Anonymous wrote:

Anonymous wrote:AAP kids leaving the local classroom is the biggest reason why we had to advocate strongly for DC to get into full time even if we aren’t in love with the idea of a center. To get left behind with the gen eds just to end up having to uplift the gen eds (students AND teachers) seems like a lot of pressure and a little unfair to DC?

LOL, you appealed and your child got in, that means your child really should have been in gen ed. Your special snowflake wouldn't be "uplifting" anyone, PP. He's AVERAGE.

No one appealed anything but feel free to believe what you want to believe. Fake news seems to be trendy these days.

Anonymous wrote:

Anonymous wrote:AAP kids leaving the local classroom is the biggest reason why we had to advocate strongly for DC to get into full time even if we aren’t in love with the idea of a center. To get left behind with the gen eds just to end up having to uplift the gen eds (students AND teachers) seems like a lot of pressure and a little unfair to DC?

LOL, you appealed and your child got in, that means your child really should have been in gen ed. Your special snowflake wouldn't be "uplifting" anyone, PP. He's AVERAGE.

Most of the kids from our ES that moved into AAP in 4-6 grade were kids in the regular classroom that the teacher told the parents that they needed to apply for their kid because they knew that the class was not enough for the kid. All of those kids were accepted into AAP, probably because they had strong grades and ended up with strong HOPE/GBRE scores because the teachers were recommending kids be moved.

My kid moved from a LI program with no LLIV to AAP classes in MS with no issues. He was in advanced math at his ES. A bright kid will not struggle with the move because AAP is not that deep.

The kids that we know who benefited from the move to the Center were kids that were not fitting in socially in the regular classroom. Moving to a new school, with new kids, was a good restart for them. And being in a class with kids who don't think reading for fun or enjoying school is weird is great. Had our school not been an LI school, there would have been enough kids to form a LLIV class easily enough and maybe the kids who felt more comfortable at the Center would have felt more comfortable at the base school. That said, there are 2-3 disruptive kids in the LI program each year at our school. You can have smart kids who have ADHD or other emotional issues that are capable of doing the work in programs like LI and AAP and still end up clearing a classroom or being very distracting.

Anonymous wrote:That’s why we’re going to the center school. Not enough full time kids to make a class. Mind you they still will have a local level four regardless (I think this is just called full time aap now) but it’s not filled with other full time kids.

LLIV is never filled with "full time" kids and most people wouldn't know the difference. I had no idea until it turned out that half of DD's class was only in Honors in middle school.

Anonymous wrote:AAP kids leaving the local classroom is the biggest reason why we had to advocate strongly for DC to get into full time even if we aren’t in love with the idea of a center. To get left behind with the gen eds just to end up having to uplift the gen eds (students AND teachers) seems like a lot of pressure and a little unfair to DC?

LOL, you appealed and your child got in, that means your child really should have been in gen ed. Your special snowflake wouldn't be "uplifting" anyone, PP. He's AVERAGE.

We do local level IV (6th and 5th graders) and have been very happy with it. It's been a good combination of deeper learning and the social benefit of our neighborhood school. My 6th grader got in right away and we chose to stay at our local school for social reasons and because of younger siblings. (And because our center school has a bad reputation).

My 5th grader was principal placed in 3rd grade (was level III in math and reading), and then got in the next year. She is quieter and got knocked for that on her HOPE score the first time around. But she was a prime example of someone who absolutely could keep up and benefit from Level IV - I'm very thankful it was an option for her. Getting in that class wasn't a process really - I let them know we hoped she would be placed there, but it was class selection just like any other year prior. They looked at test scores and teacher recommendations and made decisions internally. We found out just before school started which class she'd be in.

Anonymous wrote:Anyone have any Local Full Time Program reports? Anyone get principal placed? and how was that process?

My DD has reported that her teacher has said local full time is going to look like every kid who is ready for it will get the AAP curriculum. I am on board with that - I can think of several kids who probably should have been found eligible for full time and weren't.

Anyone have any Local Full Time Program reports? Anyone get principal placed? and how was that process?

Anonymous wrote:

Anonymous wrote:AAP kids leaving the local classroom is the biggest reason why we had to advocate strongly for DC to get into full time even if we aren’t in love with the idea of a center. To get left behind with the gen eds just to end up having to uplift the gen eds (students AND teachers) seems like a lot of pressure and a little unfair to DC?

I'm confused - if your child was in-pool, what's with the wording of "advocate strongly"? Was DC rejected anyway and you had to appeal? Did you have to influence the AART to get into pull-outs? It gives other troll users the impression you're a borderline case, which seems understandable based on your wording.

For awareness, I hate the center structure too, and would much rather my child stay at the closer school with neighborhood friends, but alas, 8 out of the 9 students who got in that year left and we got peer pressured into it for much the same reasons.

Not PP, but I would use "advocate strongly" for what we did. I worked incredibly hard to set my kid up to have a good packet - things like encouraging them to enter a writing competition in 2nd grade to make sure we had a cool work sample. I applied for at least one of my kids to get level II when I realized their teacher was probably not going to see their skills. I went to info sessions. I took my AART up on the offer to have the packet reviewed.

Basically I treated the packet like a private school or college application.

Anonymous wrote:AAP kids leaving the local classroom is the biggest reason why we had to advocate strongly for DC to get into full time even if we aren’t in love with the idea of a center. To get left behind with the gen eds just to end up having to uplift the gen eds (students AND teachers) seems like a lot of pressure and a little unfair to DC?

I'm confused - if your child was in-pool, what's with the wording of "advocate strongly"? Was DC rejected anyway and you had to appeal? Did you have to influence the AART to get into pull-outs? It gives other troll users the impression you're a borderline case, which seems understandable based on your wording.

For awareness, I hate the center structure too, and would much rather my child stay at the closer school with neighborhood friends, but alas, 8 out of the 9 students who got in that year left and we got peer pressured into it for much the same reasons.