Anonymous wrote:I'm surprised to hear the negative comments concerning AARTs. Our school has an incredible person in this role. She teaches a specials class (all grade levels) that is super engaging and enriching. I see her working with children in one-to-one or small group pull outs. I know for my child, these were a highlight of the day in K-2. She handles a ton of administrative work for AAP - packets for sure but also curriculum and new initiatives. Maybe my perspective is different because I volunteer in the school every week and I actually see her interacting with students, but in my opinion, her role is vital. I know for my family, she advocated for my gifted child to have additional acceleration beyond level IV, which took a lot of coordination with the county to achieve. Without her work, we would be removing our children to private school or possibly home school. Our situation is perhaps unique, but I am immensely grateful for our AART. It sounds to me that other schools may have a personnel problem and not a full time vs part time problem.
Obviously, you are very fortunate! AARTs, like classroom teachers, vary a lot in terms of effort and effectiveness. Ours did what she was obligated to do (AAP packets), was prompt in responding to questions, didn't lose anything, or miss any deadlines that I know of. But she wasn't engaging as PP described and was sometimes dismissive about certain kids (a la maybe he'll be an athlete or he'll be okay). If they have to reduce AARTs, she'd be a candidate, except if the plan is to put them into classrooms, she probably won't be too inspiring there either.
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