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[quote=Anonymous][quote=Anonymous][quote=Anonymous]I'm really struggling this year with our FCPS ES.  My DC tested very, very well in SOLs last year and gets across the board 4's (for what that is all worth). DC is a solid student.  DC made "the pool" for AAP but we didn't pursue it for reasons having nothing to do with academics, but does get pulled out for level three (which is ok but they don't do much in math).

DC is not in advanced math but is definitely above grade level (the advanced class is limited to one class based on last year's SOL scores and other metrics). We are a month in and still doing very easy review (think rounding up decimals). The advanced class is doing integers.  I'm highly annoyed. Since DC didn't make the metric for the limited advanced spots, DC is stuck with this review process while the other kids are moving on to more challenging subjects.  In short, I kind of feel like DC's falling in the cracks of advanced but not advanced enough and so not getting the challenges DC needs. So what do I do? I'm usually very deferential to the teacher and am wary of bringing it up in our conference (esp. in our school which has a very high concentration of helicopter parents and pushy parents who request teachers, make all sorts of demands . . . things I've never done.) But, I also feel DC is being done a disservice here. I'm fundamentally struggling with the one-size approach for all "non-advanced" students when DC needs something above grade level but not "advanced." If we're not going to make more individual curriculum then they need to open up those advanced classes more, imo, to give other kids the chance (not something I'd raised but that's my personal view).

Has anyone else faced this? What do I do?[/quote]

If you push, you will come across like "that" parent. Your child was in the pool and you decide not to submit a packet. If he was in the pool, he was autayicau screened but since you didn't explicitly state he was offered admission, I'm guessing he wasn't actually admitted. (Had he had two high test scores or one high test score and a high gbrs, he would have been).  There is probably 25% of the kids where he is who aren't even getting level 3 services. They won't be stellar however. The only other thing you could push for is IF you are at a local level if school, to see if he could get placed in at least math in an aap classroom. [/quote]

Since I said that I'm not going to push, your post is a non-issue.  We opted out of AAP and did not apply.  I think it's too late to make the switch now as the kids who have been in it since 3d are a full year ahead in math. That doesn't seem productive. I may have made a different decision had I known that DC's individual needs -which, again, are not "advanced" but definitely well above grade level- would not be met.  All I want is that to be the case, that is, DC is sufficiently challenged and not lagging behind due to some arbitrary cut off for who is deemed "advanced" or not. DC was advanced SOL and all 4's last year (and so far this year). [/quote]

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