Taylor Elem - principal promoted

[Anonymous]

For the gifted kid parents, for what it's worth it settles out more in middle school because kids can choose intensified classes for all the core subjects (though they have to test into advanced math).

[Anonymous]

Anonymous wrote:For the gifted kid parents, for what it's worth it settles out more in middle school because kids can choose intensified classes for all the core subjects (though they have to test into advanced math).

Intensified are new this year. What is going to act as a threshold of abilities to handle the class rather than having people trying to pad transcripts?

They have testing for math. Why not for other subjects?

[Anonymous]

Unfortunately, there's not enough personnel to support small groups for all students with any type of regularity. Class sizes are in the upper 20s in a lot of cases with one full time teacher. In Virginia, gifted is not classified as special education. In APS, the large number of identified gifted students would make it next to impossible to ever consider reverting back to a pull out model. We have 1 special education teacher per grade level in our APS ES, but there's always been 1 RTG/AA Coach.

yeah and wait until your kid gets to high school where there's at least 35 sped teachers for 150 students and still 1 RTG/AACoach for 900+ students.

[Anonymous]

Anonymous wrote:

Unfortunately, there's not enough personnel to support small groups for all students with any type of regularity. Class sizes are in the upper 20s in a lot of cases with one full time teacher. In Virginia, gifted is not classified as special education. In APS, the large number of identified gifted students would make it next to impossible to ever consider reverting back to a pull out model. We have 1 special education teacher per grade level in our APS ES, but there's always been 1 RTG/AA Coach.

yeah and wait until your kid gets to high school where there's at least 35 sped teachers for 150 students and still 1 RTG/AACoach for 900+ students.

There is no gifted in high school.

Just AP/IB grind.

[Anonymous]

Anonymous wrote:For the gifted kid parents, for what it's worth it settles out more in middle school because kids can choose intensified classes for all the core subjects (though they have to test into advanced math).

But it’s open enrollment and many parents don’t want their kids in the dumb/bad class so your gifted kid will still be the little tutor helping kids who can’t keep up.

[Anonymous]

Anonymous wrote:

Anonymous wrote:For the gifted kid parents, for what it's worth it settles out more in middle school because kids can choose intensified classes for all the core subjects (though they have to test into advanced math).

But it’s open enrollment and many parents don’t want their kids in the dumb/bad class so your gifted kid will still be the little tutor helping kids who can’t keep up.

Lake Worbegone

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Unfortunately, there's not enough personnel to support small groups for all students with any type of regularity. Class sizes are in the upper 20s in a lot of cases with one full time teacher. In Virginia, gifted is not classified as special education. In APS, the large number of identified gifted students would make it next to impossible to ever consider reverting back to a pull out model. We have 1 special education teacher per grade level in our APS ES, but there's always been 1 RTG/AA Coach.

yeah and wait until your kid gets to high school where there's at least 35 sped teachers for 150 students and still 1 RTG/AACoach for 900+ students.

There is no gifted in high school.

Just AP/IB grind.

If it is not required by Virginia law, why does Fairfax invest so much in gifted program?
What states do you have adequate resources mandated by law for gifted?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Unfortunately, there's not enough personnel to support small groups for all students with any type of regularity. Class sizes are in the upper 20s in a lot of cases with one full time teacher. In Virginia, gifted is not classified as special education. In APS, the large number of identified gifted students would make it next to impossible to ever consider reverting back to a pull out model. We have 1 special education teacher per grade level in our APS ES, but there's always been 1 RTG/AA Coach.

yeah and wait until your kid gets to high school where there's at least 35 sped teachers for 150 students and still 1 RTG/AACoach for 900+ students.

There is no gifted in high school.

Just AP/IB grind.

If it is not required by Virginia law, why does Fairfax invest so much in gifted program?
What states do you have adequate resources mandated by law for gifted?

Virginia does require by law that school districts to identify and and provide services. APS Advanced Academics model complies with all state requirements and regulations, whether or not you like the model or not.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I very much doubt any parent who describes the IEP or 504 process at Hamm as smooth and/or who waited until middle school to help their child. But then I see where a parent who describes kids finally get assistance as an onslaught as compared to a history of ignoring kids or sending them to a different school (seriously, PP? seriously?) probably would rather their own child was "normal."

Also, you can google accommodations, 504s, IEPs for elementary school kids. But you didn't do that when your kid needed them because you were ableist. So there's that.

Are none of you able to read my posts? I was saying that to someone who had been teaching for 20 years, the landscape had changed considerably and it could feel like an onslaught. It wasn’t my own impression.

Anyways, my kid did great in elementary school, it was no problem and had the highest ratings on standard base grading, high scores on SOL‘s, it was easy. But then when you get to middle school and the necessity of tracking homework and projects and actual test that matter, it became apparent the disorganization and executive function was

We are at HBW, and I suspect the fact that we have a counselor, i.e. a teacher who has a smaller subset of students may make it easier for our IEP to be met. I don’t know how it is at Hamm.

our psychologist was very clear that the school must provide the services, it’s the law and once you show up with the testing, they just check through the list of accommodations hard by law. What does the principal have to do? I just don’t understand?

I know that there are pullouts for social skills, we do not have experience with that, executive function, coaching, and then they do things like your kid at the front of the class and let them have tools to help them focus in class. I just don’t see where the principal gets involved.

So you've never had trouble getting your kid what they need at school. But others have. Why is that so hard for you to grasp?

It's hilarious that you think schools always follow the law automatically. They don't.

I’m asking at Taylor what services they are having trouble getting? It seems like for elementary school it’s pretty low hanging fruit.

DP. What is that based on though? You don’t seem to know what services would/could be available in elementary school so how would you know if it’s low hanging fruit? And also the person who started here might as well post her kids name if she’s just going to post the specific service they had trouble with. It’s not that big a school and the principal was only here since 2022.

I asked broadly what services. They told me to Google it. I did. I listed those services and don’t see why a principal would be involved in moving a kid to the front of the class or getting an organization binder.
They can list their bit along with other bits to be anonymous.

Then you have no idea how the special ed process works, and you definitely don't know how badly sped kids and families have been treated at Taylor. And you don't seem at all like you care, just want to minimize what other people have been through. Sorry if you liked this principal. Others did not.

I’m starting to see why she is dismissive of you parents. I’ve asked for concrete examples of the types of services that have been refused and what part she would play in it, and i get repeated directions to google it (which i have, as well as asked an LLM), and no help.

I expect your bad behavior will be noted by the teachers and will poison the well for the hiring process of a new principal. Thanks.

My bad behavior? Because I don't feel like giving a whole tutorial to some random no one when you could research it yourself?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I very much doubt any parent who describes the IEP or 504 process at Hamm as smooth and/or who waited until middle school to help their child. But then I see where a parent who describes kids finally get assistance as an onslaught as compared to a history of ignoring kids or sending them to a different school (seriously, PP? seriously?) probably would rather their own child was "normal."

Also, you can google accommodations, 504s, IEPs for elementary school kids. But you didn't do that when your kid needed them because you were ableist. So there's that.

Are none of you able to read my posts? I was saying that to someone who had been teaching for 20 years, the landscape had changed considerably and it could feel like an onslaught. It wasn’t my own impression.

Anyways, my kid did great in elementary school, it was no problem and had the highest ratings on standard base grading, high scores on SOL‘s, it was easy. But then when you get to middle school and the necessity of tracking homework and projects and actual test that matter, it became apparent the disorganization and executive function was

We are at HBW, and I suspect the fact that we have a counselor, i.e. a teacher who has a smaller subset of students may make it easier for our IEP to be met. I don’t know how it is at Hamm.

our psychologist was very clear that the school must provide the services, it’s the law and once you show up with the testing, they just check through the list of accommodations hard by law. What does the principal have to do? I just don’t understand?

I know that there are pullouts for social skills, we do not have experience with that, executive function, coaching, and then they do things like your kid at the front of the class and let them have tools to help them focus in class. I just don’t see where the principal gets involved.

So you've never had trouble getting your kid what they need at school. But others have. Why is that so hard for you to grasp?

It's hilarious that you think schools always follow the law automatically. They don't.

I’m asking at Taylor what services they are having trouble getting? It seems like for elementary school it’s pretty low hanging fruit.

DP. What is that based on though? You don’t seem to know what services would/could be available in elementary school so how would you know if it’s low hanging fruit? And also the person who started here might as well post her kids name if she’s just going to post the specific service they had trouble with. It’s not that big a school and the principal was only here since 2022.

I asked broadly what services. They told me to Google it. I did. I listed those services and don’t see why a principal would be involved in moving a kid to the front of the class or getting an organization binder.
They can list their bit along with other bits to be anonymous.

Then you have no idea how the special ed process works, and you definitely don't know how badly sped kids and families have been treated at Taylor. And you don't seem at all like you care, just want to minimize what other people have been through. Sorry if you liked this principal. Others did not.

I’m starting to see why she is dismissive of you parents. I’ve asked for concrete examples of the types of services that have been refused and what part she would play in it, and i get repeated directions to google it (which i have, as well as asked an LLM), and no help.

I expect your bad behavior will be noted by the teachers and will poison the well for the hiring process of a new principal. Thanks.

And it has been explained to you that you are asking for information that could out a child. Why are you so nosy? No one owes you private information.

[Anonymous]

Anonymous wrote:

Anonymous wrote:For the gifted kid parents, for what it's worth it settles out more in middle school because kids can choose intensified classes for all the core subjects (though they have to test into advanced math).

Intensified are new this year. What is going to act as a threshold of abilities to handle the class rather than having people trying to pad transcripts?

They have testing for math. Why not for other subjects?

Because they are not supposed to be gate-keeped by people like you who want to keep out kids who you perceive as not up to your own kid's level. Don't worry, your precious snowflake will be ok.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Unfortunately, there's not enough personnel to support small groups for all students with any type of regularity. Class sizes are in the upper 20s in a lot of cases with one full time teacher. In Virginia, gifted is not classified as special education. In APS, the large number of identified gifted students would make it next to impossible to ever consider reverting back to a pull out model. We have 1 special education teacher per grade level in our APS ES, but there's always been 1 RTG/AA Coach.

yeah and wait until your kid gets to high school where there's at least 35 sped teachers for 150 students and still 1 RTG/AACoach for 900+ students.

There is no gifted in high school.

Just AP/IB grind.

If it is not required by Virginia law, why does Fairfax invest so much in gifted program?
What states do you have adequate resources mandated by law for gifted?

Virginia does require by law that school districts to identify and and provide services. APS Advanced Academics model complies with all state requirements and regulations, whether or not you like the model or not.

Different districts do things differently. FFX model isn't perfect either. It sets up so much stress and focus on qualifying for AAP. Kids just below the threshold are out of luck.

But if you like it better, you can move to FFX!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Unfortunately, there's not enough personnel to support small groups for all students with any type of regularity. Class sizes are in the upper 20s in a lot of cases with one full time teacher. In Virginia, gifted is not classified as special education. In APS, the large number of identified gifted students would make it next to impossible to ever consider reverting back to a pull out model. We have 1 special education teacher per grade level in our APS ES, but there's always been 1 RTG/AA Coach.

yeah and wait until your kid gets to high school where there's at least 35 sped teachers for 150 students and still 1 RTG/AACoach for 900+ students.

There is no gifted in high school.

Just AP/IB grind.

If it is not required by Virginia law, why does Fairfax invest so much in gifted program?
What states do you have adequate resources mandated by law for gifted?

Virginia does require by law that school districts to identify and and provide services. APS Advanced Academics model complies with all state requirements and regulations, whether or not you like the model or not.

Different districts do things differently. FFX model isn't perfect either. It sets up so much stress and focus on qualifying for AAP. Kids just below the threshold are out of luck.

But if you like it better, you can move to FFX!

We actually are moving in a year, but our DC time at Taylor was good enough so had no problem with KM but doubt GT will see much change.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:For the gifted kid parents, for what it's worth it settles out more in middle school because kids can choose intensified classes for all the core subjects (though they have to test into advanced math).

Intensified are new this year. What is going to act as a threshold of abilities to handle the class rather than having people trying to pad transcripts?

They have testing for math. Why not for other subjects?

Because they are not supposed to be gate-keeped by people like you who want to keep out kids who you perceive as not up to your own kid's level. Don't worry, your precious snowflake will be ok.

Snowflake, never heard that before!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I very much doubt any parent who describes the IEP or 504 process at Hamm as smooth and/or who waited until middle school to help their child. But then I see where a parent who describes kids finally get assistance as an onslaught as compared to a history of ignoring kids or sending them to a different school (seriously, PP? seriously?) probably would rather their own child was "normal."

Also, you can google accommodations, 504s, IEPs for elementary school kids. But you didn't do that when your kid needed them because you were ableist. So there's that.

Are none of you able to read my posts? I was saying that to someone who had been teaching for 20 years, the landscape had changed considerably and it could feel like an onslaught. It wasn’t my own impression.

Anyways, my kid did great in elementary school, it was no problem and had the highest ratings on standard base grading, high scores on SOL‘s, it was easy. But then when you get to middle school and the necessity of tracking homework and projects and actual test that matter, it became apparent the disorganization and executive function was

We are at HBW, and I suspect the fact that we have a counselor, i.e. a teacher who has a smaller subset of students may make it easier for our IEP to be met. I don’t know how it is at Hamm.

our psychologist was very clear that the school must provide the services, it’s the law and once you show up with the testing, they just check through the list of accommodations hard by law. What does the principal have to do? I just don’t understand?

I know that there are pullouts for social skills, we do not have experience with that, executive function, coaching, and then they do things like your kid at the front of the class and let them have tools to help them focus in class. I just don’t see where the principal gets involved.

So you've never had trouble getting your kid what they need at school. But others have. Why is that so hard for you to grasp?

It's hilarious that you think schools always follow the law automatically. They don't.

I’m asking at Taylor what services they are having trouble getting? It seems like for elementary school it’s pretty low hanging fruit.

DP. What is that based on though? You don’t seem to know what services would/could be available in elementary school so how would you know if it’s low hanging fruit? And also the person who started here might as well post her kids name if she’s just going to post the specific service they had trouble with. It’s not that big a school and the principal was only here since 2022.

I asked broadly what services. They told me to Google it. I did. I listed those services and don’t see why a principal would be involved in moving a kid to the front of the class or getting an organization binder.
They can list their bit along with other bits to be anonymous.

Then you have no idea how the special ed process works, and you definitely don't know how badly sped kids and families have been treated at Taylor. And you don't seem at all like you care, just want to minimize what other people have been through. Sorry if you liked this principal. Others did not.

I’m starting to see why she is dismissive of you parents. I’ve asked for concrete examples of the types of services that have been refused and what part she would play in it, and i get repeated directions to google it (which i have, as well as asked an LLM), and no help.

I expect your bad behavior will be noted by the teachers and will poison the well for the hiring process of a new principal. Thanks.

And it has been explained to you that you are asking for information that could out a child. Why are you so nosy? No one owes you private information.

I have listed a bunch of services for an IEP, I researched it on APS and other resources. None of it it really involves the principal. So it’s clear you were asking for something very special for your child, likely beyond the IEP requirements, and that’s why it will out your child. And that’s why KM likely didn’t accommodate you, because it was outside the norm, but you are convinced it’s a necessity. It’s clear thank you.