Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

Yes, but kids switch class for math. Advanced math is all of the level IV kids plus other kids who test in. Out of for classes, two are advanced math

That's not the cluster model.

You cannot cluster the math curriculum once you get to 5th grade. 5th graders in LLIV/Advanced Math take 6th grade math and the 6th grade SOL. That cannot be clustered. The question parents should be asking at their school is what happens with the math program in 5th grade. If the Advanced Math/LIV curriculum is being applied in 5th grade, math must separate out. If schools are not doing that, then they are not teaching the LIV curriculum to anyone and that would be problematic.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

As a parent of a rising 3rd grader at a similar school setting, this is great to hear. But I’m curious how you know that the ESOL students are doing really well. Do you work in the school?

This is what I gather from check-ins with the teacher and my friend who is a specialist at the school. My other child is in a class with a bunch of troublemakers and his teacher is on the verge of a nervous breakdown - but they're in 1st and from what I've read on DCUM and Reddit, first grade is a mess across the board!

Did I give you the "gotcha moment" you were looking for?

Wasn’t looking for a gotcha moment, but thought you had the inside scoop as a teacher at the school. Defensive much?

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

Well, ALL kids except for the LLIV kids. But they don't matter because they're already smart or something.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The quality of the LLIV experience seems to vary tremendously. I worry that they'll start restricting center access to kids from schools without a LLIV program. Wouldn't be surprised at all to see this happen.

I agree. I bet this will happen. Helps with bus issues too.

Yup - bus issues are 100% caused by AAP. There is a bus that transfers ONE CHILD between the AAP Center and our base school for SACC every day. What a huge waste.

I’ve got a bus that comes to my neighborhood solely for two kids from the same family to drive them to the center school. Almost no one rides this bus. Waste of time and resources when they have access to local level IV.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The quality of the LLIV experience seems to vary tremendously. I worry that they'll start restricting center access to kids from schools without a LLIV program. Wouldn't be surprised at all to see this happen.

I agree. I bet this will happen. Helps with bus issues too.

Yup - bus issues are 100% caused by AAP. There is a bus that transfers ONE CHILD between the AAP Center and our base school for SACC every day. What a huge waste.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

Yes, but kids switch class for math. Advanced math is all of the level IV kids plus other kids who test in. Out of for classes, two are advanced math

That's not the cluster model.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

Yes, but kids switch class for math. Advanced math is all of the level IV kids plus other kids who test in. Out of for classes, two are advanced math

That's not the cluster model.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

Yes, but kids switch class for math. Advanced math is all of the level IV kids plus other kids who test in. Out of for classes, two are advanced math

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Does your local school use the cluster model?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Our local school's advanced math students score better than our center's. If you're curious about how your center compares to your local, look at 7th grade math SOLs because only kids in advanced math will that test

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Spoiler alert: the more the gifted kids stay, the higher your school's performance / test scores. That's that the principal wants. And it's to the detriment of the LLIV students who aren't keeping pace with the Center kids.

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We're in a diverse (not title I) school and I am the child of a non LLIV in a class with LLIV kids. I will say that my child is doing MUCH better in this class than she was in a class with less advanced children. This is a boon for non-AAP kids - everyone is living up to their true potential. My child is in a class with ESOL kids, too, they're doing really well. It's great for ALL kids which is what we should all be wanting out of our school system.

#Sorrynotsorry if this is not what you want to hear.

My kid is local. The pitch that the principal made was that the presence of level IV kids allows the school to offer the level IV curriculum which is better for all children. The more kids who stay, the more they can spread clusters across different classes and any class with a cluster gets the level IV curriculum

So glad to hear this approach is working well for your child, but clustering is much more common in Title I settings where there aren't enough LIV students to make up a full class. Because so many students are behind, the LIV curriculum can't reasonably be implemented for everyone.