Anonymous wrote:If we change our minds later, can we switch to the center school?
Anonymous wrote:A few considerations:
1. Where are the other siblings at? Sending a kid to center school might mess up family logistics.
2. Where are his friends going? Some kids has friends going or not going to center, and it might affect their intention.
3. Center has all LIV students, so one would assume the teacher is more focused on the curriculum.
4. How is local AAP organized? There are clusters model, which is distribute LIV students into different classes just like a non-LIV students, or principal placement model, where all LIV and most LIII students are grouped in one class and principal place whoever he see fits to fill out the class.
As you can see at local class the teacher would have to teach two or three different curriculums to students at different level in his class, would that bother you?
I am sure there are more considerations, but these are a few I am struggling with.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Local is a great option if the local program is strong.
The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.
AAP teacher here at LL4 with one class. Some years the makeup is 50 percent Level 4 and other years it is 80 percent LL4. The rest of the kids placed in are high achieving students (Level 3 and 2). Many Level 3 students are strong students who just didn’t get in. They often get in a year or two later. I have had Level 4 students who are clearly not Level 4. Last year I had 22 kids and 17 were Level 4. This year I have 20 kids and 11 are level 4.
Anonymous wrote:Anonymous wrote:Local is a great option if the local program is strong.
The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.
Anonymous wrote:Anonymous wrote:Local is a great option if the local program is strong.
The thing is, how can the base school program be as strong if it's mostly kids who didn't qualify for LIV, in order to fill up a class? It stands to reason that the teacher will have to teach to the ability of the class. Our school has 10 Level II/III kids for every 1 Level IV, so it's bound to be a Level II/III dominant classroom. And this is the best case scenario since some schools use the cluster model where all the LIV qualified kids are dispersed among the classrooms.
Anonymous wrote:Local is a great option if the local program is strong.