teacher turnover in APS

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Don't forget rudeness from students, especially in grades 6-12. It's off the chain.

The Karens get replaced by pint-size version of themselves in middle school, lol.

Rude kids have always existed. The difference is that no one is willing to discipline them anymore. There are very little consequences for rude behavior. Admin needs to actually start imposing consequences. I feel sorry for the kids who’s education keeps getting disrupted by their classmates.

Rude kids are much more common now. Parents don't teach their kids basic manners and then side with their kids if the teacher says something about the rudeness. Parents used to respect teachers, and teach their kids to do the same.

I feel that could be said about me, and I have to defend myself by saying that APS has turned me into this person. My mom was a teacher, and with my first child, I always sided with the teachers. My second child was so mistreated by APS (denied services that he so clearly needed until it was really too late, treated like a "bad kid" by APS because he couldn't "do" school without the services that he so clearly needed) and, while it is not the teachers' faults (mostly), admin forces the parent to act as though it is. By the time my child started receiving services (late HS), I no longer talked to the teachers - just went straight to his case carrier / counselor / assistant principal with any and everything.

there's a world of difference between you and the typical entitled parents rights anti teacher nutters

+1. Also, I can see myself writing something similar in a few years. Sigh.

[Anonymous]

Does the cohorting (eg all IEPs in one classroom) start in kindergarten? My daughter just finished kindergarten with an IEP, and she definitely had a couple of other kids with IEPs in her class. I had assumed each classroom had a few of the kids with IEPs.

[Anonymous]

Anonymous wrote:Does the cohorting (eg all IEPs in one classroom) start in kindergarten? My daughter just finished kindergarten with an IEP, and she definitely had a couple of other kids with IEPs in her class. I had assumed each classroom had a few of the kids with IEPs.

Yes, If they are coming in with IEPs. Usually all classes have 1-2 more by the end of the year

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who said burdened? What an ignorant awful thing to say about kids with disabilities.

Burdened, yes, if they have a disproportionate share of behavior issues. What about kids without these issues in su h a lassroom? Why don't all classes include all categories equally?

This.....+1

I have been wondering this also🤔. I think if all classes had inclusion then maybe there would be more opportunity for support in the classes. If there are disproportionate percentages in 2 to 1 classes pwr grade level then I can see how the teachers of those classes may get burn out faster.

How on earth would that provide MORE support?

MORE as in each class in the grade would get support. Why does only one class have to deal with behavior issues? By the way, it might not mean assigning a special person for behavior issues, but if all teachers in a grade get an equal number of behavior problem kids and get professional training on how to deal with them effectively, each teacher becomes better and each class has a lesser burden of behavioral disruptions.

With SPED I can see how they need a special teacher there, but once again I agree that SPED kids need to be spread out across classes. Other kids thereby get exposed to neurodiversity, develop understanding of their peers with sped needs, and teachers get experience. Yes, this would probably require a sped support person in each class. Thus more funding. And this is a worthwhile cause to advocate for.

It would be interesting to see the statistics of what kind of classes teachers are fleeing: disproportionate concentration of behavior problems, inclusion clusters, other types of clusters. And if this means that policy towards class distribution should change and more funding would be needed for that to happen, so be it. Teaching has become an undesirable profession, and that is not good.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who said burdened? What an ignorant awful thing to say about kids with disabilities.

Burdened, yes, if they have a disproportionate share of behavior issues. What about kids without these issues in su h a lassroom? Why don't all classes include all categories equally?

This.....+1

I have been wondering this also🤔. I think if all classes had inclusion then maybe there would be more opportunity for support in the classes. If there are disproportionate percentages in 2 to 1 classes pwr grade level then I can see how the teachers of those classes may get burn out faster.

How on earth would that provide MORE support?

MORE as in each class in the grade would get support. Why does only one class have to deal with behavior issues? By the way, it might not mean assigning a special person for behavior issues, but if all teachers in a grade get an equal number of behavior problem kids and get professional training on how to deal with them effectively, each teacher becomes better and each class has a lesser burden of behavioral disruptions.

With SPED I can see how they need a special teacher there, but once again I agree that SPED kids need to be spread out across classes. Other kids thereby get exposed to neurodiversity, develop understanding of their peers with sped needs, and teachers get experience. Yes, this would probably require a sped support person in each class. Thus more funding. And this is a worthwhile cause to advocate for.

It would be interesting to see the statistics of what kind of classes teachers are fleeing: disproportionate concentration of behavior problems, inclusion clusters, other types of clusters. And if this means that policy towards class distribution should change and more funding would be needed for that to happen, so be it. Teaching has become an undesirable profession, and that is not good.

I fully support raising taxes to fund more classroom teachers/special services teams.

VA residents are generally too cheap though to pay for it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who said burdened? What an ignorant awful thing to say about kids with disabilities.

Burdened, yes, if they have a disproportionate share of behavior issues. What about kids without these issues in su h a lassroom? Why don't all classes include all categories equally?

This.....+1

I have been wondering this also🤔. I think if all classes had inclusion then maybe there would be more opportunity for support in the classes. If there are disproportionate percentages in 2 to 1 classes pwr grade level then I can see how the teachers of those classes may get burn out faster.

How on earth would that provide MORE support?

MORE as in each class in the grade would get support. Why does only one class have to deal with behavior issues? By the way, it might not mean assigning a special person for behavior issues, but if all teachers in a grade get an equal number of behavior problem kids and get professional training on how to deal with them effectively, each teacher becomes better and each class has a lesser burden of behavioral disruptions.

With SPED I can see how they need a special teacher there, but once again I agree that SPED kids need to be spread out across classes. Other kids thereby get exposed to neurodiversity, develop understanding of their peers with sped needs, and teachers get experience. Yes, this would probably require a sped support person in each class. Thus more funding. And this is a worthwhile cause to advocate for.

It would be interesting to see the statistics of what kind of classes teachers are fleeing: disproportionate concentration of behavior problems, inclusion clusters, other types of clusters. And if this means that policy towards class distribution should change and more funding would be needed for that to happen, so be it. Teaching has become an undesirable profession, and that is not good.

I fully support raising taxes to fund more classroom teachers/special services teams.

VA residents are generally too cheap though to pay for it.

It is no longer a matter of money. They cannot staff the positions as it is. More than half of my school’s SPED staff from last year are on their first year or provisionally licensed. 2 decided to leave teaching, 1 retired. Schools had SPED vacancies for all of last year. People don’t want the job.

[Anonymous]

that's sad. Not sure if taxes need to be raised. What's up with the admin bloat in APS anyway?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who said burdened? What an ignorant awful thing to say about kids with disabilities.

Burdened, yes, if they have a disproportionate share of behavior issues. What about kids without these issues in su h a lassroom? Why don't all classes include all categories equally?

This.....+1

I have been wondering this also🤔. I think if all classes had inclusion then maybe there would be more opportunity for support in the classes. If there are disproportionate percentages in 2 to 1 classes pwr grade level then I can see how the teachers of those classes may get burn out faster.

How on earth would that provide MORE support?

MORE as in each class in the grade would get support. Why does only one class have to deal with behavior issues? By the way, it might not mean assigning a special person for behavior issues, but if all teachers in a grade get an equal number of behavior problem kids and get professional training on how to deal with them effectively, each teacher becomes better and each class has a lesser burden of behavioral disruptions.

With SPED I can see how they need a special teacher there, but once again I agree that SPED kids need to be spread out across classes. Other kids thereby get exposed to neurodiversity, develop understanding of their peers with sped needs, and teachers get experience. Yes, this would probably require a sped support person in each class. Thus more funding. And this is a worthwhile cause to advocate for.

It would be interesting to see the statistics of what kind of classes teachers are fleeing: disproportionate concentration of behavior problems, inclusion clusters, other types of clusters. And if this means that policy towards class distribution should change and more funding would be needed for that to happen, so be it. Teaching has become an undesirable profession, and that is not good.

I fully support raising taxes to fund more classroom teachers/special services teams.

VA residents are generally too cheap though to pay for it.

It is no longer a matter of money. They cannot staff the positions as it is. More than half of my school’s SPED staff from last year are on their first year or provisionally licensed. 2 decided to leave teaching, 1 retired. Schools had SPED vacancies for all of last year. People don’t want the job.

what are the reasons? Is the school board not analyzing the trends and the reasons behind them?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who said burdened? What an ignorant awful thing to say about kids with disabilities.

Burdened, yes, if they have a disproportionate share of behavior issues. What about kids without these issues in su h a lassroom? Why don't all classes include all categories equally?

This.....+1

I have been wondering this also🤔. I think if all classes had inclusion then maybe there would be more opportunity for support in the classes. If there are disproportionate percentages in 2 to 1 classes pwr grade level then I can see how the teachers of those classes may get burn out faster.

How on earth would that provide MORE support?

MORE as in each class in the grade would get support. Why does only one class have to deal with behavior issues? By the way, it might not mean assigning a special person for behavior issues, but if all teachers in a grade get an equal number of behavior problem kids and get professional training on how to deal with them effectively, each teacher becomes better and each class has a lesser burden of behavioral disruptions.

With SPED I can see how they need a special teacher there, but once again I agree that SPED kids need to be spread out across classes. Other kids thereby get exposed to neurodiversity, develop understanding of their peers with sped needs, and teachers get experience. Yes, this would probably require a sped support person in each class. Thus more funding. And this is a worthwhile cause to advocate for.

It would be interesting to see the statistics of what kind of classes teachers are fleeing: disproportionate concentration of behavior problems, inclusion clusters, other types of clusters. And if this means that policy towards class distribution should change and more funding would be needed for that to happen, so be it. Teaching has become an undesirable profession, and that is not good.

I fully support raising taxes to fund more classroom teachers/special services teams.

VA residents are generally too cheap though to pay for it.

It is no longer a matter of money. They cannot staff the positions as it is. More than half of my school’s SPED staff from last year are on their first year or provisionally licensed. 2 decided to leave teaching, 1 retired. Schools had SPED vacancies for all of last year. People don’t want the job.

what are the reasons? Is the school board not analyzing the trends and the reasons behind them?

It’s a National trend

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who said burdened? What an ignorant awful thing to say about kids with disabilities.

Burdened, yes, if they have a disproportionate share of behavior issues. What about kids without these issues in su h a lassroom? Why don't all classes include all categories equally?

This.....+1

I have been wondering this also🤔. I think if all classes had inclusion then maybe there would be more opportunity for support in the classes. If there are disproportionate percentages in 2 to 1 classes pwr grade level then I can see how the teachers of those classes may get burn out faster.

How on earth would that provide MORE support?

MORE as in each class in the grade would get support. Why does only one class have to deal with behavior issues? By the way, it might not mean assigning a special person for behavior issues, but if all teachers in a grade get an equal number of behavior problem kids and get professional training on how to deal with them effectively, each teacher becomes better and each class has a lesser burden of behavioral disruptions.

With SPED I can see how they need a special teacher there, but once again I agree that SPED kids need to be spread out across classes. Other kids thereby get exposed to neurodiversity, develop understanding of their peers with sped needs, and teachers get experience. Yes, this would probably require a sped support person in each class. Thus more funding. And this is a worthwhile cause to advocate for.

It would be interesting to see the statistics of what kind of classes teachers are fleeing: disproportionate concentration of behavior problems, inclusion clusters, other types of clusters. And if this means that policy towards class distribution should change and more funding would be needed for that to happen, so be it. Teaching has become an undesirable profession, and that is not good.

I fully support raising taxes to fund more classroom teachers/special services teams.

VA residents are generally too cheap though to pay for it.

It is no longer a matter of money. They cannot staff the positions as it is. More than half of my school’s SPED staff from last year are on their first year or provisionally licensed. 2 decided to leave teaching, 1 retired. Schools had SPED vacancies for all of last year. People don’t want the job.

Maybe they don't want it because they are stretched too thin with too many kids on their caseload and not enough support. These things can change but they do require money.