Not the OP, but I’d like to hear from other parents also!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

The teacher shouldn't slow down the class and the parents should supplement if the kids need more help.

Because school is to teach the few kids who have been supplemented at home before and not to actually teach kids?
My dear unless you are working for Kumon or likes of it then you have no concept of school. School is an educational facility.
It should EDUCATE. If you have to supplement prior or post, then education has not been administered.

Its both the parents and school responsibility to educate their kids. These kids were not adequately prepared. Teacher shouldn't slow down the class for them to catch up. They should be put in the appropriate class. As responsible parents, we supplement. Clearly you are the checked out hands off parent.

Anonymous wrote:

Anonymous wrote:PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

The teacher shouldn't slow down the class and the parents should supplement if the kids need more help.

Anonymous wrote:

Anonymous wrote:PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

The teacher shouldn't slow down the class and the parents should supplement if the kids need more help.

Anonymous wrote:

Anonymous wrote:PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

The teacher shouldn't slow down the class and the parents should supplement if the kids need more help.

I can not help but visualize this as follows:

The school is a bananaboat.. the teacher is a driver of the motorboat that pulls it. The speed of the bananaboat is dictated
by the driver who tries to drive as fast as humanly possible. The kids are dropping off the bananaboat right left and center
but the few strongest ones, the ones that have been blessed by early birth dates or redshirting, have stonger hands, and also
they are supplemented by their parents who have been on banana boat before and know the rules so they have them excersize
at home day and night so once they are on the damn boat they won't let go. So the driver of the boat looks behind
and see nothing but kids flying in all directions but as long as he sees few kids holding on he keeps cranking up the speed
to see at which point he has to slow down to maintain the crazy speed with few strongest individual holding on.

This is what it means to teach to the few strongest kids.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

The teacher shouldn't slow down the class and the parents should supplement if the kids need more help.

Because school is to teach the few kids who have been supplemented at home before and not to actually teach kids?
My dear unless you are working for Kumon or likes of it then you have no concept of school. School is an educational facility.
It should EDUCATE. If you have to supplement prior or post, then education has not been administered.

My dear, school, indeed, is an education facility, but if your precious snowflake wants to take a course a year above grade level, such as AIM, he/she should either be a math prodigy (which I strongly doubt, judging by his gene pool) or study on the side to catch up. Alternatively, he should go back to a regular math class to get his education 'administered' on his level. No supplementation needed.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

The teacher shouldn't slow down the class and the parents should supplement if the kids need more help.

Because school is to teach the few kids who have been supplemented at home before and not to actually teach kids?
My dear unless you are working for Kumon or likes of it then you have no concept of school. School is an educational facility.
It should EDUCATE. If you have to supplement prior or post, then education has not been administered.

DP than the PP

That’s true. But a kid shouldn’t be in AIM then. I agree with you about regular Math though.

If a kid is having trouble in AIM, he should switch to IM. Or possibly regular math.

Anonymous wrote:My kid went from a regional CES to the home MS. 99% for MAP scores.

She likes the AIM HIGH courses. English is pretty sad because it’s mixed ability English and there are some kids who have trouble writing basic sentences. Science has been good because she has a good teacher.

OP here. What makes English so "sad?" Are the assignments not imaginative or inspiring? We are at a CES, and I find that while there are many kids with differing abilities when it comes to writing and analysis, the class itself remains the same for everyone (writing prompts, rubrics, and expectations). How are the differing English abilities impacting the instruction or classroom discussion?

Anonymous wrote:

Anonymous wrote:PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

And why should they? If you can't stand the heat, go back to regular math.

No, I’m not saying she should. Just glad that she is not. My kid finds AIM appropriately challenging.

But in the past, other teachers have had to slow down the classes for kids, in our experience. So glad this case has been different.

Anonymous wrote:

Anonymous wrote:PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

The teacher shouldn't slow down the class and the parents should supplement if the kids need more help.

Because school is to teach the few kids who have been supplemented at home before and not to actually teach kids?
My dear unless you are working for Kumon or likes of it then you have no concept of school. School is an educational facility.
It should EDUCATE. If you have to supplement prior or post, then education has not been administered.

Anonymous wrote:PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

And why should they? If you can't stand the heat, go back to regular math.

Anonymous wrote:PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

The teacher shouldn't slow down the class and the parents should supplement if the kids need more help.

PP again. Interestingly, there are some kids who were placed in AIM who were not in Compacted Math. They find it incredibly difficult, but the teacher doesn’t seem to be slowing the class down on their behalf.

My kid went from a regional CES to the home MS. 99% for MAP scores.

She likes the AIM HIGH courses. English is pretty sad because it’s mixed ability English and there are some kids who have trouble writing basic sentences. Science has been good because she has a good teacher.

I'm interested to know how 6th grade is going with the new enrichment classes? If your DC was a high scorer (99%) on the 5th grade Cogat/MAPs but did not get in or go to the magnets, what has your experience been in 6th grade at the home school? I'm assuming your DCs were placed in IM or higher math and taking the enriched language arts class. If so, how are those classes going for your DC? Do they complain it's too easy, too hard or just right?