If ATS is so popular, why not create two of them?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Old APS parent here. Knowing what I know now, I absolutely would have applied to send my kids to ATS (we did not even lottery, though I did learn about it at kindergarten info night).

How I think of it is, ATS runs like schools ran when I was a kid. Traditional. Other APS schools are trying new models that generally are not proven and not as effective.

We switched to Catholic during Covid which also runs a more traditional model, but which you pay for out of pocket.

I do think we should add another ATS. The question is where to put it, because you have to take offline an existing ES, and that's a nightmare like all boundary stuff is.

But as an Arlington taxpayer, I would love to see all our schools swinging back toward a more traditional learning model.

I also completely agree on the importance of having one teacher who really gets to know your kid and be invested in them. I hated when our APS elem started rotating kids in 4th grade and all those connections got broken.

Old APS parent here. I was turned off by the heavy homework load at ATS back when I toured, which was a long time ago under a different principal. Has that lightened up since?

I have a fifth grader, it can be 30-45 minutes some nights, others 15

That sounds about right for 5th IMO. What about the younger grades though?

Maybe 10 minutes. Sometimes less. Kindergarten is harder. Around 15-20 minutes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

There was an article in Arlington magazine about ATS praising the way the then-principal would tell kids who weren't reading that they would have a very special job next year welcoming kids who were in kindergarten for the first time.

But maybe Holly Hawthorne is just another disgruntled non-ATS parent, lying about school policy

Clearly you have reading comprehension issues. Having a student repeat a year is very different then kicking them out. Why should a student be promoted to first grade if they are behind academically? That being said ATS works hard to make sure that every single student is at grade level. I have never heard of any student that has been held back though I’m sure that happens.

Hmm. Seems to me that there is also a significant difference between "working hard to make sure every student is at grade level" and "students having to be at grade level to move on" or "all students are at grade level." Just because they work hard to ensure each student is at grade level does not mean they don't go on if they aren't. If they were, we would not have any students below grade level or reading at a 3rd grade level when they graduate high school. My current senior just told me yesterday, in fact, that only two students in their English class are "at grade level or more." They determined that from the teacher's comments as she went around to each student with the results of their standardized test. So, our teachers are working hard; but lots of students are behind.

[Anonymous]

Anonymous wrote:Old APS parent here. Knowing what I know now, I absolutely would have applied to send my kids to ATS (we did not even lottery, though I did learn about it at kindergarten info night).

How I think of it is, ATS runs like schools ran when I was a kid. Traditional. Other APS schools are trying new models that generally are not proven and not as effective.

We switched to Catholic during Covid which also runs a more traditional model, but which you pay for out of pocket.

I do think we should add another ATS. The question is where to put it, because you have to take offline an existing ES, and that's a nightmare like all boundary stuff is.

But as an Arlington taxpayer, I would love to see all our schools swinging back toward a more traditional learning model.

I also completely agree on the importance of having one teacher who really gets to know your kid and be invested in them. I hated when our APS elem started rotating kids in 4th grade and all those connections got broken.

Just want to chime in as an ATS parent. What distinguishes ATS is the following:

- high expectations when it comes to academics
- high expectations when it comes to behavior
- direct interaction as opposed to inquiry based learning (this is the most important difference in my opinion)
- focus on phonics in the earlier grades
- curriculum has always been knowledge based even before the adoption of CKLA
- extremely diverse student body
- no standards based grading in the higher grades
-homework
- arts focus

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

There was an article in Arlington magazine about ATS praising the way the then-principal would tell kids who weren't reading that they would have a very special job next year welcoming kids who were in kindergarten for the first time.

But maybe Holly Hawthorne is just another disgruntled non-ATS parent, lying about school policy

Clearly you have reading comprehension issues. Having a student repeat a year is very different then kicking them out. Why should a student be promoted to first grade if they are behind academically? That being said ATS works hard to make sure that every single student is at grade level. I have never heard of any student that has been held back though I’m sure that happens.

When my child was in kindergarten and 1st grade at ATS a couple kids were not promoted to the next grade. They most certainly were not kicked out of ATS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

There was an article in Arlington magazine about ATS praising the way the then-principal would tell kids who weren't reading that they would have a very special job next year welcoming kids who were in kindergarten for the first time.

But maybe Holly Hawthorne is just another disgruntled non-ATS parent, lying about school policy

Clearly you have reading comprehension issues. Having a student repeat a year is very different then kicking them out. Why should a student be promoted to first grade if they are behind academically? That being said ATS works hard to make sure that every single student is at grade level. I have never heard of any student that has been held back though I’m sure that happens.

Oh, the irony!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Fine, we're taking away your neighborhood school and putting in a school that your kid won't be able to attend because they didn't win the lottery. Happy now?

Or you do win the lottery, but your kid isn't reading at the end of kindergarten. Not reading before 7 is developmentally appropriate, but ATS says your kid has to repeat K. Happy now?

Yes, very happy.

Disagree totally with the premise that not reading at all before 7 is “developmentally appropriate”. Please cite published peer-reviewed study with a large sample size and good statistical controls.

But Finland does it!!!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Fine, we're taking away your neighborhood school and putting in a school that your kid won't be able to attend because they didn't win the lottery. Happy now?

Or you do win the lottery, but your kid isn't reading at the end of kindergarten. Not reading before 7 is developmentally appropriate, but ATS says your kid has to repeat K. Happy now?

Yes, very happy.

Disagree totally with the premise that not reading at all before 7 is “developmentally appropriate”. Please cite published peer-reviewed study with a large sample size and good statistical controls.

But Finland does it!!!

DP. Finland doesn't start formal education until age 7; but that's irrelevant of the developmental appropriateness of reading. I'm betting a lot of kids are already reading or starting to read before they enter Finland's public schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

There was an article in Arlington magazine about ATS praising the way the then-principal would tell kids who weren't reading that they would have a very special job next year welcoming kids who were in kindergarten for the first time.

But maybe Holly Hawthorne is just another disgruntled non-ATS parent, lying about school policy

I don't think its the school policy, but I too have heard this from multiple parents (at multiple grade levels). If your kid is not keeping up, they encourage you to leave. My youngest is in fifth grade now, my eldest in college, and this is something I have heard over the years when we've met ATS families. The number of times I've heard it from families at ATS would lead me to believe its true.
For what its worth, I heard the same thing about Key -- if your child has a learning disability they encourage you to go back to your neighborhood school so as to not compound the issue. Not sure if there's truth there, other than I heard it from multiple families over the course of multiple years.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

There was an article in Arlington magazine about ATS praising the way the then-principal would tell kids who weren't reading that they would have a very special job next year welcoming kids who were in kindergarten for the first time.

But maybe Holly Hawthorne is just another disgruntled non-ATS parent, lying about school policy

Clearly you have reading comprehension issues. Having a student repeat a year is very different then kicking them out. Why should a student be promoted to first grade if they are behind academically? That being said ATS works hard to make sure that every single student is at grade level. I have never heard of any student that has been held back though I’m sure that happens.

Hmm. Seems to me that there is also a significant difference between "working hard to make sure every student is at grade level" and "students having to be at grade level to move on" or "all students are at grade level." Just because they work hard to ensure each student is at grade level does not mean they don't go on if they aren't. If they were, we would not have any students below grade level or reading at a 3rd grade level when they graduate high school. My current senior just told me yesterday, in fact, that only two students in their English class are "at grade level or more." They determined that from the teacher's comments as she went around to each student with the results of their standardized test. So, our teachers are working hard; but lots of students are behind.

Glad to hear you've thought about this. Well at ATS teachers work hard to make sure kids are at great level AND get results. So kids at ATS are more or less at grade level. Just look at the school report. When they aren't the school makes sure that they are. Now in the rare case where a student still isn't at grade level even though the school has done everything, ATS may not promote that student to the next grade. Get it?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

There was an article in Arlington magazine about ATS praising the way the then-principal would tell kids who weren't reading that they would have a very special job next year welcoming kids who were in kindergarten for the first time.

But maybe Holly Hawthorne is just another disgruntled non-ATS parent, lying about school policy

I don't think its the school policy, but I too have heard this from multiple parents (at multiple grade levels). If your kid is not keeping up, they encourage you to leave. My youngest is in fifth grade now, my eldest in college, and this is something I have heard over the years when we've met ATS families. The number of times I've heard it from families at ATS would lead me to believe its true.
For what its worth, I heard the same thing about Key -- if your child has a learning disability they encourage you to go back to your neighborhood school so as to not compound the issue. Not sure if there's truth there, other than I heard it from multiple families over the course of multiple years.

My impression re ATS in the past reflects this.
I don't know about Key; however, an immersion program is different from ATS. I have known families with children at Claremont who were behind in reading and ultimately left, "transferring" back to their neighborhood school. It isn't uncommon for kids learning in a bilingual program to be behind in reading. They decided that the bilingual program wasn't meeting their kids' needs. I don't know that Claremont "encouraged" them to leave. I'm just saying that the anecdotes you've heard from Key might need to be taken with a grain of salt.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

There was an article in Arlington magazine about ATS praising the way the then-principal would tell kids who weren't reading that they would have a very special job next year welcoming kids who were in kindergarten for the first time.

But maybe Holly Hawthorne is just another disgruntled non-ATS parent, lying about school policy

I don't think its the school policy, but I too have heard this from multiple parents (at multiple grade levels). If your kid is not keeping up, they encourage you to leave. My youngest is in fifth grade now, my eldest in college, and this is something I have heard over the years when we've met ATS families. The number of times I've heard it from families at ATS would lead me to believe its true.
For what its worth, I heard the same thing about Key -- if your child has a learning disability they encourage you to go back to your neighborhood school so as to not compound the issue. Not sure if there's truth there, other than I heard it from multiple families over the course of multiple years.

That's simply not true. No kid is encouraged to leave. Some some families don't like the way ATS teaches and their focus on academics. They are hardcore. It's not for everyone. Families that don't like it end up leaving.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

There was an article in Arlington magazine about ATS praising the way the then-principal would tell kids who weren't reading that they would have a very special job next year welcoming kids who were in kindergarten for the first time.

But maybe Holly Hawthorne is just another disgruntled non-ATS parent, lying about school policy

I don't think its the school policy, but I too have heard this from multiple parents (at multiple grade levels). If your kid is not keeping up, they encourage you to leave. My youngest is in fifth grade now, my eldest in college, and this is something I have heard over the years when we've met ATS families. The number of times I've heard it from families at ATS would lead me to believe its true.
For what its worth, I heard the same thing about Key -- if your child has a learning disability they encourage you to go back to your neighborhood school so as to not compound the issue. Not sure if there's truth there, other than I heard it from multiple families over the course of multiple years.

My impression re ATS in the past reflects this.
I don't know about Key; however, an immersion program is different from ATS. I have known families with children at Claremont who were behind in reading and ultimately left, "transferring" back to their neighborhood school. It isn't uncommon for kids learning in a bilingual program to be behind in reading. They decided that the bilingual program wasn't meeting their kids' needs. I don't know that Claremont "encouraged" them to leave. I'm just saying that the anecdotes you've heard from Key might need to be taken with a grain of salt.

So let's take the anecdotes about Key with a grain of salt but let's not take the anecdotes about ATS with a grain of salt? LOL

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Fine, we're taking away your neighborhood school and putting in a school that your kid won't be able to attend because they didn't win the lottery. Happy now?

Or you do win the lottery, but your kid isn't reading at the end of kindergarten. Not reading before 7 is developmentally appropriate, but ATS says your kid has to repeat K. Happy now?

Yes, very happy.

Disagree totally with the premise that not reading at all before 7 is “developmentally appropriate”. Please cite published peer-reviewed study with a large sample size and good statistical controls.

But Finland does it!!!

DP. Finland doesn't start formal education until age 7; but that's irrelevant of the developmental appropriateness of reading. I'm betting a lot of kids are already reading or starting to read before they enter Finland's public schools.

That's great. Finland and the US aren't comparable. Here are a few facts:

1) Finnish families care a lot about education. Most Finnish kids are reading by the time they start school.
2) Finnish parents are able to spend time with their kids. They have lots of parental leave and jobs are more flexible. They work less hours
3) Poverty is less of a problem in Finland than it is in the US
4) The Finnish population is less diverse. There is a smaller immigrant population.

All of the above makes education in Finland very different than education in the US.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

People like making stuff up. These people tend to not have any experience with ATS and harbor this really strong hatred for the school. My daughter’s classmate came from to ATS mid-year. She was behind in every metric. A teacher worked with her every day after school to make sure she was reading and writing on grade level. ATS works with students who are behind and very few students leave ATS.

How does ATS do their staffing to have a dedicated teacher to work 1 on 1 with a student who is behind? I ask this as someone in a neighborhood school where this would NEVER happen. Is this work outside of contract hours? Is this a classroom teacher?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

People like making stuff up. These people tend to not have any experience with ATS and harbor this really strong hatred for the school. My daughter’s classmate came from to ATS mid-year. She was behind in every metric. A teacher worked with her every day after school to make sure she was reading and writing on grade level. ATS works with students who are behind and very few students leave ATS.

How does ATS do their staffing to have a dedicated teacher to work 1 on 1 with a student who is behind? I ask this as someone in a neighborhood school where this would NEVER happen. Is this work outside of contract hours? Is this a classroom teacher?

I’m the PP you responded to. I actually have no idea. But now that you brought it up I’m curious as well. The next time I see the parents I will ask.