Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

That's my biggest issue with AAP. In my son's 5th grade AAP math class, the teacher frequently has to slow down the class for the half of the kids who don't belong there. There have been a couple days where my kid has been sent outside to play with half of the class during math so the teacher could remediate and retest the other half of the kids. You would think that by 5th grade, they would have a system to drop underperforming AAP kids down to regular math, but apparently FCPS would rather water down the curriculum and bore the top kids than send kids who belong in gen ed math back to gen ed math.

I don't think 2E kids are the problem, though. It's the above average kids who were pushed into the program by their parents, or the "gifted in language arts but average in math" kids who are the problem.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

What about the 2E students who can keep up if you administered their accommodations appropriately? That was always my DC's issue. He was able to understand the curriculum fabulously. It was ignorant teachers who restricted his accommodations and thus his ability to access the curriculum that were the roadblocks. Luckily, most of his teachers were not of that sort.

Teachers don’t wont to make the accommodations at all is what teacher is saying. But the schools should have extra teachers who go around to classrooms with this sort of child to assist teachers in making these accommodations. It is the Principal’s responsibility.

Certain Principal’s don’t want to prioritize this sort of thing which makes the work harder for the teachers and this causes the nightmare.

the accommodations my DC received did not require an additional teacher in the classroom. Priority seating- in front but near a plug for his laptop, use of laptop to fill out worksheets, use of simple calculator, and teacher notes. Teacher notes was the only “extra” and almost already had them done, it was just a matter of sending them to my DC. His electronic textbooks were done by his case manager, his copies of software programs like Kurzweil were provided by ATS. For assessments he went to the Special Ed office and they provided the scribe and reader, the only thing the teacher had to do was notify the the special ed office ahead of time so there was someone there.

which school provided you this support?

McLean willingly and Longfellow begrudgingly

seems as though you have a much much better chance of getting support in that area of the county

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

What about the 2E students who can keep up if you administered their accommodations appropriately? That was always my DC's issue. He was able to understand the curriculum fabulously. It was ignorant teachers who restricted his accommodations and thus his ability to access the curriculum that were the roadblocks. Luckily, most of his teachers were not of that sort.

Teachers don’t wont to make the accommodations at all is what teacher is saying. But the schools should have extra teachers who go around to classrooms with this sort of child to assist teachers in making these accommodations. It is the Principal’s responsibility.

Certain Principal’s don’t want to prioritize this sort of thing which makes the work harder for the teachers and this causes the nightmare.

the accommodations my DC received did not require an additional teacher in the classroom. Priority seating- in front but near a plug for his laptop, use of laptop to fill out worksheets, use of simple calculator, and teacher notes. Teacher notes was the only “extra” and almost already had them done, it was just a matter of sending them to my DC. His electronic textbooks were done by his case manager, his copies of software programs like Kurzweil were provided by ATS. For assessments he went to the Special Ed office and they provided the scribe and reader, the only thing the teacher had to do was notify the the special ed office ahead of time so there was someone there.

which school provided you this support?

McLean willingly and Longfellow begrudgingly

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

What about the 2E students who can keep up if you administered their accommodations appropriately? That was always my DC's issue. He was able to understand the curriculum fabulously. It was ignorant teachers who restricted his accommodations and thus his ability to access the curriculum that were the roadblocks. Luckily, most of his teachers were not of that sort.

Teachers don’t wont to make the accommodations at all is what teacher is saying. But the schools should have extra teachers who go around to classrooms with this sort of child to assist teachers in making these accommodations. It is the Principal’s responsibility.

Certain Principal’s don’t want to prioritize this sort of thing which makes the work harder for the teachers and this causes the nightmare.

the accommodations my DC received did not require an additional teacher in the classroom. Priority seating- in front but near a plug for his laptop, use of laptop to fill out worksheets, use of simple calculator, and teacher notes. Teacher notes was the only “extra” and almost already had them done, it was just a matter of sending them to my DC. His electronic textbooks were done by his case manager, his copies of software programs like Kurzweil were provided by ATS. For assessments he went to the Special Ed office and they provided the scribe and reader, the only thing the teacher had to do was notify the the special ed office ahead of time so there was someone there.

which school provided you this support?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

What about the 2E students who can keep up if you administered their accommodations appropriately? That was always my DC's issue. He was able to understand the curriculum fabulously. It was ignorant teachers who restricted his accommodations and thus his ability to access the curriculum that were the roadblocks. Luckily, most of his teachers were not of that sort.

Teachers don’t wont to make the accommodations at all is what teacher is saying. But the schools should have extra teachers who go around to classrooms with this sort of child to assist teachers in making these accommodations. It is the Principal’s responsibility.

Certain Principal’s don’t want to prioritize this sort of thing which makes the work harder for the teachers and this causes the nightmare.

the accommodations my DC received did not require an additional teacher in the classroom. Priority seating- in front but near a plug for his laptop, use of laptop to fill out worksheets, use of simple calculator, and teacher notes. Teacher notes was the only “extra” and almost already had them done, it was just a matter of sending them to my DC. His electronic textbooks were done by his case manager, his copies of software programs like Kurzweil were provided by ATS. For assessments he went to the Special Ed office and they provided the scribe and reader, the only thing the teacher had to do was notify the the special ed office ahead of time so there was someone there.

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

First, bless you and thank you AAP teacher! We saw firsthand how challenging it is with bigger classrooms and plenty of kids who somehow landed in AAP but couldn't handle the rigor which our kids even the undiagnosed chatty ADHD one could. One teacher confided how lovely it was to have our kid because there were so many who couldn't handle the rigor - I remember being shocked because I felt there wasn't all that much rigor! Her comment explained why!

I think the bigger question is why is FCPS not doing a better job of IDing the kids and not admitting 20% that another DCUM thread is claiming. They need a way that doesn't allow for prep. We are also parents to a 99% IQ (but not confirmed until age 16 at ADHD dx time) and AAP was made for kids like that and actually isn't even deep enough for them but it was a start. I agree with the other parent who exclaimed their kid would have dropped out in 10th - that's exactly a critical time for the 99% kids with ADHD - at least in our experience. Many don't need extensive or difficult accommodations and if classrooms weren't huge in number and half full of kids whose parents pushed them in through test prep and/or holding them back a year and then complaining, I do think things would be smoother.

Anonymous wrote:

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

What about the 2E students who can keep up if you administered their accommodations appropriately? That was always my DC's issue. He was able to understand the curriculum fabulously. It was ignorant teachers who restricted his accommodations and thus his ability to access the curriculum that were the roadblocks. Luckily, most of his teachers were not of that sort.

Teachers don’t wont to make the accommodations at all is what teacher is saying. But the schools should have extra teachers who go around to classrooms with this sort of child to assist teachers in making these accommodations. It is the Principal’s responsibility.

Certain Principal’s don’t want to prioritize this sort of thing which makes the work harder for the teachers and this causes the nightmare.

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

What about the 2E students who can keep up if you administered their accommodations appropriately? That was always my DC's issue. He was able to understand the curriculum fabulously. It was ignorant teachers who restricted his accommodations and thus his ability to access the curriculum that were the roadblocks. Luckily, most of his teachers were not of that sort.

Anonymous wrote:

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

The school gets extra money from the state when there is an IEP. Why isn’t the Principal using it to provide you with help? Or maybe the program should be altered.
I don’t think we should throw the 2E’s in a situation where they aren’t getting the differentiation they need because your school is poorly run. Instead of taking it out on the parents have some backbone and complain at board meetings, speak at pta meetins, talk to the superintendent, or maybe if you teach a younger group of kids you wouldn’t have 130.

i meant to say taking it out on the parents and kids

Anonymous wrote:I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

The school gets extra money from the state when there is an IEP. Why isn’t the Principal using it to provide you with help? Or maybe the program should be altered.
I don’t think we should throw the 2E’s in a situation where they aren’t getting the differentiation they need because your school is poorly run. Instead of taking it out on the parents have some backbone and complain at board meetings, speak at pta meetins, talk to the superintendent, or maybe if you teach a younger group of kids you wouldn’t have 130.

I have 30 students in each of my 5 AAP classes. Half of the students don't have the capacity to keep up with the rigor. Therefore, I spend half of my time on test retakes and remediation, along with administrative babysitting of 2E, ADHD, 504, underperforming students.

Now remember this is supposed to be an Advanced class.

But I willingly sign homework sheets, check pencil boxes, provide one-to-one attention, stay after the school and ungrateful and unforgiving parents just want to bulldoze me daily.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Every FCPS teacher's nightmare. The following acronyms profiling one student.

2E
ADHD
AAP

Please for everyone's sake (teachers, students, parents), enroll your student in the regular curriculum before you constantly harass teachers and counselors to babysit and nurse your little snowflake to class.

Thank you for your ignorance. ADHD kids run the entire spectrum of IQ. Mine has had two independent IQ tests (WISC and SB), and they both came back that he’s in the 99th percentile in IQ. Far superior to you. And, he’s also ADHD.

But, I know there are many teachers in FCPS who sadly misunderstand the condition as you do. Really sad. My kid might be the next Stephen Hawking... but we might never know if he’s so bored in school he drops out in 10th grade.

The problem is the teachers and administrators could often care less. They just want their jobs to be much easier and to have less responsibilities at work than to have to monitor your child’s 504/IEP or have to get them some extra help.

And if you if you don’t have have the resolution fight, screw you and your high IQ son with ADHD!

Meant resources not resolutions

Anonymous wrote:

Anonymous wrote:Every FCPS teacher's nightmare. The following acronyms profiling one student.

2E
ADHD
AAP

Please for everyone's sake (teachers, students, parents), enroll your student in the regular curriculum before you constantly harass teachers and counselors to babysit and nurse your little snowflake to class.

Thank you for your ignorance. ADHD kids run the entire spectrum of IQ. Mine has had two independent IQ tests (WISC and SB), and they both came back that he’s in the 99th percentile in IQ. Far superior to you. And, he’s also ADHD.

But, I know there are many teachers in FCPS who sadly misunderstand the condition as you do. Really sad. My kid might be the next Stephen Hawking... but we might never know if he’s so bored in school he drops out in 10th grade.

I'm sorry that you felt necessary to throw in falsehoods.

Anonymous wrote:

Anonymous wrote:Every FCPS teacher's nightmare. The following acronyms profiling one student.

2E
ADHD
AAP

Please for everyone's sake (teachers, students, parents), enroll your student in the regular curriculum before you constantly harass teachers and counselors to babysit and nurse your little snowflake to class.

Thank you for your ignorance. ADHD kids run the entire spectrum of IQ. Mine has had two independent IQ tests (WISC and SB), and they both came back that he’s in the 99th percentile in IQ. Far superior to you. And, he’s also ADHD.

But, I know there are many teachers in FCPS who sadly misunderstand the condition as you do. Really sad. My kid might be the next Stephen Hawking... but we might never know if he’s so bored in school he drops out in 10th grade.

The problem is the teachers and administrators could often care less. They just want their jobs to be much easier and to have less responsibilities at work than to have to monitor your child’s 504/IEP or have to get them some extra help.

And if you if you don’t have have the resolution fight, screw you and your high IQ son with ADHD!

Anonymous wrote:Every FCPS teacher's nightmare. The following acronyms profiling one student.

2E
ADHD
AAP

Please for everyone's sake (teachers, students, parents), enroll your student in the regular curriculum before you constantly harass teachers and counselors to babysit and nurse your little snowflake to class.

Thank you for your ignorance. ADHD kids run the entire spectrum of IQ. Mine has had two independent IQ tests (WISC and SB), and they both came back that he’s in the 99th percentile in IQ. Far superior to you. And, he’s also ADHD.

But, I know there are many teachers in FCPS who sadly misunderstand the condition as you do. Really sad. My kid might be the next Stephen Hawking... but we might never know if he’s so bored in school he drops out in 10th grade.