How are things going at Ashlawn with the new principal?

[Anonymous]

Ashlawn is our zoned school, and we are considering transferring in from a private school. It turns out our daughter has some special needs and public might be a better fit. How is the new principal for IEPs and such?

[Anonymous]

She is wonderful!
Energetic, caring, knows SPED.

[Anonymous]

We are very happy at Ashlawn! I can’t speak to special Ed issues but I haven’t heard of any complaints or drama.

[Anonymous]

Anonymous wrote:She is wonderful!
Energetic, caring, knows SPED.

No, she's not.

[Anonymous]

Anonymous wrote:

Anonymous wrote:She is wonderful!
Energetic, caring, knows SPED.

No, she's not.

To each their own. No one can be all things to all people. I find her to be very caring and empathetic to students and families.

[Anonymous]

I had mixed feelings last year, but she seems to have hit her stride and I like the new VP too. There are a LOT of new teachers. That’s not unique to Ashlawn, but I think the school is doing well given the pandemic era turnover.

I don’t know about SpEd, so I can’t speak to that.

[Anonymous]

One thing to note about the turnover is that some of the teachers accepted higher-level jobs like admin at other schools and at Syphax. That’s the curse of quality schools - like when the principals of Wakefield and Drew were promoted.

[Anonymous]

Anonymous wrote:One thing to note about the turnover is that some of the teachers accepted higher-level jobs like admin at other schools and at Syphax. That’s the curse of quality schools - like when the principals of Wakefield and Drew were promoted.

this is a rather rosy view. How many accepted higher level jobs or went to Syphax vs teachers who left for other schools?

And if this is really due to being a quality school, why so much more turnover after the new principal came on board?

[Anonymous]

The previous principal and asst. principal were lovely and amazing. Strong teaching backgrounds, including SPED (actual special ed teacher experience). The former administrations (the last two principals and their teams) are very much missed and the new admin staff, while certainly trying, are just different.

We hope that the new admin is not what has been causing the teacher turnover, including several KEY teachers (including Mrs Neary, a wonderful assistant principal), but we get the sense that it is.

As parents, our interactions with the principal have been somewhat off-putting and for lack of a better description, "cold". Former admins were warm, welcoming, capable, engaging, etc and it never came off as that we were talking to an "administrator". Always felt like we were talking to another (friendly) teacher and not just a (disconnected) admin.

[Anonymous]

Anonymous wrote:

Anonymous wrote:One thing to note about the turnover is that some of the teachers accepted higher-level jobs like admin at other schools and at Syphax. That’s the curse of quality schools - like when the principals of Wakefield and Drew were promoted.

this is a rather rosy view. How many accepted higher level jobs or went to Syphax vs teachers who left for other schools?

And if this is really due to being a quality school, why so much more turnover after the new principal came on board?

Those of us who have been around for a while know that this happened after the former principal, Mrs. AB left, as well. (2015ish). A few parents freaked out thinking the school is going to go downhill because several beloved teachers and the principal left but that was not the case at all.

[Anonymous]

We left Ashlawn before the new principal, so can’t speak to her specifically. However, our experience at Ashlawn as well as other APS schools, is that special education services are really dependent on the kid and the teacher involved. The parents of a sweet kid with dyslexia might have a totally different experience than the parents of an impulsive kid with ADHD.

Our kid’s disabilities often manifested as behavioral issues. Getting some teachers’ to provide timely information that we could impose consequences at home consistently was a huge issue. Other teachers were willing to send a one line email at the end of a bad day.

We were also told that our kid failed every reading assessment because they weren’t trying.

If this is your first time trying to get services/accommodations, I would consider getting an advocate who can suggest what things might go into the IEP and help craft the wording. Otherwise, it can be hit or miss, depending on who is in the room. If your kid has autism, talk with the autism specialist at central office who covers Ashlawn. The Parent Resource Center would also be a good resource- they will explain the steps to the process of getting an IEP or 504 plan.

[Anonymous]

Our kid’s disabilities often manifested as behavioral issues. Getting some teachers’ to provide timely information that we could impose consequences at home consistently was a huge issue. Other teachers were willing to send a one line email at the end of a bad day.

Perhaps because imposing consequences for something that is part of your child’s disability that they can’t help or control is just plain wrong, and the teachers didn’t think it was appropriate to punish them for that. The idea of this disturbs me.
-Special Ed teacher

[Anonymous]

Does anyone have experience with gifted services for incoming kindergartener at Ashlawn?

[Anonymous]

Anonymous wrote:Does anyone have experience with gifted services for incoming kindergartener at Ashlawn?

Very few Kinders are identified for gifted services. This mostly begins in 1st grade after students take the NNAT ability test. Gifted students will then be clustered for their 2nd grade year.

[Anonymous]

The new principal is really hitting her stride, as is the gifted coordinator. Coming out of the pandemic, every school was struggling. We are happy with Ashlawn and with the new principal and optimistic for the years to come! It's a really supportive and kind environment and the teachers feel like family.