming an issue.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

Yes, but kids switch class for math. Advanced math is all of the level IV kids plus other kids who test in. Out of for classes, two are advanced math

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

Yes, but kids switch class for math. Advanced math is all of the level IV kids plus other kids who test in. Out of for classes, two are advanced math

That's not the cluster model.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

Yes, but kids switch class for math. Advanced math is all of the level IV kids plus other kids who test in. Out of for classes, two are advanced math

That's not the cluster model.

You can have the cluster model overall and the old model for advanced math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

Yes, but kids switch class for math. Advanced math is all of the level IV kids plus other kids who test in. Out of for classes, two are advanced math

That's not the cluster model.

You cannot cluster the math curriculum once you get to 5th grade. 5th graders in LLIV/Advanced Math take 6th grade math and the 6th grade SOL. That cannot be clustered. The question parents should be asking at their school is what happens with the math program in 5th grade. If the Advanced Math/LIV curriculum is being applied in 5th grade, math must separate out. If schools are not doing that, then they are not teaching the LIV curriculum to anyone and that would be problematic.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The quality of the LLIV experience seems to vary tremendously. I worry that they'll start restricting center access to kids from schools without a LLIV program. Wouldn't be surprised at all to see this happen.

I agree. I bet this will happen. Helps with bus issues too.

Yup - bus issues are 100% caused by AAP. There is a bus that transfers ONE CHILD between the AAP Center and our base school for SACC every day. What a huge waste.

I’ve got a bus that comes to my neighborhood solely for two kids from the same family to drive them to the center school. Almost no one rides this bus. Waste of time and resources when they have access to local level IV.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The quality of the LLIV experience seems to vary tremendously. I worry that they'll start restricting center access to kids from schools without a LLIV program. Wouldn't be surprised at all to see this happen.

I agree. I bet this will happen. Helps with bus issues too.

Yup - bus issues are 100% caused by AAP. There is a bus that transfers ONE CHILD between the AAP Center and our base school for SACC every day. What a huge waste.

I’ve got a bus that comes to my neighborhood solely for two kids from the same family to drive them to the center school. Almost no one rides this bus. Waste of time and resources when they have access to local level IV.

The bus doesn't matter. You do not get to decide what's best for another student because you think it costs too much.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

Well, ALL kids except for the LLIV kids. But they don't matter because they're already smart or something.

OMG. Just stop. You make yourself and your child look bad when you say things like this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

As a parent of a rising 3rd grader at a similar school setting, this is great to hear. But I’m curious how you know that the ESOL students are doing really well. Do you work in the school?

This is what I gather from check-ins with the teacher and my friend who is a specialist at the school. My other child is in a class with a bunch of troublemakers and his teacher is on the verge of a nervous breakdown - but they're in 1st and from what I've read on DCUM and Reddit, first grade is a mess across the board!

Did I give you the "gotcha moment" you were looking for?

Wasn’t looking for a gotcha moment, but thought you had the inside scoop as a teacher at the school. Defensive much?

Absolutely -- there are so many AAP parents here who put down normal children and their parents. They don't want to hear that including normal kids in their advanced classes is beneficial for EVERYONE. They'll just deny, deny, deny. You can see it in the responses so far. The so-called teacher, for example. Sorry, I'm friends with teachers at our school, and they're not as discrete as that so-called teacher claims she is.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

Yes, but kids switch class for math. Advanced math is all of the level IV kids plus other kids who test in. Out of for classes, two are advanced math

That's not the cluster model.

You cannot cluster the math curriculum once you get to 5th grade. 5th graders in LLIV/Advanced Math take 6th grade math and the 6th grade SOL. That cannot be clustered. The question parents should be asking at their school is what happens with the math program in 5th grade. If the Advanced Math/LIV curriculum is being applied in 5th grade, math must separate out. If schools are not doing that, then they are not teaching the LIV curriculum to anyone and that would be problematic.

I posted earlier about my 5th grader who is thriving in a clustered class -- they switch teachers for math. All the advanced math children are in one class, everyone else is grouped by ability, too.