Do you think think Youngkin will use accreditation standards to come after ACPS

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL, during Covid you all were convinced that teachers did nothing and that anyone could do it. Now you're complaining when the governor agrees with you and is allowing anyone to do it. Huh. Some people are never happy.

Nice straw man you've got there.

Who is "you all"? I never heard a single ACPS parent say this during COVID.

Really? I'm not the person you're responding to, and every single OPEN ACPS idiot said this continually, and even the people who weren't OPEN ACPS. Don't be a Pinocchio.

DP: I am not sure who said it or not but I don’t agree.

In virtual school, to me the bigger problem was that ACPS’s administration constantly said it was going well when it wasn’t for a lot of students and did next to nothing to support its teachers in trying to make virtual school more effective.

I know there were vast differences from school to school because of it. Just yesterday, a parent of a special needs student at one elementary said that parent’s child advanced in math during the pandemic year because of the availability of “office hours” with the teacher that provided for one on one instruction. That was never offered to my special needs student at a different elementary (where the principal was actively hostile to our concerns about the math instruction and whether my child was mastering the material / no office hours all year). This contributed to my child’s current school (private) assessing my child as up to three grades behind in math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL, during Covid you all were convinced that teachers did nothing and that anyone could do it. Now you're complaining when the governor agrees with you and is allowing anyone to do it. Huh. Some people are never happy.

Nice straw man you've got there.

Who is "you all"? I never heard a single ACPS parent say this during COVID.

Really? I'm not the person you're responding to, and every single OPEN ACPS idiot said this continually, and even the people who weren't OPEN ACPS. Don't be a Pinocchio.

DP: I am not sure who said it or not but I don’t agree.

In virtual school, to me the bigger problem was that ACPS’s administration constantly said it was going well when it wasn’t for a lot of students and did next to nothing to support its teachers in trying to make virtual school more effective.

I know there were vast differences from school to school because of it. Just yesterday, a parent of a special needs student at one elementary said that parent’s child advanced in math during the pandemic year because of the availability of “office hours” with the teacher that provided for one on one instruction. That was never offered to my special needs student at a different elementary (where the principal was actively hostile to our concerns about the math instruction and whether my child was mastering the material / no office hours all year). This contributed to my child’s current school (private) assessing my child as up to three grades behind in math.

Yes, how kids with SN fare has everything to do with the admin and the teachers they get. If you’re lucky enough to encounter ones that help, the system works for you. If you’re not, well, that’s just too bad. Doesn’t seem equitable, does it?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:LOL, during Covid you all were convinced that teachers did nothing and that anyone could do it. Now you're complaining when the governor agrees with you and is allowing anyone to do it. Huh. Some people are never happy.

Nice straw man you've got there.

Who is "you all"? I never heard a single ACPS parent say this during COVID.

Really? I'm not the person you're responding to, and every single OPEN ACPS idiot said this continually, and even the people who weren't OPEN ACPS. Don't be a Pinocchio.

DP: I am not sure who said it or not but I don’t agree.

In virtual school, to me the bigger problem was that ACPS’s administration constantly said it was going well when it wasn’t for a lot of students and did next to nothing to support its teachers in trying to make virtual school more effective.

I know there were vast differences from school to school because of it. Just yesterday, a parent of a special needs student at one elementary said that parent’s child advanced in math during the pandemic year because of the availability of “office hours” with the teacher that provided for one on one instruction. That was never offered to my special needs student at a different elementary (where the principal was actively hostile to our concerns about the math instruction and whether my child was mastering the material / no office hours all year). This contributed to my child’s current school (private) assessing my child as up to three grades behind in math.

Yes, how kids with SN fare has everything to do with the admin and the teachers they get. If you’re lucky enough to encounter ones that help, the system works for you. If you’re not, well, that’s just too bad. Doesn’t seem equitable, does it?

I wouldn't limit it to special needs students. My older student had no office hours, or one-on-one, or any support from admin who were actively hostile to any reaching out. She went from advanced 5th-6th grade reading level to 2nd. I didn't even think that was possible. Her MAP score graph is ridiculous.