Reply to Science says: never get rid of AAP

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[quote=Anonymous][quote=Anonymous]

Is she in adv math? We look at all students SOL scores and Math IReady to see if acceleration is appropriate. We have a few kids flex in and I have a few kids flex out for regular math. This is a Local Level 4. [/quote]

Previous poster here.

No, we never did any test prep of any kind with any of my kids as it fundamentally goes against my principles as an educator. She isn’t the best test taker, so her SOLs are in the high 480s, but they’re not high enough to get into advanced math. She’s exactly where she needs to be. The problem is, for whatever reason, she is not being challenged in her current math class (hence my previously stated opinions). I do not think the lessons *are* being differentiated . If they were, she would not be coming home with sleeves of pen tattoos all over her arm because she is “bored in math”. However, the answer is not to put her into an advanced math class. I believe the answer is to give *all* children the opportunity to be challenged in the non AAP/ advanced math setting. I see the work that she brings home.  It takes her 30 seconds to do a sheet that’s supposed to take at least five to ten minutes. Not all kids are great test takers.. It does not mean they are not smart and should not be challenged.

I understand the sentiment behind tracking kids with similar abilities. It is easier to teach kids when they are all at a similar ability level . But we didn’t get into teaching because it’s easy. It’s hard when you have some kids who are naturally fast learners and others who barely speak a word of English. But providing challenging instruction is achievable, and it is my job. Especially,  in math when you’re using a spiral approach to the curriculum. I had four different levels in my math class and each required a challenging environment. My hexagons were well above grade level (think AAP) and my circles were basically my SEN/ESOL kids. Literally, some did not speak a word of English (and for those kids they would actually go to the ESOL room to get help with their work). My squares and triangles were everything in between. It was hard, but it worked. Everyone was challenged.  Parents were much less stressed because they didn’t have to worry about prepping their kids for tests in first grade that would determine their academic path for the next seven years. Everyone was much happier. Nobody even knew which group they were in, so as far as the kids were concerned they were all on the same level. But we can’t do that here. We’ve got to be elitist somehow.

Clearly, I’m not a fan of AAP as it is currently operates in FCPS- not just for academic reasons, but for social/emotional reasons as well. When these kids get into the real world, they’re going to have to communicate and work with people from all backgrounds and all skill levels. Ironically, DH is currently interviewing candidates for an international advisory firm. The number one thing he looks for is their ability to do just that: communicate and connect with people from different backgrounds. Nobody is getting asked about their GPAs or what school they attended. . 
 
Meanwhile, my daughter won’t be going to the same middle school as her best friends because they’re in AAP am she’s not. Because who needs their best friends in middle school? 
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