Reply to Is FCPS ending advance math for students who are not in AAP?

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Reply to "Is FCPS ending advance math for students who are not in AAP?"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]It was the year 2000.  But that just proves my point.  Many ideas and reforms aren't novel new ideas, they are updates/reboots/refined versions of older ideas.  So flexible groupings were the status quo in the 80's to 90's, the pendulum moved away from that.  We then saw things like balanced literacy and "new" math.  Things seem to move further left with the equity focus, etc.  Are we starting to go back towards the center?[/quote]

So last century.

Flexible groupings are far more equitable than AAP. 
[/quote]

PP.  Yes, I agree with you.  It worked when I was a kid, things started to change when I was in college and hopefully things will swing back that direction.  I like the very small GT for those who really need it.[/quote]

DP.  Agreed.  I'm the poster who grew up in FCPS when there was a tiny GT program.  No one resented those students because it was clear they were ACTUALLY gifted and needed a separate program.  Everyone else was put into flexible groups depending on their level, and no one was locked into any one group.  Students can improve and move up, or receive remediation, depending on their abilities in each core subject.  That was the way to go.  [/quote]

I was also in that tiny GT program and I teach for FCPS right now. The dynamics of the current classroom wouldn’t support that type of program anymore. There are kids, in one classroom, at seven different math and reading levels. To be able to put students in the groups that they “should” be in is essentially illegal nowadays.[/quote]

Have you read the entire thread?  This isn't at all what is being discussed here.  It's been repeated, over and over, that what FCPS needs are flexible groupings [b]*among the entire grade level team*[/b].  So Teacher A would take all the advanced math kids, Teacher B would take the grade-level kids, Teacher C would take the remedial group.  And so on for [b]all four core subjects[/b].  No one is talking about dividing up each individual classroom into multiple levels.

And if flexible grouping is "essentially illegal" nowadays (??), then assigning 7 yr. olds to either AAP or GE should absolutely be illegal.[/quote]

This is clearly written by someone who knows nothing about teaching/education. Why don’t you go to the national Department of Education website and do a little research on ability tracking. Once you’ve read up on that, then you’ll realize why FCPS specifically pushes more minorities into AAP. [/quote]

Doesn't work though[/quote]

I am new to the forum. Why does FCPS specifically push more minorities into AAP? Thanks.[/quote]

FCPS is an academic system; ie - a school system.

[b]FCPS has repeatedly stressed academics are not their first priority.  [/b]

Equity is the FCPS school board and superintendent’s first priority.  They stress this over and over.[/quote]

Citation? [/quote]

https://wpde.com/amp/news/nation-world/marginalization-is-driving-force-for-resource-allocation-in-virginia-school-district-fairfax-county-public-schools-equity-policy-thomas-jefferson-high-school-national-merit-recognition

Google the rest yourself.[/quote]

Thanks for demonstrating that you are full of crap.

Here is the strategic plan - very focused on learning and improving academics. 
https://www.fcps.edu/strategic-plan

[i]Goal #1 - Strong Start: PreK-12

[b]Every student will develop foundational academic skills, curiosity, and a joy for learning necessary for success in Pre-K through 12th grade.[/b]

Equity Commitment

We will ensure authentic and affirming partnerships with families and key stakeholders by engaging in collaborative decision making that results in each student’s success.

Measures

A. [b]Availability of Pre-K programs[/b] (including inclusive Pre-K) to meet community need
B. Students meeting criteria for [b]kindergarten readiness[/b]
C. Students demonstrating self-regulation attention skills (Pre-K–3, and beyond)
D. English Language Learners meeting expected growth and reclassification criteria
[b]E. Early and consistent access to and preparation for advanced instruction and enrichment opportunities[/b]
F. [b]Students meeting standards[/b] at defined entry and transition points

Goal #2 - Safe, Supported, Included, and Empowered

Every student will experience an equitable school community where student health and well-being are prioritized, and student voice is centered.

Equity Commitment

We will amplify student voice to inform our approaches, honor students' identities and experiences, and ensure student safety and well-being in an inclusive school climate and culture.

Measures

A. [b]Student academic inclusion and engagement[/b]
B. Positive school climate (safety, inclusion, and sense of belonging;[b] academic support; inclusive, academically-focused culture[/b]; and teacher-student trust)
C. Student access to the necessary emotional, behavioral, mental, and physical health services to [b]support their
successful engagement in school[/b]
D. [b]Student attendance and absenteeism rates[/b]
E. Student participation in extracurricular, co-curricular, or leadership activities
F. Disciplinary disproportionality and recidivism

[b]Goal #3 - Academic Growth and Excellence[/b]

[b]Every student will acquire critical and creative thinking skills, meet/exceed high academic standards[/b], and [b]achieve their highest academic potential. [/b]

Equity Commitment

We will utilize available evidence to provide access to [b]challenging academic programs and necessary supports that celebrate each student’s humanity, growth, and attainment of high levels of academic performance.[/b]

Measures

[b]A. Growth and performance in coursework [/b](e.g., course grades, grade point average [GPA], meeting Individualized Education Program [IEP] goals, and language acquisition goals) (including students with 504s)
[b]B. Growth and performance on state/national/international assessments in reading, math, social studies, and science[/b]
[b][color=blue]C. Successful completion of Algebra 1 by 8th grade[/color][/b]
[b]D. Evidence of progression towards or successful completion of advanced coursework [/b](e.g., [b]Honors, Advanced Placement [AP], International Baccalaureate [IB], dual enrollment, [/b]Career and Technical Education [CTE], etc.)
E. Growth with evidence in at least one/two self-identified Portrait of a Graduate skills, annually
[b]F. Students reading on grade level by the end of 3rd grade[/b]

Goal #4 - Equitable Access and Opportunity

[b]Every student will have access to high-quality academic programming and resources to support their success.[/b]

Equity Commitment

We will prioritize data that describes student outcomes and lived experiences, to allocate resources and supports that are responsive to each student’s strengths and needs.

Measures

A.  [b]Availability of, accessibility to, and student enrollment in coursework in the arts, STEAM, career and technical education, trades, technology, and world languages[/b]
B. [b][color=blue]Availability of and enrollment in advanced, rigorous coursework and programs (K-12)[/color][/b]
C. [b]Student access to and participation in formalized systems of early intervention, academic and other supports, including special education services and services for English learners[/b]
D. Disproportionality in course-taking patterns and participation in inclusive settings
E. Consistent availability of and accessibility to electives, extracurricular, co-curricular, and enrichment activities
Goal 5 - Leading for Tomorrow's Innovation

Every student will graduate ready to thrive in life after high school and with the skills to navigate, adapt, and innovate for a sustainable future.

Equity Commitment

We will center student voice data and use evidence to ensure each student is ready to make informed decisions, prepared for a wide range of postsecondary options, and can successfully navigate their future path.

Measures

A. Availability of, accessibility to, and participation in multiple pathways and work-based learning opportunities (e.g., shadowing; internship; apprenticeship; and Career and Technical Education)
B. Attainment of FCPS Portrait of a Graduate competencies and digital and financial literacy
C. Supported and successful transitions leading to high school graduation and postsecondary opportunities
D.[b] Students on track for graduation at the end of 9th grade[/b]
E. [b]Increase in the percentage of students earning an advanced studies diploma[/b]
F. Reduction of the percentage of students earning an applied studies diploma
G. Enrollment in college, entry into the workforce or public service, enlistment in military, or other, verifiable post-secondary plan
H. Students innovating and preparing for the future[/i]

*****

They are pushing for MORE kids to finish Alg 1 by 8th. They are promoting acceleration. 
[/quote]

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