Why can't I transfer my Gen Ed child out of the center?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From the Advisory Committee for Students with Disabilities(ACSD):

DSS staff reports, “1,558 twice exceptional students, identified gifted students with a disability who are receiving services, and additionally 3,058 gifted students with a disability who have a 504 Plan.?25


@2500 students in pool - Huh?

So you grow up!

I think the 2500 in pool is for one grade (the current 2nd grade) and the 1558 2E are for all grades. There are ~1500 special education identified students per grade in FCPS. All of them cannot be 2E.

2E students are not all special education identified students, either. There are 2E students that are not special education identified but do have a 504 plan, for example.

There are not 1500 of them in one grade though- especially in mid-2nd grade as many 2E students are identified late. Does anyone know the source of the 1558 quote?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From the Advisory Committee for Students with Disabilities(ACSD):

DSS staff reports, “1,558 twice exceptional students, identified gifted students with a disability who are receiving services, and additionally 3,058 gifted students with a disability who have a 504 Plan.?25


@2500 students in pool - Huh?

So you grow up!

I think the 2500 in pool is for one grade (the current 2nd grade) and the 1558 2E are for all grades. There are ~1500 special education identified students per grade in FCPS. All of them cannot be 2E.

2E students are not all special education identified students, either. There are 2E students that are not special education identified but do have a 504 plan, for example.

There are not 1500 of them in one grade though- especially in mid-2nd grade as many 2E students are identified late. Does anyone know the source of the 1558 quote?

If you look at the quote, they say 1558 special education students were identified and 3,058 students with 504s Both of those add up to more than 2500. So, we are not talking about number that related to each other AT ALL.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Okay, I'm from Baltimore where we can only dream of these problems -- I have no dog in this fight but I really want to know.

What exactly is the problem with having these centers housed with Gen Ed programs? Are the AAP kids mean to the GE kids? Is it just a discipline problem that should be solved?

I can understand the point of wanting a certain critical mass of gifted students together... and I really can't understand how this harms other students.

#FunctionalSchoolSystemProblems

The problem is this: in a center school, AAP-identified kids are bussed from several feeder schools, creating a very large AAP population which often dwarfs the General Ed. population. Increasingly, as the size of AAP continues to grow, it gives a (false) impression to the GE kids that they are somehow "less than" since most of their peers (at the center school) are in the advanced program. For instance, at one center, there are four AAP classes vs. 2 GE classes in the 4th grade alone. Kids ask their parents why they aren't "smart enough" to be in those classes, when the reality is most of them are equally smart and certainly very bright. It makes kids believe that being in the regular (for lack of a better word) class is somehow not good enough. Now, in past years, when the program was only for the actually gifted (GT), this wasn't a problem as the group of GT students was naturally far smaller and everyone understood those kids were receiving a type of special education that they couldn't get in a regular classroom, in addition to having the critical mass you mentioned. Nowadays, however... well it seems everyone believes their child is gifted and in need of a special program, not to mention a special school. And so FCPS has accomodated those families by bending over backwards to make sure those identified as AAP are able to choose whether they want to stay at their base school, or be bussed to the center school. And GE kids are not given any choice at all; that is, to remain at the center or be bussed to a different, non-center school. So FCPS is handling this situation in a very lopsided fashion, though AAP parents continue to insist all is fair because their kids, of course, are the ones who benefit. As you will see from the self-righteous comments that are sure to follow.

So...let's assess this honestly, shall we:

1. There are virtually no AAP centers where the total number of AAP students is greater than the GenEd population, because AAP in elementary school is grades 3-6. There are some schools where the number of AAP classes in grades 3-6 is higher than the number of GenEd classes. FCPS has opened additional AAP centers and expanded the availability of LLIV services at non-center schools, so that should occur less frequently in the future.

2. There is no basis to believe that GenEd kids do not receive their fair share of resources at schools with AAP students.

3. The premise of your post is that a GenEd child will internalize his or her inferiority because he is not in an AAP class, and that it will scar him or her for life, even though he or she may be "equally smart" and "bright." If you have evidence that this is what happens, share it here. Otherwise, you are just giving voice to your own insecurity and anxiety, not your child's. There is no reason why you cannot explain to a child how AAP works: kids took some specific tests; kids who did better on those particular tests ended up in certain classrooms; you are also very bright and doing great; and life is about much more than how you did on a few tests and which classroom you're in this year or next.

4. FCPS has repeatedly examined its model for delivering advanced academic services, and outside consultants have confirmed that it's pretty much state-of-the-art, and much better than what's available elsewhere. If it distresses you so very much, there are other systems that you might find more to your liking.

Obviously you have children in an AAP center. The program sucks...it is biased, subjective, wasteful, needs a BIG overhaul, and frankly TRACKING. So, why not have an updated version of tracking in all schools and keep it fluid so that students can move in and out on ability? Because your child would have to be with the "not so smart kids", or the kids that "don't get your child". Many parents lobby for the center for their child because they feel their child was bullied or treated different in the GE school.

So why should a GE child be made to feel, bullied and that they do not fit in? Don't get me wrong, I am very happy these (mostly 2E) children and their parents are not in my child's GE school and I want FCPS to keep them separate as long as I have children in elementary. However, I do see the argument on the other side. For the same reasons many parents fight to move their children out of non-center schools, a parent who has a kid in GE, in a center school should be able to move their child out of that environment - upon that request!!

FCPS is not cutting edge they are cutting the community apart by lowering the criteria for acceptance into the AAP elementary program. What is the point? Make all schools have advanced academics to accommodate every students strengths and weaknesses (just wait a few years until my children are out of elementary). Assuming all these children are fully advanced in 2nd grade is a crock of shit! And you all know it!

Actually, I had GenEd kids at an AAP school, and they did fine. But I do think some of you have too much time on your hands if you want to keep track of, and then rehash, what gets said at recess, and are probably raising kids who will grow up to be wimps, too.

Wow. Pot, meet kettle. It's so funny to imagine how you would react if your kid came home and told you someone said this to him/her.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Okay, I'm from Baltimore where we can only dream of these problems -- I have no dog in this fight but I really want to know.

What exactly is the problem with having these centers housed with Gen Ed programs? Are the AAP kids mean to the GE kids? Is it just a discipline problem that should be solved?

I can understand the point of wanting a certain critical mass of gifted students together... and I really can't understand how this harms other students.

#FunctionalSchoolSystemProblems

The problem is this: in a center school, AAP-identified kids are bussed from several feeder schools, creating a very large AAP population which often dwarfs the General Ed. population. Increasingly, as the size of AAP continues to grow, it gives a (false) impression to the GE kids that they are somehow "less than" since most of their peers (at the center school) are in the advanced program. For instance, at one center, there are four AAP classes vs. 2 GE classes in the 4th grade alone. Kids ask their parents why they aren't "smart enough" to be in those classes, when the reality is most of them are equally smart and certainly very bright. It makes kids believe that being in the regular (for lack of a better word) class is somehow not good enough. Now, in past years, when the program was only for the actually gifted (GT), this wasn't a problem as the group of GT students was naturally far smaller and everyone understood those kids were receiving a type of special education that they couldn't get in a regular classroom, in addition to having the critical mass you mentioned. Nowadays, however... well it seems everyone believes their child is gifted and in need of a special program, not to mention a special school. And so FCPS has accomodated those families by bending over backwards to make sure those identified as AAP are able to choose whether they want to stay at their base school, or be bussed to the center school. And GE kids are not given any choice at all; that is, to remain at the center or be bussed to a different, non-center school. So FCPS is handling this situation in a very lopsided fashion, though AAP parents continue to insist all is fair because their kids, of course, are the ones who benefit. As you will see from the self-righteous comments that are sure to follow.

But wouldn't bussing your kid to a GenEd only school just make it worse?
Then the kid could come to the conclusion that he is not even smart enough to be around the AAP kids -- not allowed to have specials with them, music class, gym, art?
Getting on that bus would be the equivalent of having to get on the "short bus" back in the day (yes, yes, completely insensitive and flammable).
Bussing your GenEd kid away from the neighborhood school isn't the answer.

NO, NO, keep busing the AAP kids away from their neighborhood schools it makes more sense.

So your answer for doing something you say doesn't make sense, is doing something else which make even less sense?

The only answer that makes sense is not busing the AAP kids anywhere. They can stay in their base school and receive LLIV services there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Okay, I'm from Baltimore where we can only dream of these problems -- I have no dog in this fight but I really want to know.

What exactly is the problem with having these centers housed with Gen Ed programs? Are the AAP kids mean to the GE kids? Is it just a discipline problem that should be solved?

I can understand the point of wanting a certain critical mass of gifted students together... and I really can't understand how this harms other students.

#FunctionalSchoolSystemProblems

The problem is this: in a center school, AAP-identified kids are bussed from several feeder schools, creating a very large AAP population which often dwarfs the General Ed. population. Increasingly, as the size of AAP continues to grow, it gives a (false) impression to the GE kids that they are somehow "less than" since most of their peers (at the center school) are in the advanced program. For instance, at one center, there are four AAP classes vs. 2 GE classes in the 4th grade alone. Kids ask their parents why they aren't "smart enough" to be in those classes, when the reality is most of them are equally smart and certainly very bright. It makes kids believe that being in the regular (for lack of a better word) class is somehow not good enough. Now, in past years, when the program was only for the actually gifted (GT), this wasn't a problem as the group of GT students was naturally far smaller and everyone understood those kids were receiving a type of special education that they couldn't get in a regular classroom, in addition to having the critical mass you mentioned. Nowadays, however... well it seems everyone believes their child is gifted and in need of a special program, not to mention a special school. And so FCPS has accomodated those families by bending over backwards to make sure those identified as AAP are able to choose whether they want to stay at their base school, or be bussed to the center school. And GE kids are not given any choice at all; that is, to remain at the center or be bussed to a different, non-center school. So FCPS is handling this situation in a very lopsided fashion, though AAP parents continue to insist all is fair because their kids, of course, are the ones who benefit. As you will see from the self-righteous comments that are sure to follow.

So...let's assess this honestly, shall we:

1. There are virtually no AAP centers where the total number of AAP students is greater than the GenEd population, because AAP in elementary school is grades 3-6. There are some schools where the number of AAP classes in grades 3-6 is higher than the number of GenEd classes. FCPS has opened additional AAP centers and expanded the availability of LLIV services at non-center schools, so that should occur less frequently in the future.

2. There is no basis to believe that GenEd kids do not receive their fair share of resources at schools with AAP students.

3. The premise of your post is that a GenEd child will internalize his or her inferiority because he is not in an AAP class, and that it will scar him or her for life, even though he or she may be "equally smart" and "bright." If you have evidence that this is what happens, share it here. Otherwise, you are just giving voice to your own insecurity and anxiety, not your child's. There is no reason why you cannot explain to a child how AAP works: kids took some specific tests; kids who did better on those particular tests ended up in certain classrooms; you are also very bright and doing great; and life is about much more than how you did on a few tests and which classroom you're in this year or next.

4. FCPS has repeatedly examined its model for delivering advanced academic services, and outside consultants have confirmed that it's pretty much state-of-the-art, and much better than what's available elsewhere. If it distresses you so very much, there are other systems that you might find more to your liking.

Obviously you have children in an AAP center. The program sucks...it is biased, subjective, wasteful, needs a BIG overhaul, and frankly TRACKING. So, why not have an updated version of tracking in all schools and keep it fluid so that students can move in and out on ability? Because your child would have to be with the "not so smart kids", or the kids that "don't get your child". Many parents lobby for the center for their child because they feel their child was bullied or treated different in the GE school.

So why should a GE child be made to feel, bullied and that they do not fit in? Don't get me wrong, I am very happy these (mostly 2E) children and their parents are not in my child's GE school and I want FCPS to keep them separate as long as I have children in elementary. However, I do see the argument on the other side. For the same reasons many parents fight to move their children out of non-center schools, a parent who has a kid in GE, in a center school should be able to move their child out of that environment - upon that request!!

FCPS is not cutting edge they are cutting the community apart by lowering the criteria for acceptance into the AAP elementary program. What is the point? Make all schools have advanced academics to accommodate every students strengths and weaknesses (just wait a few years until my children are out of elementary). Assuming all these children are fully advanced in 2nd grade is a crock of shit! And you all know it!

What is this nonsense that AAP kids are "mostly 2E"? It seems to me that's a form of verbal bullying right there: if your kid is in AAP, he or she must have other issues, unlike my "normal" GenEd kid. Ugh. Grow up.

Frankly, the expression "2E" is the worst.

[Anonymous]

I dislike the 2E expression myself. It doesn't tell you much and IMO it is way over used. I also loathe it when people shorten SPecial education to SPED. But there you go, we can't control everything.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Okay, I'm from Baltimore where we can only dream of these problems -- I have no dog in this fight but I really want to know.

What exactly is the problem with having these centers housed with Gen Ed programs? Are the AAP kids mean to the GE kids? Is it just a discipline problem that should be solved?

I can understand the point of wanting a certain critical mass of gifted students together... and I really can't understand how this harms other students.

#FunctionalSchoolSystemProblems

The problem is this: in a center school, AAP-identified kids are bussed from several feeder schools, creating a very large AAP population which often dwarfs the General Ed. population. Increasingly, as the size of AAP continues to grow, it gives a (false) impression to the GE kids that they are somehow "less than" since most of their peers (at the center school) are in the advanced program. For instance, at one center, there are four AAP classes vs. 2 GE classes in the 4th grade alone. Kids ask their parents why they aren't "smart enough" to be in those classes, when the reality is most of them are equally smart and certainly very bright. It makes kids believe that being in the regular (for lack of a better word) class is somehow not good enough. Now, in past years, when the program was only for the actually gifted (GT), this wasn't a problem as the group of GT students was naturally far smaller and everyone understood those kids were receiving a type of special education that they couldn't get in a regular classroom, in addition to having the critical mass you mentioned. Nowadays, however... well it seems everyone believes their child is gifted and in need of a special program, not to mention a special school. And so FCPS has accomodated those families by bending over backwards to make sure those identified as AAP are able to choose whether they want to stay at their base school, or be bussed to the center school. And GE kids are not given any choice at all; that is, to remain at the center or be bussed to a different, non-center school. So FCPS is handling this situation in a very lopsided fashion, though AAP parents continue to insist all is fair because their kids, of course, are the ones who benefit. As you will see from the self-righteous comments that are sure to follow.

But wouldn't bussing your kid to a GenEd only school just make it worse?
Then the kid could come to the conclusion that he is not even smart enough to be around the AAP kids -- not allowed to have specials with them, music class, gym, art?
Getting on that bus would be the equivalent of having to get on the "short bus" back in the day (yes, yes, completely insensitive and flammable).
Bussing your GenEd kid away from the neighborhood school isn't the answer.

NO, NO, keep busing the AAP kids away from their neighborhood schools it makes more sense.

So your answer for doing something you say doesn't make sense, is doing something else which make even less sense?

The only answer that makes sense is not busing the AAP kids anywhere. They can stay in their base school and receive LLIV services there.

That is not equitable across the county, particularly in those schools that have a very small number of identified Center-eligible students.

[Anonymous]

My theory is that that this poster hates saying that her kid goes to school X and, no, isn't in AAP.

Not a kid problem. A parent problem. And I guarantee that keeping AAP and GE kids apart will not prevent mean things from being said at recess.

And I don't know what is going on with the random 2E comments... I'm tempted to attribute it to sour grapes, but I'll charitably assume that it was misunderstood statistics instead.

[Anonymous]

Anonymous wrote:Does anyone know the source of the 1558 quote?

http://www.fcps.edu/dss/ACSD/annualreports/2011ACSDAnnualReport.pdf

Page 3 of the section titled "ACSD Twice Exceptional (2e) Sub-Committee Report: Hidden Disabilities Hidden Abilities: Twice Exceptional"

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Okay, I'm from Baltimore where we can only dream of these problems -- I have no dog in this fight but I really want to know.

What exactly is the problem with having these centers housed with Gen Ed programs? Are the AAP kids mean to the GE kids? Is it just a discipline problem that should be solved?

I can understand the point of wanting a certain critical mass of gifted students together... and I really can't understand how this harms other students.

#FunctionalSchoolSystemProblems

The problem is this: in a center school, AAP-identified kids are bussed from several feeder schools, creating a very large AAP population which often dwarfs the General Ed. population. Increasingly, as the size of AAP continues to grow, it gives a (false) impression to the GE kids that they are somehow "less than" since most of their peers (at the center school) are in the advanced program. For instance, at one center, there are four AAP classes vs. 2 GE classes in the 4th grade alone. Kids ask their parents why they aren't "smart enough" to be in those classes, when the reality is most of them are equally smart and certainly very bright. It makes kids believe that being in the regular (for lack of a better word) class is somehow not good enough. Now, in past years, when the program was only for the actually gifted (GT), this wasn't a problem as the group of GT students was naturally far smaller and everyone understood those kids were receiving a type of special education that they couldn't get in a regular classroom, in addition to having the critical mass you mentioned. Nowadays, however... well it seems everyone believes their child is gifted and in need of a special program, not to mention a special school. And so FCPS has accomodated those families by bending over backwards to make sure those identified as AAP are able to choose whether they want to stay at their base school, or be bussed to the center school. And GE kids are not given any choice at all; that is, to remain at the center or be bussed to a different, non-center school. So FCPS is handling this situation in a very lopsided fashion, though AAP parents continue to insist all is fair because their kids, of course, are the ones who benefit. As you will see from the self-righteous comments that are sure to follow.

But wouldn't bussing your kid to a GenEd only school just make it worse?
Then the kid could come to the conclusion that he is not even smart enough to be around the AAP kids -- not allowed to have specials with them, music class, gym, art?
Getting on that bus would be the equivalent of having to get on the "short bus" back in the day (yes, yes, completely insensitive and flammable).
Bussing your GenEd kid away from the neighborhood school isn't the answer.

NO, NO, keep busing the AAP kids away from their neighborhood schools it makes more sense.

So your answer for doing something you say doesn't make sense, is doing something else which make even less sense?

The only answer that makes sense is not busing the AAP kids anywhere. They can stay in their base school and receive LLIV services there.

That is not equitable across the county, particularly in those schools that have a very small number of identified Center-eligible students.

Not equitable? This whole thread has been about equity, or rather the lack thereof. So ironic that you're now worried about other kids... oh wait, they're AAP-eligible, so that's why the concern.

[Anonymous]

Anonymous wrote:
Not equitable? This whole thread has been about equity, or rather the lack thereof. So ironic that you're now worried about other kids... oh wait, they're AAP-eligible, so that's why the concern.

Absolutely agree that there should be equity of services across the county, and it should not matter what one's zip code is to receive advanced academic services that best meet the needs of the student.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Not equitable? This whole thread has been about equity, or rather the lack thereof. So ironic that you're now worried about other kids... oh wait, they're AAP-eligible, so that's why the concern.

Absolutely agree that there should be equity of services across the county, and it should not matter what one's zip code is to receive advanced academic services that best meet the needs of the student.

Thus the need for fidelity of implementation.

[Anonymous]

Anonymous wrote:I dislike the 2E expression myself. It doesn't tell you much and IMO it is way over used. I also loathe it when people shorten SPecial education to SPED. But there you go, we can't control everything.

So what do you want them to be called GE - that wouldn't be good enough either.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Okay, I'm from Baltimore where we can only dream of these problems -- I have no dog in this fight but I really want to know.

What exactly is the problem with having these centers housed with Gen Ed programs? Are the AAP kids mean to the GE kids? Is it just a discipline problem that should be solved?

I can understand the point of wanting a certain critical mass of gifted students together... and I really can't understand how this harms other students.

#FunctionalSchoolSystemProblems

The problem is this: in a center school, AAP-identified kids are bussed from several feeder schools, creating a very large AAP population which often dwarfs the General Ed. population. Increasingly, as the size of AAP continues to grow, it gives a (false) impression to the GE kids that they are somehow "less than" since most of their peers (at the center school) are in the advanced program. For instance, at one center, there are four AAP classes vs. 2 GE classes in the 4th grade alone. Kids ask their parents why they aren't "smart enough" to be in those classes, when the reality is most of them are equally smart and certainly very bright. It makes kids believe that being in the regular (for lack of a better word) class is somehow not good enough. Now, in past years, when the program was only for the actually gifted (GT), this wasn't a problem as the group of GT students was naturally far smaller and everyone understood those kids were receiving a type of special education that they couldn't get in a regular classroom, in addition to having the critical mass you mentioned. Nowadays, however... well it seems everyone believes their child is gifted and in need of a special program, not to mention a special school. And so FCPS has accomodated those families by bending over backwards to make sure those identified as AAP are able to choose whether they want to stay at their base school, or be bussed to the center school. And GE kids are not given any choice at all; that is, to remain at the center or be bussed to a different, non-center school. So FCPS is handling this situation in a very lopsided fashion, though AAP parents continue to insist all is fair because their kids, of course, are the ones who benefit. As you will see from the self-righteous comments that are sure to follow.

So...let's assess this honestly, shall we:

1. There are virtually no AAP centers where the total number of AAP students is greater than the GenEd population, because AAP in elementary school is grades 3-6. There are some schools where the number of AAP classes in grades 3-6 is higher than the number of GenEd classes. FCPS has opened additional AAP centers and expanded the availability of LLIV services at non-center schools, so that should occur less frequently in the future.

2. There is no basis to believe that GenEd kids do not receive their fair share of resources at schools with AAP students.

3. The premise of your post is that a GenEd child will internalize his or her inferiority because he is not in an AAP class, and that it will scar him or her for life, even though he or she may be "equally smart" and "bright." If you have evidence that this is what happens, share it here. Otherwise, you are just giving voice to your own insecurity and anxiety, not your child's. There is no reason why you cannot explain to a child how AAP works: kids took some specific tests; kids who did better on those particular tests ended up in certain classrooms; you are also very bright and doing great; and life is about much more than how you did on a few tests and which classroom you're in this year or next.

4. FCPS has repeatedly examined its model for delivering advanced academic services, and outside consultants have confirmed that it's pretty much state-of-the-art, and much better than what's available elsewhere. If it distresses you so very much, there are other systems that you might find more to your liking.

Obviously you have children in an AAP center. The program sucks...it is biased, subjective, wasteful, needs a BIG overhaul, and frankly TRACKING. So, why not have an updated version of tracking in all schools and keep it fluid so that students can move in and out on ability? Because your child would have to be with the "not so smart kids", or the kids that "don't get your child". Many parents lobby for the center for their child because they feel their child was bullied or treated different in the GE school.

So why should a GE child be made to feel, bullied and that they do not fit in? Don't get me wrong, I am very happy these (mostly 2E) children and their parents are not in my child's GE school and I want FCPS to keep them separate as long as I have children in elementary. However, I do see the argument on the other side. For the same reasons many parents fight to move their children out of non-center schools, a parent who has a kid in GE, in a center school should be able to move their child out of that environment - upon that request!!

FCPS is not cutting edge they are cutting the community apart by lowering the criteria for acceptance into the AAP elementary program. What is the point? Make all schools have advanced academics to accommodate every students strengths and weaknesses (just wait a few years until my children are out of elementary). Assuming all these children are fully advanced in 2nd grade is a crock of shit! And you all know it!

Actually, I had GenEd kids at an AAP school, and they did fine. But I do think some of you have too much time on your hands if you want to keep track of, and then rehash, what gets said at recess, and are probably raising kids who will grow up to be wimps, too.

Wow. Pot, meet kettle. It's so funny to imagine how you would react if your kid came home and told you someone said this to him/her.

I'd try to treat it as a teachable moment. Kids were mean to each other before AAP. They'd still find ways to go all "Lord of the Flies" on one another even if AAP were scuttled tomorrow.

[Anonymous]

There must be some number FCPS can come up with that says if there are X number of AAP level students they do not require bussing to a center. There are some schools in Mclean and Great Falls particularly where if all the kids from that school stayed in the LLIV program, there would be more children in AAP at that base school than some of the already designated centers which 3-5 schools feed into.