Support the Montgomery Virtual Academy (MVA) from Budget Cuts!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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Anonymous wrote:

Anonymous wrote:There should be a statewide virtual option for everyone.

+1 I went to a state virtual school for remedial classes and was able to enroll in AP classrooms by high school. I even stayed enrolled in the online program while going to my local high school. I had enough credits to graduate in my junior year, because it ignited my passion for learning.

This is the obvious solution. It doesn't make sense to do virtual at a local level. There just aren't enough students, even in a district the size of MoCo.

There are enough students. The MVA has a waitlist and they could offer a hybrid program as well.

Enrollment in the program dropped by over 40% each year it’s been in place. Overall since its inception it has lost more than 65% of its participants. The fact that there’s a waitlist is meaningless. It’s a program that’s hemorrhaging kids.

They aren't letting new kids in. Kids graduate, families move....

Naw that’s not it but keep trying to make up excuses and maybe something will stick. 7.87% of the MVA’s enrollment in 2021-2022 was 12th graders yet enrollment dropped over 40% after that school year ended. So 32% of the program’s cohort moved that summer? Similarly, 7.79% of the MVA program’s enrollment was 12th graders in 2022-2023 but enrollment dropped 43.9% after they graduated. So another 36% of the program moved out of moco? That’s why enrollment has plummeted?

They aren't letting new students in as they don't have the staffing. It was always clear some would just the there a year or so till covid got better.

And covid isn't better.

Be sure to use that in your testimony, Sterling. It definitely won't make you sound hysterical.

NP, but who is Sterling?

Also, you guys always sounds stupid when you try to call people out. It's happened on my post before were people call me some random name as if its some 'gotcha'.

I'm willing to bet that they they are wrong 95% of the time

[Anonymous]

Anonymous wrote:Is there not any kind of home instruction program for homebound students? I don’t know what MCPS calls it, but it existed pre-pandemic. Just because MVA seems cheaper doesn’t mean it’s better. MCpS has many programs they can’t fund or staff.

It was called Interim Instructional Services and it was unbelievably horrible before the pandemic.

My kid's "teachers" (in quotes because these were not certified teachers) had no access to the general education curriculum. No pacing guide. Couldn't tell me what books his "class" (a class he was assigned to but had never set foot in, due to his medical issues) was reading. They also changed constantly, because he'd miss a few sessions for things like chemo or because he was in ICU, and the "teacher" would drop him, and then the new "teacher" would start from scratch because there was no keeping of records or transfer of knowledge.

[Anonymous]

Anonymous wrote:Good grief! Florida Virtual has been around for years. Many other school districts accept FVS. Just have the state of MD accredit FVS or another similar program.

There really is no reason to reinvent the wheel.

This or another virtual provider is the answer. But I am sure many parents have fought for this, and have been denied. I know we were denied (parent above complaining about IIS).

[Anonymous]

Anonymous wrote:

Anonymous wrote:Good grief! Florida Virtual has been around for years. Many other school districts accept FVS. Just have the state of MD accredit FVS or another similar program.

There really is no reason to reinvent the wheel.

This or another virtual provider is the answer. But I am sure many parents have fought for this, and have been denied. I know we were denied (parent above complaining about IIS).

I’m not sure there has been a concerted push for that actually, all the public advocacy I saw was geared towards keeping the MVA. There are a lot of MCPS parents that are strangely snobbish about MCPS being The Best even when it isn’t.

[Anonymous]

Anonymous wrote:The Virtual Academy does a poor job in educating children as it is currently constructed. All available data released by MCPS to date points to a program that is failing - both in attracting new students and in educating the ones it has. Enrollment has been declining steadily since the pandemic has abated. The families that are left are the true believers in virtual education and rightfully believe that the program is best for their kid. Problem is, you can identify groups of kids that number far higher than the mva’s current enrollment who could also use a special program to make school better but can’t get it funded because their method doesn’t happen to be a legacy of Covid.

It’s rough that the BOE said they’d fund it back in the winter and now are going back on their word. But it’s not like the program was enthusiastically embraced by the Board. The only reason it survived was because they said the advanced notice to families would be too short if they cut it. Why that’s changed for them, I don’t know, but any family who didn’t have alternate plans ready were sticking their head in the sand about the reality that their kids face - thriving in a program that has virtually no support outside of those who are a part of it.

I kindly request that we refrain from downplaying the hard work and dedication of everyone involved, including the teachers, staff, and students, who have contributed to the Virtual Academy. If available, it would be beneficial to share recent data points rather than relying solely on outdated information. It's important to acknowledge that comparing attendance for regular students to MVA students may be like comparing apples to oranges, as each educational model serves different needs.

From my personal observation, I have seen MVA students continue their education even when they are unwell or not feeling up to attending in-person classes. This flexibility provided by the MVA allows them to stay engaged with their teachers while traditional students may choose to skip school or prefer to stay home. It highlights the importance of providing education for all students, regardless of their achievements. Fairness dictates that we support every student's educational journey, whether they are high achievers or not.

While I believe many MVA students, including my own, are thriving in the program, it is crucial to avoid the notion of closing low-ranking schools and exclusively keeping schools in affluent areas. Instead, our focus should be on improving educational experiences for all students, regardless of their zip code or background. By working collaboratively, we can strive for a more equitable and inclusive educational system.

Let us continue this discussion with an open mind, taking into account recent data, diverse perspectives, and the goal of providing the best education for all students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The Virtual Academy does a poor job in educating children as it is currently constructed. All available data released by MCPS to date points to a program that is failing - both in attracting new students and in educating the ones it has. Enrollment has been declining steadily since the pandemic has abated. The families that are left are the true believers in virtual education and rightfully believe that the program is best for their kid. Problem is, you can identify groups of kids that number far higher than the mva’s current enrollment who could also use a special program to make school better but can’t get it funded because their method doesn’t happen to be a legacy of Covid.

It’s rough that the BOE said they’d fund it back in the winter and now are going back on their word. But it’s not like the program was enthusiastically embraced by the Board. The only reason it survived was because they said the advanced notice to families would be too short if they cut it. Why that’s changed for them, I don’t know, but any family who didn’t have alternate plans ready were sticking their head in the sand about the reality that their kids face - thriving in a program that has virtually no support outside of those who are a part of it.

I kindly request that we refrain from downplaying the hard work and dedication of everyone involved, including the teachers, staff, and students, who have contributed to the Virtual Academy. If available, it would be beneficial to share recent data points rather than relying solely on outdated information. It's important to acknowledge that comparing attendance for regular students to MVA students may be like comparing apples to oranges, as each educational model serves different needs.

From my personal observation, I have seen MVA students continue their education even when they are unwell or not feeling up to attending in-person classes. This flexibility provided by the MVA allows them to stay engaged with their teachers while traditional students may choose to skip school or prefer to stay home. It highlights the importance of providing education for all students, regardless of their achievements. Fairness dictates that we support every student's educational journey, whether they are high achievers or not.

While I believe many MVA students, including my own, are thriving in the program, it is crucial to avoid the notion of closing low-ranking schools and exclusively keeping schools in affluent areas. Instead, our focus should be on improving educational experiences for all students, regardless of their zip code or background. By working collaboratively, we can strive for a more equitable and inclusive educational system.

Let us continue this discussion with an open mind, taking into account recent data, diverse perspectives, and the goal of providing the best education for all students.

I think a good recommendation would be to have IIS and M A merged together to be able to offer both temporary and long term instruction for medically necessary students. This could include those in a medical facility or receiving at home medical care or even in evaluation by psychologists for appropriate medication level/education model needed.

The remaining teachers could then be transferred into open teacher positions (whether from retirement or new req).

They could take learnings from MVA plus potential innovative uses like being able to expand reach of classes to propose a virtual program in the future between MC and MCPS for teaching HIGH SCHOOL classes. (not DE). You could then offer greater professional opportunities for teachers to reach for both HS and early college education while also potentially have more teacher availability because of cross sharing of resources with MC.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The Virtual Academy does a poor job in educating children as it is currently constructed. All available data released by MCPS to date points to a program that is failing - both in attracting new students and in educating the ones it has. Enrollment has been declining steadily since the pandemic has abated. The families that are left are the true believers in virtual education and rightfully believe that the program is best for their kid. Problem is, you can identify groups of kids that number far higher than the mva’s current enrollment who could also use a special program to make school better but can’t get it funded because their method doesn’t happen to be a legacy of Covid.

It’s rough that the BOE said they’d fund it back in the winter and now are going back on their word. But it’s not like the program was enthusiastically embraced by the Board. The only reason it survived was because they said the advanced notice to families would be too short if they cut it. Why that’s changed for them, I don’t know, but any family who didn’t have alternate plans ready were sticking their head in the sand about the reality that their kids face - thriving in a program that has virtually no support outside of those who are a part of it.

I kindly request that we refrain from downplaying the hard work and dedication of everyone involved, including the teachers, staff, and students, who have contributed to the Virtual Academy. If available, it would be beneficial to share recent data points rather than relying solely on outdated information. It's important to acknowledge that comparing attendance for regular students to MVA students may be like comparing apples to oranges, as each educational model serves different needs.

From my personal observation, I have seen MVA students continue their education even when they are unwell or not feeling up to attending in-person classes. This flexibility provided by the MVA allows them to stay engaged with their teachers while traditional students may choose to skip school or prefer to stay home. It highlights the importance of providing education for all students, regardless of their achievements. Fairness dictates that we support every student's educational journey, whether they are high achievers or not.

While I believe many MVA students, including my own, are thriving in the program, it is crucial to avoid the notion of closing low-ranking schools and exclusively keeping schools in affluent areas. Instead, our focus should be on improving educational experiences for all students, regardless of their zip code or background. By working collaboratively, we can strive for a more equitable and inclusive educational system.

Let us continue this discussion with an open mind, taking into account recent data, diverse perspectives, and the goal of providing the best education for all students.

I think a good recommendation would be to have IIS and M A merged together to be able to offer both temporary and long term instruction for medically necessary students. This could include those in a medical facility or receiving at home medical care or even in evaluation by psychologists for appropriate medication level/education model needed.

The remaining teachers could then be transferred into open teacher positions (whether from retirement or new req).

They could take learnings from MVA plus potential innovative uses like being able to expand reach of classes to propose a virtual program in the future between MC and MCPS for teaching HIGH SCHOOL classes. (not DE). You could then offer greater professional opportunities for teachers to reach for both HS and early college education while also potentially have more teacher availability because of cross sharing of resources with MC.

This sounds like a practical, logical compromise and way forward. I agree.

Have you thought about running for the school board?

[Anonymous]

Anonymous wrote:Nope. We need the money for other programs. Time to let it go.

Time to let go???

Why isn't there consideration for reallocating the $100M allocated to miscellaneous contractual services, which has seen a $30M increase from previous years, in order to benefit our students and teachers?

Despite the county approving a budget request of over 99% totaling $3.3T, it is concerning to discover that operational costs are still not adequately covered. This raises serious concerns about potential financial issues that may be hidden or downplayed. The consequences, such as larger class sizes, teacher layoffs, and program cancellations, are indicative of a significant problem that demands immediate attention.

We must recognize that these financial challenges may only be the tip of the iceberg, hinting at a more extensive underlying issue. It is essential to thoroughly examine the district's financial situation to ensure transparency and accountability. Advocating for responsible financial management that prioritizes the educational needs of our students is of utmost importance.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The Virtual Academy does a poor job in educating children as it is currently constructed. All available data released by MCPS to date points to a program that is failing - both in attracting new students and in educating the ones it has. Enrollment has been declining steadily since the pandemic has abated. The families that are left are the true believers in virtual education and rightfully believe that the program is best for their kid. Problem is, you can identify groups of kids that number far higher than the mva’s current enrollment who could also use a special program to make school better but can’t get it funded because their method doesn’t happen to be a legacy of Covid.

It’s rough that the BOE said they’d fund it back in the winter and now are going back on their word. But it’s not like the program was enthusiastically embraced by the Board. The only reason it survived was because they said the advanced notice to families would be too short if they cut it. Why that’s changed for them, I don’t know, but any family who didn’t have alternate plans ready were sticking their head in the sand about the reality that their kids face - thriving in a program that has virtually no support outside of those who are a part of it.

I kindly request that we refrain from downplaying the hard work and dedication of everyone involved, including the teachers, staff, and students, who have contributed to the Virtual Academy. If available, it would be beneficial to share recent data points rather than relying solely on outdated information. It's important to acknowledge that comparing attendance for regular students to MVA students may be like comparing apples to oranges, as each educational model serves different needs.

From my personal observation, I have seen MVA students continue their education even when they are unwell or not feeling up to attending in-person classes. This flexibility provided by the MVA allows them to stay engaged with their teachers while traditional students may choose to skip school or prefer to stay home. It highlights the importance of providing education for all students, regardless of their achievements. Fairness dictates that we support every student's educational journey, whether they are high achievers or not.

While I believe many MVA students, including my own, are thriving in the program, it is crucial to avoid the notion of closing low-ranking schools and exclusively keeping schools in affluent areas. Instead, our focus should be on improving educational experiences for all students, regardless of their zip code or background. By working collaboratively, we can strive for a more equitable and inclusive educational system.

Let us continue this discussion with an open mind, taking into account recent data, diverse perspectives, and the goal of providing the best education for all students.

I think a good recommendation would be to have IIS and M A merged together to be able to offer both temporary and long term instruction for medically necessary students. This could include those in a medical facility or receiving at home medical care or even in evaluation by psychologists for appropriate medication level/education model needed.

The remaining teachers could then be transferred into open teacher positions (whether from retirement or new req).

They could take learnings from MVA plus potential innovative uses like being able to expand reach of classes to propose a virtual program in the future between MC and MCPS for teaching HIGH SCHOOL classes. (not DE). You could then offer greater professional opportunities for teachers to reach for both HS and early college education while also potentially have more teacher availability because of cross sharing of resources with MC.

The IIS program is indeed known to have significant costs associated with it. When considering the implementation of a 1-1 model on a weekly basis, it becomes apparent that the expenses per student could be substantial. However, it is important to carefully evaluate the number of students who would actually be approved for such a program. Currently, the program is designed to run for a duration of 6 weeks and primarily caters to students with serious health and medical conditions who are temporarily unable to participate in regular schooling. It is not intended as a long-term solution for all students.

And why would they recommend/redirect MVA enrollment applications to IIS in the past 2 years in result of canceling K and 1st grader in MVA?

[Anonymous]

I'm sorry, but no.

This was never meant to be a permanent program, and it concerns me that people want to make it one.

People are supposed to go to a physical school, and interact with other human students.

[Anonymous]

MVA sounds like one of many luxury items MCPS needs to cut to live within their budget.

[Anonymous]

Anonymous wrote:New report on MVA closure where MCPS spokesperson confirms the decision and one family impacted is featured: https://wjla.com/news/local/montgomery-virtual-academy-montgomery-county-public-schools-mcps-maryland-education-special-needs-students-accessibility-learning#

After watching the report, I'm not sure why the Lasko family can't be served by IIS or home schooling.

What would a family like theirs do pre MVA?

[Anonymous]

Anonymous wrote:I'm sorry, but no.

This was never meant to be a permanent program, and it concerns me that people want to make it one.

People are supposed to go to a physical school, and interact with other human students.

Says who? Nothing in Maryland law requires that. Teens in prison are educated in prison. But if you insist they must be in a physical school then name your school and they will be sent over.

[Anonymous]

Anonymous wrote:The Virtual Academy does a poor job in educating children as it is currently constructed. All available data released by MCPS to date points to a program that is failing - both in attracting new students and in educating the ones it has. Enrollment has been declining steadily since the pandemic has abated. The families that are left are the true believers in virtual education and rightfully believe that the program is best for their kid. Problem is, you can identify groups of kids that number far higher than the mva’s current enrollment who could also use a special program to make school better but can’t get it funded because their method doesn’t happen to be a legacy of Covid.

It’s rough that the BOE said they’d fund it back in the winter and now are going back on their word. But it’s not like the program was enthusiastically embraced by the Board. The only reason it survived was because they said the advanced notice to families would be too short if they cut it. Why that’s changed for them, I don’t know, but any family who didn’t have alternate plans ready were sticking their head in the sand about the reality that their kids face - thriving in a program that has virtually no support outside of those who are a part of it.

Distance or remote learning has been in existence for several decades, and during the COVID-19 pandemic, it further evolved into what is now referred to as "virtual" learning. This approach has demonstrated its effectiveness in catering to various unique circumstances and ensuring equal access to education for all individuals. The concept of distance/remote learning has stood the test of time and continues to be a viable and successful method of providing education to learners, regardless of their geographical location or specific circumstances.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The Virtual Academy does a poor job in educating children as it is currently constructed. All available data released by MCPS to date points to a program that is failing - both in attracting new students and in educating the ones it has. Enrollment has been declining steadily since the pandemic has abated. The families that are left are the true believers in virtual education and rightfully believe that the program is best for their kid. Problem is, you can identify groups of kids that number far higher than the mva’s current enrollment who could also use a special program to make school better but can’t get it funded because their method doesn’t happen to be a legacy of Covid.

It’s rough that the BOE said they’d fund it back in the winter and now are going back on their word. But it’s not like the program was enthusiastically embraced by the Board. The only reason it survived was because they said the advanced notice to families would be too short if they cut it. Why that’s changed for them, I don’t know, but any family who didn’t have alternate plans ready were sticking their head in the sand about the reality that their kids face - thriving in a program that has virtually no support outside of those who are a part of it.

Distance or remote learning has been in existence for several decades, and during the COVID-19 pandemic, it further evolved into what is now referred to as "virtual" learning. This approach has demonstrated its effectiveness in catering to various unique circumstances and ensuring equal access to education for all individuals. The concept of distance/remote learning has stood the test of time and continues to be a viable and successful method of providing education to learners, regardless of their geographical location or specific circumstances.

AI generated text.