Is FCPS getting rid of AAP?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I don't mind them keeping AAP, but FCPS needs desperately to figure out how to help the students who are bright, solid upper-middle performers who didn't make the cut.

Our kids were kept in general ed, and were bored out of their minds for years. Bringing home a math worksheet with five problems, and they have been doing the same unit for five weeks. Getting to middle school was the best thing that happened to our kids because they could finally take some classes that challenged them to think. Grade school was a long slog of boredom.

I thought the whole idea of equity is everyone gets the same outcome regardless of whether they're smart or slow. This means everyone should be in AAP LLIV and all classes are honors!

My child's ES is teaching the AAP curriculum to all children and so far it has been very, very successful. Literally the only people complaining are a handful of AAP moms who think their kids are super special and keep threatening to leave for the center next year. Newsflash: your kids aren't super special and the rest of us would be thrilled to be rid of their entitled whining.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The program is not the problem. What they do with the middle level kids is the issue. They are not being well served by pretending that teaching them on the same level as the slowest learners works. The way to improve thing is not to tear down a program working well for many kids but rather to fix the parts of the system NOT working well. Gen Ed is what is NOT working for many MC kids.

Crappy gen Ed is the natural result of pulling out the top 20% of students out of the program.

Yes, if they'd stop segregating kids and offer opportunities at all schools none of this would be necessary.

No. That’s just not correct. At least not at all schools. Like many on this board, my now AAP kids were in the highest reading group. That meant they virtually never met with the teacher. Eliminating AAP would just prolong the experience of K-2 of the faster kids being left far too much to their own devices while the teacher works with the slower kids. We need to move back toward grouping kids for instruction at the whole class level (review quarterly maybe so kids do not get stuck) vs this fairy tale fantasy they can teach all levels in a room of 20-30 kids.

So you're making a case for segregation? They used to teach all kids in the same classroom with more than 30 kids. It's nonsense to suggest this isn't possible.

They used to segregate kids who had learning disabilities and behavior issues into remedial classes. When you remove the kids who are struggling, it is easier to teach the other kids. The kids in the remedial classes learned little to nothing and were not expected to graduate from high school. They just disappeared from the classroom.

Now, kids with learning issues and behavior issues are expected to be mainstreamed with Teachers and specialists providing support. For kids with mild to moderate issues, mainstreaming works fine, the kids are likely on grade level and might be struggling a bit but not much. Kids with more serious issues fall behind but continue to be mainstreamed. Those kids take up more of the Teachers time because the teacher needs to try and get all kids on grade level. This means less time for the kids who are doing fine but need support to do fine. Those kids start to slide because they are not getting the attention that they need and now the Teacher is trying to teach kids who are behind and the kids who are falling behind and there is less time for the kids on grade level and no time for the ids who are ahead.

The approach to education has changes but not properly supported by the Federal Government, who passed the legislation that essentially stopped tracking. The legislation isn't bad, it is BS that remedial classes were wastelands that taught kids with learning issues and some behavior issues nothing. We legitimately need to do more to provide support and opportunities to kids who are struggling in school for whatever reason. But the lack of funds to provide the necessary supports means that still not enough is being done to support the kids who need the support AND the regular classroom has ended up being harmed because too much is being asked of Teachers.

Tracking does not have to be as problematic as it used to be but the way that the law works today makes it hard to develop a tracking program that meets the federal legislation criteria. So parents of kids who are on grade level and parents of kids who are ahead are increasingly frustrated because the current system is now failing everyone because god knows that it is not really helping kids with learning issues or behavior issues.

But AAP IS tracking. Why isn't anyone complaining about that. They're doing the same thing except for the smart kids and the ones whose parents bought their way in to AAP. Why isn't that now illegal?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Local level iv doesn’t serve the kids who the original center gt program was designed for. They have special needs. FCPS has moved to dilute the program through local programs. They haven’t said they are killing aap but they’re doing it this way.

Several board members consistently rail against serving the needs of these students - Omeish, Andersen, meren and gamarra. Some even dislike young scholars. They only want to serve certain students based on their demographics.

It's what you get with an all-Democrat board. The Democrats who represent or only care about the districts with lower-performing schools want to dumb everything down so their schools look better, and the other Democrats go along despite their reservations because they don't want Anderson, Keys Gamarra, Omeish, or Corbett Sanders attacking them. So you get the combination of no brains and no backbone.

+1000

Vote out every candidate with a “D” after their name, in 2023. It is the only way anything will change for the better in FFX county schools.

Call me crazy, but I don't think banning books, stopping sex ed, removing MLK day, the holocaust, and non-Christian holidays from the curriculum, and also making schools unsafe for LGBTQIA+ kids is going to make anything better.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The program is not the problem. What they do with the middle level kids is the issue. They are not being well served by pretending that teaching them on the same level as the slowest learners works. The way to improve thing is not to tear down a program working well for many kids but rather to fix the parts of the system NOT working well. Gen Ed is what is NOT working for many MC kids.

Crappy gen Ed is the natural result of pulling out the top 20% of students out of the program.

Yes, if they'd stop segregating kids and offer opportunities at all schools none of this would be necessary.

No. That’s just not correct. At least not at all schools. Like many on this board, my now AAP kids were in the highest reading group. That meant they virtually never met with the teacher. Eliminating AAP would just prolong the experience of K-2 of the faster kids being left far too much to their own devices while the teacher works with the slower kids. We need to move back toward grouping kids for instruction at the whole class level (review quarterly maybe so kids do not get stuck) vs this fairy tale fantasy they can teach all levels in a room of 20-30 kids.

So you're making a case for segregation? They used to teach all kids in the same classroom with more than 30 kids. It's nonsense to suggest this isn't possible.

They used to segregate kids who had learning disabilities and behavior issues into remedial classes. When you remove the kids who are struggling, it is easier to teach the other kids. The kids in the remedial classes learned little to nothing and were not expected to graduate from high school. They just disappeared from the classroom.

Now, kids with learning issues and behavior issues are expected to be mainstreamed with Teachers and specialists providing support. For kids with mild to moderate issues, mainstreaming works fine, the kids are likely on grade level and might be struggling a bit but not much. Kids with more serious issues fall behind but continue to be mainstreamed. Those kids take up more of the Teachers time because the teacher needs to try and get all kids on grade level. This means less time for the kids who are doing fine but need support to do fine. Those kids start to slide because they are not getting the attention that they need and now the Teacher is trying to teach kids who are behind and the kids who are falling behind and there is less time for the kids on grade level and no time for the ids who are ahead.

The approach to education has changes but not properly supported by the Federal Government, who passed the legislation that essentially stopped tracking. The legislation isn't bad, it is BS that remedial classes were wastelands that taught kids with learning issues and some behavior issues nothing. We legitimately need to do more to provide support and opportunities to kids who are struggling in school for whatever reason. But the lack of funds to provide the necessary supports means that still not enough is being done to support the kids who need the support AND the regular classroom has ended up being harmed because too much is being asked of Teachers.

Tracking does not have to be as problematic as it used to be but the way that the law works today makes it hard to develop a tracking program that meets the federal legislation criteria. So parents of kids who are on grade level and parents of kids who are ahead are increasingly frustrated because the current system is now failing everyone because god knows that it is not really helping kids with learning issues or behavior issues.

But AAP IS tracking. Why isn't anyone complaining about that. They're doing the same thing except for the smart kids and the ones whose parents bought their way in to AAP. Why isn't that now illegal?

1) Because I don’t think that tracking is inherently bad. If they did not ignore the kids in remedial classes, then tracking could be very beneficial for everyone. The problem is that the remedial classes were treated as kids who couldn’t learn or didn’t want to learn and were wastelands for kids so kids who were struggling kept falling farther behind and were screwed.

2) AAP fills the state mandated requirement to provide services to gifted kids. Technically AAP is not a figt and talented program but a large number of the kids in the program would fall into most school districts definition of gifted and talented because their test scores are in the 98th and higher percentile. I looked at Nysmith’s requirements for kids who are applying, they require a minimum of a 120 on the CoGAT or NNAT to be considered. Parents on this board complain about kids with a 120 making it into AAP. Including that info for a bit of perspective.

3) Tracking is not illegal, it is simply no longer in favor as an educational tool.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't mind them keeping AAP, but FCPS needs desperately to figure out how to help the students who are bright, solid upper-middle performers who didn't make the cut.

Our kids were kept in general ed, and were bored out of their minds for years. Bringing home a math worksheet with five problems, and they have been doing the same unit for five weeks. Getting to middle school was the best thing that happened to our kids because they could finally take some classes that challenged them to think. Grade school was a long slog of boredom.

I thought the whole idea of equity is everyone gets the same outcome regardless of whether they're smart or slow. This means everyone should be in AAP LLIV and all classes are honors!

My child's ES is teaching the AAP curriculum to all children and so far it has been very, very successful. Literally the only people complaining are a handful of AAP moms who think their kids are super special and keep threatening to leave for the center next year. Newsflash: your kids aren't super special and the rest of us would be thrilled to be rid of their entitled whining.

Honestly, AAP is really only differentiated for the Math. The rest of it is doable across the board. The issue I have is that the kids in the higher reading groups, science groups, and Social Studies areas end up getting no time from the Teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Local level iv doesn’t serve the kids who the original center gt program was designed for. They have special needs. FCPS has moved to dilute the program through local programs. They haven’t said they are killing aap but they’re doing it this way.

Several board members consistently rail against serving the needs of these students - Omeish, Andersen, meren and gamarra. Some even dislike young scholars. They only want to serve certain students based on their demographics.

It's what you get with an all-Democrat board. The Democrats who represent or only care about the districts with lower-performing schools want to dumb everything down so their schools look better, and the other Democrats go along despite their reservations because they don't want Anderson, Keys Gamarra, Omeish, or Corbett Sanders attacking them. So you get the combination of no brains and no backbone.

+1000

Vote out every candidate with a “D” after their name, in 2023. It is the only way anything will change for the better in FFX county schools.

Call me crazy, but I don't think banning books, stopping sex ed, removing MLK day, the holocaust, and non-Christian holidays from the curriculum, and also making schools unsafe for LGBTQIA+ kids is going to make anything better.

x1 million

Pick a different D but stay away from the R crazies.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The program is not the problem. What they do with the middle level kids is the issue. They are not being well served by pretending that teaching them on the same level as the slowest learners works. The way to improve thing is not to tear down a program working well for many kids but rather to fix the parts of the system NOT working well. Gen Ed is what is NOT working for many MC kids.

Crappy gen Ed is the natural result of pulling out the top 20% of students out of the program.

Yes, if they'd stop segregating kids and offer opportunities at all schools none of this would be necessary.

No. That’s just not correct. At least not at all schools. Like many on this board, my now AAP kids were in the highest reading group. That meant they virtually never met with the teacher. Eliminating AAP would just prolong the experience of K-2 of the faster kids being left far too much to their own devices while the teacher works with the slower kids. We need to move back toward grouping kids for instruction at the whole class level (review quarterly maybe so kids do not get stuck) vs this fairy tale fantasy they can teach all levels in a room of 20-30 kids.

So you're making a case for segregation? They used to teach all kids in the same classroom with more than 30 kids. It's nonsense to suggest this isn't possible.

I know! Mykid is a genius at least I tell myself this all the time but who cares that they can only read picture books at 10 and are unable to sit still or follow simple directions.

They used to segregate kids who had learning disabilities and behavior issues into remedial classes. When you remove the kids who are struggling, it is easier to teach the other kids. The kids in the remedial classes learned little to nothing and were not expected to graduate from high school. They just disappeared from the classroom.

Now, kids with learning issues and behavior issues are expected to be mainstreamed with Teachers and specialists providing support. For kids with mild to moderate issues, mainstreaming works fine, the kids are likely on grade level and might be struggling a bit but not much. Kids with more serious issues fall behind but continue to be mainstreamed. Those kids take up more of the Teachers time because the teacher needs to try and get all kids on grade level. This means less time for the kids who are doing fine but need support to do fine. Those kids start to slide because they are not getting the attention that they need and now the Teacher is trying to teach kids who are behind and the kids who are falling behind and there is less time for the kids on grade level and no time for the ids who are ahead.

The approach to education has changes but not properly supported by the Federal Government, who passed the legislation that essentially stopped tracking. The legislation isn't bad, it is BS that remedial classes were wastelands that taught kids with learning issues and some behavior issues nothing. We legitimately need to do more to provide support and opportunities to kids who are struggling in school for whatever reason. But the lack of funds to provide the necessary supports means that still not enough is being done to support the kids who need the support AND the regular classroom has ended up being harmed because too much is being asked of Teachers.

Tracking does not have to be as problematic as it used to be but the way that the law works today makes it hard to develop a tracking program that meets the federal legislation criteria. So parents of kids who are on grade level and parents of kids who are ahead are increasingly frustrated because the current system is now failing everyone because god knows that it is not really helping kids with learning issues or behavior issues.

I heard these days they even say kids have ADHD when they aren't able to focus. They used to simply call that being slow.

Yes. It was really disgusting how we treated bright kids with learning disabilities.

Your kid must have inherited your intelligence.

My “very superior” kid with ADHD would have no doubt struggled 30 years ago without interventions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't mind them keeping AAP, but FCPS needs desperately to figure out how to help the students who are bright, solid upper-middle performers who didn't make the cut.

Our kids were kept in general ed, and were bored out of their minds for years. Bringing home a math worksheet with five problems, and they have been doing the same unit for five weeks. Getting to middle school was the best thing that happened to our kids because they could finally take some classes that challenged them to think. Grade school was a long slog of boredom.

I thought the whole idea of equity is everyone gets the same outcome regardless of whether they're smart or slow. This means everyone should be in AAP LLIV and all classes are honors!

My child's ES is teaching the AAP curriculum to all children and so far it has been very, very successful. Literally the only people complaining are a handful of AAP moms who think their kids are super special and keep threatening to leave for the center next year. Newsflash: your kids aren't super special and the rest of us would be thrilled to be rid of their entitled whining.

Honestly, AAP is really only differentiated for the Math. The rest of it is doable across the board. The issue I have is that the kids in the higher reading groups, science groups, and Social Studies areas end up getting no time from the Teacher.

It depends on the school. If you have the majority of kids reading on or above grade level (75 percent or higher) then it is doable. There are many schools where 60 percent or less are reading on or above grade level. Every school is different based off the population.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't mind them keeping AAP, but FCPS needs desperately to figure out how to help the students who are bright, solid upper-middle performers who didn't make the cut.

Our kids were kept in general ed, and were bored out of their minds for years. Bringing home a math worksheet with five problems, and they have been doing the same unit for five weeks. Getting to middle school was the best thing that happened to our kids because they could finally take some classes that challenged them to think. Grade school was a long slog of boredom.

I thought the whole idea of equity is everyone gets the same outcome regardless of whether they're smart or slow. This means everyone should be in AAP LLIV and all classes are honors!

My child's ES is teaching the AAP curriculum to all children and so far it has been very, very successful. Literally the only people complaining are a handful of AAP moms who think their kids are super special and keep threatening to leave for the center next year. Newsflash: your kids aren't super special and the rest of us would be thrilled to be rid of their entitled whining.

Honestly, AAP is really only differentiated for the Math. The rest of it is doable across the board. The issue I have is that the kids in the higher reading groups, science groups, and Social Studies areas end up getting no time from the Teacher.

You're quoting me and yes, our school is teaching the AAP curriculum to everyone and then the kids switch classrooms for math - there are two advanced math classrooms and two normal math classrooms. It's working out great.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't mind them keeping AAP, but FCPS needs desperately to figure out how to help the students who are bright, solid upper-middle performers who didn't make the cut.

Our kids were kept in general ed, and were bored out of their minds for years. Bringing home a math worksheet with five problems, and they have been doing the same unit for five weeks. Getting to middle school was the best thing that happened to our kids because they could finally take some classes that challenged them to think. Grade school was a long slog of boredom.

I thought the whole idea of equity is everyone gets the same outcome regardless of whether they're smart or slow. This means everyone should be in AAP LLIV and all classes are honors!

My child's ES is teaching the AAP curriculum to all children and so far it has been very, very successful. Literally the only people complaining are a handful of AAP moms who think their kids are super special and keep threatening to leave for the center next year. Newsflash: your kids aren't super special and the rest of us would be thrilled to be rid of their entitled whining.

Honestly, AAP is really only differentiated for the Math. The rest of it is doable across the board. The issue I have is that the kids in the higher reading groups, science groups, and Social Studies areas end up getting no time from the Teacher.

It depends on the school. If you have the majority of kids reading on or above grade level (75 percent or higher) then it is doable. There are many schools where 60 percent or less are reading on or above grade level. Every school is different based off the population.

I'm the one whose school is doing AAP for all - we only had one LLIV class out of four previously and there are a LOT of below level kids (we have a large Spanish-speaking population, for example)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't mind them keeping AAP, but FCPS needs desperately to figure out how to help the students who are bright, solid upper-middle performers who didn't make the cut.

Our kids were kept in general ed, and were bored out of their minds for years. Bringing home a math worksheet with five problems, and they have been doing the same unit for five weeks. Getting to middle school was the best thing that happened to our kids because they could finally take some classes that challenged them to think. Grade school was a long slog of boredom.

I thought the whole idea of equity is everyone gets the same outcome regardless of whether they're smart or slow. This means everyone should be in AAP LLIV and all classes are honors!

My child's ES is teaching the AAP curriculum to all children and so far it has been very, very successful. Literally the only people complaining are a handful of AAP moms who think their kids are super special and keep threatening to leave for the center next year. Newsflash: your kids aren't super special and the rest of us would be thrilled to be rid of their entitled whining.

Honestly, AAP is really only differentiated for the Math. The rest of it is doable across the board. The issue I have is that the kids in the higher reading groups, science groups, and Social Studies areas end up getting no time from the Teacher.

It depends on the school. If you have the majority of kids reading on or above grade level (75 percent or higher) then it is doable. There are many schools where 60 percent or less are reading on or above grade level. Every school is different based off the population.

I'm the one whose school is doing AAP for all - we only had one LLIV class out of four previously and there are a LOT of below level kids (we have a large Spanish-speaking population, for example)

Then there is no chance they are really doing “AAP for all” since a key part of it is moving at a deeper / higher pace including for language arts. If kids are below grade level what are they learning?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't mind them keeping AAP, but FCPS needs desperately to figure out how to help the students who are bright, solid upper-middle performers who didn't make the cut.

Our kids were kept in general ed, and were bored out of their minds for years. Bringing home a math worksheet with five problems, and they have been doing the same unit for five weeks. Getting to middle school was the best thing that happened to our kids because they could finally take some classes that challenged them to think. Grade school was a long slog of boredom.

I thought the whole idea of equity is everyone gets the same outcome regardless of whether they're smart or slow. This means everyone should be in AAP LLIV and all classes are honors!

My child's ES is teaching the AAP curriculum to all children and so far it has been very, very successful. Literally the only people complaining are a handful of AAP moms who think their kids are super special and keep threatening to leave for the center next year. Newsflash: your kids aren't super special and the rest of us would be thrilled to be rid of their entitled whining.

Honestly, AAP is really only differentiated for the Math. The rest of it is doable across the board. The issue I have is that the kids in the higher reading groups, science groups, and Social Studies areas end up getting no time from the Teacher.

It depends on the school. If you have the majority of kids reading on or above grade level (75 percent or higher) then it is doable. There are many schools where 60 percent or less are reading on or above grade level. Every school is different based off the population.

I'm the one whose school is doing AAP for all - we only had one LLIV class out of four previously and there are a LOT of below level kids (we have a large Spanish-speaking population, for example)

Then there is no chance they are really doing “AAP for all” since a key part of it is moving at a deeper / higher pace including for language arts. If kids are below grade level what are they learning?

AAP teacher here and agree. If a child is reading below grade level they will struggle with AAP SS/Science. They are probably not getting Full AAP. Our school is a LL4 and we try to incorporate a few AAP materials in the GenEd classrooms per quarter but they are not doing the full curriculum because we have many kids struggling with the normal curriculum. My class is Level 4 and Level 3 students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Local level iv doesn’t serve the kids who the original center gt program was designed for. They have special needs. FCPS has moved to dilute the program through local programs. They haven’t said they are killing aap but they’re doing it this way.

Several board members consistently rail against serving the needs of these students - Omeish, Andersen, meren and gamarra. Some even dislike young scholars. They only want to serve certain students based on their demographics.

It's what you get with an all-Democrat board. The Democrats who represent or only care about the districts with lower-performing schools want to dumb everything down so their schools look better, and the other Democrats go along despite their reservations because they don't want Anderson, Keys Gamarra, Omeish, or Corbett Sanders attacking them. So you get the combination of no brains and no backbone.

+1000

Vote out every candidate with a “D” after their name, in 2023. It is the only way anything will change for the better in FFX county schools.

Call me crazy, but I don't think banning books, stopping sex ed, removing MLK day, the holocaust, and non-Christian holidays from the curriculum, and also making schools unsafe for LGBTQIA+ kids is going to make anything better.

x1 million

Pick a different D but stay away from the R crazies.

In other words, reject the candidate endorsed by the party.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Local level iv doesn’t serve the kids who the original center gt program was designed for. They have special needs. FCPS has moved to dilute the program through local programs. They haven’t said they are killing aap but they’re doing it this way.

Several board members consistently rail against serving the needs of these students - Omeish, Andersen, meren and gamarra. Some even dislike young scholars. They only want to serve certain students based on their demographics.

It's what you get with an all-Democrat board. The Democrats who represent or only care about the districts with lower-performing schools want to dumb everything down so their schools look better, and the other Democrats go along despite their reservations because they don't want Anderson, Keys Gamarra, Omeish, or Corbett Sanders attacking them. So you get the combination of no brains and no backbone.

+1000

Vote out every candidate with a “D” after their name, in 2023. It is the only way anything will change for the better in FFX county schools.

Call me crazy, but I don't think banning books, stopping sex ed, removing MLK day, the holocaust, and non-Christian holidays from the curriculum, and also making schools unsafe for LGBTQIA+ kids is going to make anything better.

x1 million

Pick a different D but stay away from the R crazies.

In other words, reject the candidate endorsed by the party.

umm no that would imply some kind equivalence which isn't the case. Maybe you hadn't noticed but the R's are clinging to known lies and into overthrowing democracy these days

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I don't mind them keeping AAP, but FCPS needs desperately to figure out how to help the students who are bright, solid upper-middle performers who didn't make the cut.

Our kids were kept in general ed, and were bored out of their minds for years. Bringing home a math worksheet with five problems, and they have been doing the same unit for five weeks. Getting to middle school was the best thing that happened to our kids because they could finally take some classes that challenged them to think. Grade school was a long slog of boredom.

I thought the whole idea of equity is everyone gets the same outcome regardless of whether they're smart or slow. This means everyone should be in AAP LLIV and all classes are honors!

My child's ES is teaching the AAP curriculum to all children and so far it has been very, very successful. Literally the only people complaining are a handful of AAP moms who think their kids are super special and keep threatening to leave for the center next year. Newsflash: your kids aren't super special and the rest of us would be thrilled to be rid of their entitled whining.

Honestly, AAP is really only differentiated for the Math. The rest of it is doable across the board. The issue I have is that the kids in the higher reading groups, science groups, and Social Studies areas end up getting no time from the Teacher.

You're quoting me and yes, our school is teaching the AAP curriculum to everyone and then the kids switch classrooms for math - there are two advanced math classrooms and two normal math classrooms. It's working out great.

They should do this everywhere.