Reply to Are all AAP centers (including LLIVs) created equal?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Sorry, but no.  Saying AAP needs to go (or be vastly revamped) isn't the same as saying advanced instruction needs to go - merely the segregation of two very similar groups of kids into completely separate classrooms.  Of course there needs to be differentiation and multiple levels of grouping.  But that could easily be accomplished by having the kids cycle in and out of flexible groupings, as needed.  There is [i]zero need [/i]for separate AAP vs. Gen Ed classrooms.  Parents who insist there is simply enjoy the perceived cache of saying their child is in AAP.  They like the separateness of it all. [/quote]

Teachers cannot manage differentiation now, and they continue to have even larger class sizes. How are teachers supposed to successfully differentiate by adding even more levels of differentiation? Adding more complexity to an already overly complex situation is a recipe for disaster.[/quote]

[b]And the current implementation of AAP isn't overly complex?[/b]?  The point is doing away with the complete segregation found in center schools, and simply making flexible groups for all.  So many kids in Gen Ed could be doing AAP work in language arts, social studies, etc.  There is no reason to have those classes only for AAP kids.  Math is already differentiated for Gen Ed and there are plenty of GE kids doing AAP math; the other subjects need to be available to all as well.  The system would become less complex, not more, if all kids could cycle into and out of whichever classes suited their abilities.  [/quote]

No, it is not.

Level I is for all.
Level II is differentiation provided by the classroom teacher with the assistance of the AART.
Level III is part-time ("pull out" or "push in") instruction by the AART.
Level IV is full-time instruction by an AAP teacher.

Hardly complex.

[/quote]
Sorry, but these "Level" are B.S., especially Level II and III.  It's just slapping a title on what may or may not be a 15 min. pullout once a week.  What could be more disruptive to a teacher than having certain kids be pulled out then, and other kids pulled out later, etc.  I would be so irate if I was trying to teach a lesson and the AART showed up to pull out some of my kids for a silly "enrichment" exercise.  Just place all the kids in the correct group for their level, and let the teachers teach that particular level, leaving plenty of room for kids to move up as needed.

Common sense seems to be in short supply.[/quote]

Have you even been in a school lately? Kids are pulled out all the time, to work with reading specialists and a slew of other specialists. Gen ed is often a hot mess of kids who can't speak much English, kids who can't read anywhere near grade level, kids with severe behavioral, attention issues, and learning challenges, etc. Bright kids spend a lot of time sitting around waiting for the teacher to get the others under control and seen to. Most teachers are not skilled or talented enough to do justice to the range of kids in a gen ed classroom. And squeaky wheels get the grease. Parents especially like the centers because at least there's more of a chance for bright kids to get some challenge every day. [/quote]

It sounds like you have a very specific problem unique to your school.

Please don't assume your experience is the norm for the county. It is not.

We have a level IV kid and a level III kid.

We are very pleased with the implementation of the level three program at our school, particularly in math.[/quote]

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