Anonymous wrote: I honestly thing some schools do this or experiment with it. It isn't across the entire school, but one grade they try it to see how it goes.

What are you basing this on? It can't just be a random thought. What evidence supports it?

I honestly thing some schools do this or experiment with it. It isn't across the entire school, but one grade they try it to see how it goes.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: I am seeing some signs of this.

Yes, they do. They will get pull outs with the AART teacher and that gets shown on their AAP submission.

This is not tracking. This is called Level 2 services. OP is suggesting that all of these students are lumped into one class and then that class is the more "academic" class, i.e., tracking.

I didn't get that from her post. If that is the case, then no there are is not a "more academic" class.

But the Level 2 services are a form of tracking because it is noted on the AAP application form. It doesn't guarantee a spot and not having pull outs doesn't automatically keep you out of AAP, but it is an advantage and something they look and factor in when making the decision.

Read the second post in the thread where she/OP clarifies.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: I am seeing some signs of this.

Yes, they do. They will get pull outs with the AART teacher and that gets shown on their AAP submission.

This is not tracking. This is called Level 2 services. OP is suggesting that all of these students are lumped into one class and then that class is the more "academic" class, i.e., tracking.

I didn't get that from her post. If that is the case, then no there are is not a "more academic" class.

But the Level 2 services are a form of tracking because it is noted on the AAP application form. It doesn't guarantee a spot and not having pull outs doesn't automatically keep you out of AAP, but it is an advantage and something they look and factor in when making the decision.

Anonymous wrote:

Anonymous wrote: I am seeing some signs of this.

Yes, they do. They will get pull outs with the AART teacher and that gets shown on their AAP submission.

This is not tracking. This is called Level 2 services. OP is suggesting that all of these students are lumped into one class and then that class is the more "academic" class, i.e., tracking.

Anonymous wrote: I am seeing some signs of this.

Yes, they do. They will get pull outs with the AART teacher and that gets shown on their AAP submission.

Anonymous wrote:No, not even close. Yes, we do cluster students with IEPs in order to efficiently and effectively provide services to them. It would be impossible to meet their service hours if they were spread out across all the classrooms in a grade level. A special education teacher can push in and provide services.

All classes are heterogeneous in term of academic performance. The spec ed inclusion class(es) will have just as many high performing students as any other class. There is not one class that is "more academic" than the others.

The "best" teacher is a relative term.

I'm curious how you come to these assumptions OP? Are you a substitute teacher who has worked in each K, 1st and 2nd grade classroom and observed all the students in an academic setting? That is the only way I might see you having a tiny perspective to make your claim. How would you expect another parent to support your claim?

--signed an FCPS elem administrator

This! If there is a "best" teacher on our grade level, she is the one who has most of the students with IEPs. She SPED certification, though she is currently a Gen Ed teacher. It makes the most sense for scheduling purposes and it provides students with IEPs instruction with the teacher most qualified to meet their needs. We try to spread out the high, medium, and low students between all the teachers (in addition to spreading out students with behavior challenges, etc.).

IME, the fact that your child's teacher or teachers do not think of him/her as "AAP material" will not directly affect his/her chance at getting into AAP. The child HAS to have the test scores to make it into AAP and some work samples that show some level of originality -- but age appropriate originality. IME, your child does not need to show extraordinary ability... just be an analytical thinker.

My AAP child's 1st and 2nd grade teachers didn't think DC was AAP material. DC got in. One told me she was quite surprised by DC's NNAT score. The other discouraged AAP and described it as being for kids who were X,Y, and Z (which were qualities DC didn't show according to her).

Now that DC is in AAP, DC's AAP teacher is shocked that the 1st and 2nd grade teachers told me those things about DC b/c DC is doing very well in AAP. It's ironic that DC's grades in AAP (including the behavior ratings) are a little higher than DC got in 2nd grade. DC recently scored the highest in the class on a national verbal-analysis competition. Yet, DC's 1st and 2nd grade teachers discouraged the idea of AAP.

The screening tests really made the difference. We know of another child who was also discouraged b/c of his impulsive behavior -- his AAP teacher thinks he is exactly right for the program.

The "best" teacher is a relative term.

Absolutely. MY son was in "her" class one year. Lots of parents had requested her. Kid is grown now--still talks about what a terrible teacher she was.

No, not even close. Yes, we do cluster students with IEPs in order to efficiently and effectively provide services to them. It would be impossible to meet their service hours if they were spread out across all the classrooms in a grade level. A special education teacher can push in and provide services.

All classes are heterogeneous in term of academic performance. The spec ed inclusion class(es) will have just as many high performing students as any other class. There is not one class that is "more academic" than the others.

The "best" teacher is a relative term.

I'm curious how you come to these assumptions OP? Are you a substitute teacher who has worked in each K, 1st and 2nd grade classroom and observed all the students in an academic setting? That is the only way I might see you having a tiny perspective to make your claim. How would you expect another parent to support your claim?

--signed an FCPS elem administrator

Anonymous wrote:Yes, it's all a huge disparity designed to deprive and hold back the kids of parents who aren't in the know.

"conspiracy" not disparity.

Yes, it's all a huge disparity designed to deprive and hold back the kids of parents who aren't in the know.

Yes, we had an evaluation and submitted our high wisc score in kindergarten and since then our kid is being put in gifted groups.

To clarify, I expect differentiation through reading groups, math groups, etc, but it seems like all the IEP kids get lumped together except for those who are twice exceptional and there is often a class of kids who are the most academic. They seem to get the best teacher too. Is this common?

I am seeing some signs of this.