Reply to Equity report recommendations on GBRS

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]They really should simplify the process:  
Split AAP into separate advanced math and advanced language arts programs.  
1.  Continue using CogAT.  A score of 130+ gives one point.
2.  Use some sort of achievement test.  Testing above grade level is a point.
3.  Ask teachers to check a box that is either recommending or not recommending for AAP.  Having the box checked is a point.

Getting 2 or more points means the kid is in.  Then, kids with the high test scores who are above grade level would get in, even if the teachers don't like them.  Kids who are lacking in some area could still get boosted with the teacher recommendation.

For kids in the program, if they fail to get pass advanced on the SOL and then the teacher also checks the box that the kid does not belong in the advanced class, the kid is bumped back down.  Likewise, gen ed kids who score pass advanced on the SOL and have the teacher recommendation get moved up.  [/quote]

Or we could just scrap this segregation program and start teaching all children at their level.[/quote]

Yeah, that doesn't work. It is not good for the kids in the lowest group because they are struggling and they see the kids who have breezed through the material and are free reading or coloring or writing or being distracting because they are done and bored.

It is not good for the kids in the middle because they are not getting much attention from the Teacher. They are able to do most of the work with some help but they know that they are not flying through it.

It is not good for the kids at the top of the class because they finish everything easily and quickly. They complete the extra work, if any is assigned, and then they are on their own. They rarely work with the Teacher because they don't need help. They are unchallenged and bored.

It is not good for the Teacher because they have to develop lesson plans for upwards of 6 different groups of kids. All while knowing that at least 4 of those groups are not going to get the attention they deserve from them because they have to spend most of their time with the two groups that are below standards. And then they have to listen to the parents of the other 4 groups of kids complaining about not getting enough time with the Teacher and not getting enough work to challenge them.

At least AAP removes 2 of those groups from the classroom so that the Teacher is worrying about 4 groups of kids instead of 6.

Maybe you should focus your angst on coming up with ways to help parents of poor kids care enough about school and academics that the lower SES kids have a better chance of succeeding in school. Kids arriving at school not knowing their sounds or numbers or colors, or shapes starts the kids behind. That gets worse as many of the parents who are not reading or talking to their kids enough to expose them to sounds, letters, numbers, shapes, and colors are not going to suddenly start reading or doing things with their kids so that they stay on grade level in reading, math, science, or social studies and the kids fall farther behind.

Dropping programs that benefit kids whose parents are involved does nothing to help the kids whose parents are not involved. All it does is hamper a different group of kids. [/quote]

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