Regular classes vs AAP

[Anonymous]

Great discussion and opinions! We will know more by spring but it's encouraging to read the responses here from both sides. Thank you

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All the AAP hate absolutely tells me it’s the right answer for my AAP kid.

Imagine trying to claim FCPS is pumping millions and millions of dollars and logistics challenges, and overhead into an advanced learning infrastructure that is really just some extra math….

Love this forum.

If it’s really just “some extra math,” which I agree it is, then there is no need to sort 3rd graders into two huge separate groups. Again, flexible grouping is the answer, not segregation by entire classrooms.

Centers are really great. I prefer that. It’s great that we have options.

Centers are the absolute worst. FCPS talks a big game about "equity," and then proceeds to segregate children. It's really quite disgusting.

Don’t really care about all that. Our center has been wonderful.

[Anonymous]

Anonymous wrote:The biggest bunch of nonsense is the "Level 1,2,3,4". None of it means anything and is all completely at the discretion of the individual schools/teachers.

This is true. That's why we went for the center in ES and wish my youngest DC went to the center MS where they continued to read full length novels. "Oh, they'll read", the teacher said. Turns out that local level 4 MS was piloting another program that is supposed to get kids in Title 1 schools to read SOMETHING. It fit with their "no homework" policy.

Many of the kids in the AAP classes love to read, would not look at it as a chore, and if it's a really good book, will finish it by the end of the week.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All the AAP hate absolutely tells me it’s the right answer for my AAP kid.

Imagine trying to claim FCPS is pumping millions and millions of dollars and logistics challenges, and overhead into an advanced learning infrastructure that is really just some extra math….

Love this forum.

If it’s really just “some extra math,” which I agree it is, then there is no need to sort 3rd graders into two huge separate groups. Again, flexible grouping is the answer, not segregation by entire classrooms.

Centers are really great. I prefer that. It’s great that we have options.

Centers are the absolute worst. FCPS talks a big game about "equity," and then proceeds to segregate children. It's really quite disgusting.

Don’t really care about all that. Our center has been wonderful.

I'm sure you don't. Most people like yourself prefer segregation.

[Anonymous]

Anonymous wrote:The biggest bunch of nonsense is the "Level 1,2,3,4". None of it means anything and is all completely at the discretion of the individual schools/teachers.

Level 1 isn’t really a level, it is Gen Ed with the AART dropping in to do some different activities with every student.

Level 2 is a joke at our school. It was a specific reading group and some extra math worksheets. There was no drop in to do some extra work that was more engaging or a pull out to do some different work that was more engaging. The reading group didn’t do anything different then the other high level reading groups and met with the Teacher infrequently. The math worksheets were figured out on his own or with a brief explination from the Teacher.

Level 3 has been good at our school. DS reports reading and discussing novels in LIII. Not having the Teacher read to them but actually reading the books. He has enjoyed the different activities and discussions. Our school meets pretty regularly for an hour, which has been great. I know not every school meets consistently or for the same period of time.

Local Level 4 is different at each school, which I think is problematic. I think there should be a consistent LL4 model across the schools. I am not a fan of the clustering, it doesn’t work well. Essentially it is L2 but in 3-6 grade. The LL4 kids have their groups and nothing is really done to engage them. Kids who are below grade level get the bulk of the Teachers attention, as they should, and the grade level kids don’t beneifit from the L4 curriculum because it isn’t being taught since the Teacher is catching up the kids who are below grade level.

LL4 should be a class with the committee selected kids that has the L3 kids attending for LA, Social Studies, and Science and nthe Advanced Math kids joining for Math. Kids who are in L3 and Advanced Math would simply be principal placed in the class.

Even better, the schools adjust how they teach the various subjects and let kids change classes for the different subjects. That would allow for grouping kids by ability for each subject. A group of 4 classes now becomes one large cohort. One Teacher is LA, one Social Studies, one Math, and one Science. Now you have 4 groups of kids for each subject. The group that is barely at grade level or below grade level will, hopefully at most non-Title 1 schools, be smaller and get each Teachers undivided attention. You can push in the reading or math specialist into the classes. Kids who are ahead are in one group. Kids on grade level or a bit ahead, probably most of the kids, are split into two groups. Now we can meet each kids needs a bit more easily, Teachers are less overwhelmed because they are preparing for one subject, and we don’t need to worry about judging kids for special programs.

[Anonymous]

^^ Sounds good but at the wealthier schools with parents who have more time, parents will constantly be nagging teachers about getting their kids into the top groups.

The Local level 4 model allows principal placements whereas the center only has students selected by a central committee.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All the AAP hate absolutely tells me it’s the right answer for my AAP kid.

Imagine trying to claim FCPS is pumping millions and millions of dollars and logistics challenges, and overhead into an advanced learning infrastructure that is really just some extra math….

Love this forum.

If it’s really just “some extra math,” which I agree it is, then there is no need to sort 3rd graders into two huge separate groups. Again, flexible grouping is the answer, not segregation by entire classrooms.

Centers are really great. I prefer that. It’s great that we have options.

Centers are the absolute worst. FCPS talks a big game about "equity," and then proceeds to segregate children. It's really quite disgusting.

Don’t really care about all that. Our center has been wonderful.

I'm sure you don't. Most people like yourself prefer segregation.

But it’s not, so no big deal. Have a good day.

[Anonymous]

I found the Center school to be discriminatory against Gen Ed. Not the same number of field trips, less schoolwide/gradewide activities, parties and events. Favor given to AAP kids over the neighborhood kids. One year, they needed more kids to make the AAP class size work so they chose some Gen Ed kids to include. They didn’t need them the next year so these kids were OUT and back to Gen Ed. How is that acceptable? They have new leadership now but the damage was done. We moved. I don’t like that for either group of kids.

[Anonymous]

Anonymous wrote:I found the Center school to be discriminatory against Gen Ed. Not the same number of field trips, less schoolwide/gradewide activities, parties and events. Favor given to AAP kids over the neighborhood kids. One year, they needed more kids to make the AAP class size work so they chose some Gen Ed kids to include. They didn’t need them the next year so these kids were OUT and back to Gen Ed. How is that acceptable? They have new leadership now but the damage was done. We moved. I don’t like that for either group of kids.

That's how principal placing into level IV works at every school, not just that one center.

We're at a center and I cannot possibly imagine any scenario where the AAP classes would be favored like you say. That would require the grade level teaching team to be OK with that. Often gen ed teachers are the team lead for our grades (versus AAP teachers).

[Anonymous]

Anonymous wrote:I found the Center school to be discriminatory against Gen Ed. Not the same number of field trips, less schoolwide/gradewide activities, parties and events. Favor given to AAP kids over the neighborhood kids. One year, they needed more kids to make the AAP class size work so they chose some Gen Ed kids to include. They didn’t need them the next year so these kids were OUT and back to Gen Ed. How is that acceptable? They have new leadership now but the damage was done. We moved. I don’t like that for either group of kids.

I mean, of course they did that? Gen Ed kids are apparently garbage as so many previous posters have noted. They aren't as special as the AAP kids and they get treated accordingly.

[Anonymous]

Anonymous wrote:I found the Center school to be discriminatory against Gen Ed. Not the same number of field trips, less schoolwide/gradewide activities, parties and events. Favor given to AAP kids over the neighborhood kids. One year, they needed more kids to make the AAP class size work so they chose some Gen Ed kids to include. They didn’t need them the next year so these kids were OUT and back to Gen Ed. How is that acceptable? They have new leadership now but the damage was done. We moved. I don’t like that for either group of kids.

That doesn't have anything to do with gen ed or AAP. It has to do with the teachers and the students. Which explains why there have been very few field trips post pandemic. Because of the teachers and the students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The biggest bunch of nonsense is the "Level 1,2,3,4". None of it means anything and is all completely at the discretion of the individual schools/teachers.

Level 1 isn’t really a level, it is Gen Ed with the AART dropping in to do some different activities with every student.

Level 2 is a joke at our school. It was a specific reading group and some extra math worksheets. There was no drop in to do some extra work that was more engaging or a pull out to do some different work that was more engaging. The reading group didn’t do anything different then the other high level reading groups and met with the Teacher infrequently. The math worksheets were figured out on his own or with a brief explination from the Teacher.

Level 3 has been good at our school. DS reports reading and discussing novels in LIII. Not having the Teacher read to them but actually reading the books. He has enjoyed the different activities and discussions. Our school meets pretty regularly for an hour, which has been great. I know not every school meets consistently or for the same period of time.

Local Level 4 is different at each school, which I think is problematic. I think there should be a consistent LL4 model across the schools. I am not a fan of the clustering, it doesn’t work well. Essentially it is L2 but in 3-6 grade. The LL4 kids have their groups and nothing is really done to engage them. Kids who are below grade level get the bulk of the Teachers attention, as they should, and the grade level kids don’t beneifit from the L4 curriculum because it isn’t being taught since the Teacher is catching up the kids who are below grade level.

LL4 should be a class with the committee selected kids that has the L3 kids attending for LA, Social Studies, and Science and nthe Advanced Math kids joining for Math. Kids who are in L3 and Advanced Math would simply be principal placed in the class.

Even better, the schools adjust how they teach the various subjects and let kids change classes for the different subjects. That would allow for grouping kids by ability for each subject. A group of 4 classes now becomes one large cohort. One Teacher is LA, one Social Studies, one Math, and one Science. Now you have 4 groups of kids for each subject. The group that is barely at grade level or below grade level will, hopefully at most non-Title 1 schools, be smaller and get each Teachers undivided attention. You can push in the reading or math specialist into the classes. Kids who are ahead are in one group. Kids on grade level or a bit ahead, probably most of the kids, are split into two groups. Now we can meet each kids needs a bit more easily, Teachers are less overwhelmed because they are preparing for one subject, and we don’t need to worry about judging kids for special programs.

Our school LL4 is one class by AAP teacher with a few L3 students.

[Anonymous]

Anonymous wrote:^^ Sounds good but at the wealthier schools with parents who have more time, parents will constantly be nagging teachers about getting their kids into the top groups.

The Local level 4 model allows principal placements whereas the center only has students selected by a central committee.

But even if your child is placed in a local level 4 they are not considered level 4, they are probably level 3. Lots of parents of level 3 kids will then apply for level 4 esp. before middle schools so they continue to get AAP services. Both of my kids are Level 4 AAP. I stayed with our local school but a lot of the parents prefer the center model. The youngest of my kids was a level 3 who was principal placed in the AAP class in 3rd grade. I wasn't even thinking about referring her to level 4 because I figured she would stay in the principal placed class and then take Honors classes in MS. But the teacher and AART reached out and said hey we are referring your kid to level 4. I doubt it would have happened in a center school. And that is a shame because a kid shouldn't be selected into a program in 2nd grade that will go until 8th grade without reassessing kids' needs. There needs to be more flexibility to get in later years.
BTW-I had a parent (who happens to be a FCPS HS teacher) tell me that intelligent students could not possibly thrive at our local school. My kids have thrived/thrived-the kids in their class care about learning and are smart but they aren't fretting (for the most part) about colleges and TJ yet. My oldest is in MS (center)-is thriving academically in AAP classes. Some of her ES classmates who were principal placed are in Honors. And it's freaking fine. But yes-So even within AAP-you have parents who still create tiers/divisions to make themselves feel superior. And it doesn't stop until college.

[Anonymous]

I think a lot of the detractors ITT are misinterpreting a lot other parents choices. Many are just choosing what education they think is best for their kid, not evaluating non-AAP kids.

Kids have different abilities and personalities and all the options provide something for everyone. It really is great.

[Anonymous]

Anonymous wrote:

Anonymous wrote:^^ Sounds good but at the wealthier schools with parents who have more time, parents will constantly be nagging teachers about getting their kids into the top groups.

The Local level 4 model allows principal placements whereas the center only has students selected by a central committee.

But even if your child is placed in a local level 4 they are not considered level 4, they are probably level 3. Lots of parents of level 3 kids will then apply for level 4 esp. before middle schools so they continue to get AAP services. Both of my kids are Level 4 AAP. I stayed with our local school but a lot of the parents prefer the center model. The youngest of my kids was a level 3 who was principal placed in the AAP class in 3rd grade. I wasn't even thinking about referring her to level 4 because I figured she would stay in the principal placed class and then take Honors classes in MS. But the teacher and AART reached out and said hey we are referring your kid to level 4. I doubt it would have happened in a center school. And that is a shame because a kid shouldn't be selected into a program in 2nd grade that will go until 8th grade without reassessing kids' needs. There needs to be more flexibility to get in later years.
BTW-I had a parent (who happens to be a FCPS HS teacher) tell me that intelligent students could not possibly thrive at our local school. My kids have thrived/thrived-the kids in their class care about learning and are smart but they aren't fretting (for the most part) about colleges and TJ yet. My oldest is in MS (center)-is thriving academically in AAP classes. Some of her ES classmates who were principal placed are in Honors. And it's freaking fine. But yes-So even within AAP-you have parents who still create tiers/divisions to make themselves feel superior. And it doesn't stop until college.

No, there is college and then there is honors college with the distinction on the diploma.