APS Duran School Performance Email - Is Long Branch a Failing School?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a special education teacher. I work with students in the general education classroom only, I don’t do pull out. One issue is that students who have LDs actually do require more time and reteaching to learn grade-level skills. It’s very hard to do that in Gen Ed because we move quickly in order to cover the ever-growing list of skills required each year. Then, we have to move forward before SWD have had enough time to become proficient. But if we don’t keep going we aren’t even exposing them to all that will be on the SOL. It becomes a cycle that results in them falling behind because if you need more time you aren’t able to cover something else that other students are getting. There is a lot of pressure to keep going and cover all the curriculum for good reason but it’s not best for SWD or even all students on these foundational skills. I don’t have a solution but we are literally trying so hard to get all students to meet these standards. We text on our off time with ideas of different ways to motivate and teach our students in new ways. We are always looking for new insight. But at the end of the day these are 10 year olds and we are relying on them to be motivated by a test that literally means nothing to them and requires developmentally INappropriate levels of attention and care.

We have to become more comfortable separating kids by ability, even if it doesn’t feel good. Everyone working at their pace to MASTERY is much better than 1) forcing struggling learners to move on to the next topic when they haven’t mastered other foundational skills and 2) holding capable kids back to avoid hurt feelings.

Everyone should learn at his or her own pace. There’s no shame in that.

(And I am all for increased funding for higher-needs students. Smaller class sizes, more tutoring, etc. Because it’s absolutely true that some of these kids have the capacity to catch up. But making everyone else wait while they do so? Absurd.)

Did you read what the teacher wrote? We need to stop measuring success or proficiency by tests that are not developmentally appropriate.

I’m a teacher. We need to reduce the tests and separate by ability.

I have two children with dyslexia, dysgraphia, & adhd. The entire time I was working with the school, I kept asking for special ed and they kept pushing inclusion. It doesn't work! My kids needed smaller classes in English, for sure and math too. This "inclusion" thing has become a way of not meeting kids' needs just like exclusion used to be.

[Anonymous]

Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

[Anonymous]

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

I’m perfectly okay with that. One of my children is in a sheltered class, and it’s the only class they have an A in. And you know why? These classes go at their pace, not the school systems.

I don’t even care anymore if they don’t pass the SoLs. APS accreditation is their problem, not mine.

[Anonymous]

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

PP suggested increased funding and resources for higher-need classrooms. Smaller class sizes, more tutoring, summer school, etc.

But the fact remains, slow forward progress is better than no progress at all. It certainly beats sitting in a classroom and having to move on to the next topic despite not understanding the material that’s already been presented.

[Anonymous]

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

We need more options than Gen Ed and sped. We need high ability, regular ability (or a nicer name for the same idea), sped, intensive English immersion to get kids ready for traditional classrooms.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

I’m perfectly okay with that. One of my children is in a sheltered class, and it’s the only class they have an A in. And you know why? These classes go at their pace, not the school systems.

I don’t even care anymore if they don’t pass the SoLs. APS accreditation is their problem, not mine.

Is your kid young, PP? You do know that passing SOLs is required to graduate, right? So it does become your problem.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

PP suggested increased funding and resources for higher-need classrooms. Smaller class sizes, more tutoring, summer school, etc.

But the fact remains, slow forward progress is better than no progress at all. It certainly beats sitting in a classroom and having to move on to the next topic despite not understanding the material that’s already been presented.

Increased funding and resources from where?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

PP suggested increased funding and resources for higher-need classrooms. Smaller class sizes, more tutoring, summer school, etc.

But the fact remains, slow forward progress is better than no progress at all. It certainly beats sitting in a classroom and having to move on to the next topic despite not understanding the material that’s already been presented.

Increased funding and resources from where?

You’re very combative for someone who has no ideas of their own!


I know you think I’m MAGA, but you’re wrong. I’ve always supported fully funded schools. In addition to increased government funding, we can shift things around in our budget. Slash certain central office positions to start. I’d also — gasp — get rid of option programs if I could. Completely eliminate Montessori, Spanish immersion, HB, and whatever Campbell is. Keep Arlington Tech for the trade school route (because there is no shame in trade work!), but eliminate the fluff programs they’ve added (Vet, PT… these aren’t real programs unless you go to an actual college). Get rid of ATS but use their model at all of our elementary schools.

We would find a ton of money just by shifting things around.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

I’m perfectly okay with that. One of my children is in a sheltered class, and it’s the only class they have an A in. And you know why? These classes go at their pace, not the school systems.

I don’t even care anymore if they don’t pass the SoLs. APS accreditation is their problem, not mine.

Is your kid young, PP? You do know that passing SOLs is required to graduate, right? So it does become your problem.

Do current sped students have to pass SOLs to graduate? Honest question.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

I’m perfectly okay with that. One of my children is in a sheltered class, and it’s the only class they have an A in. And you know why? These classes go at their pace, not the school systems.

I don’t even care anymore if they don’t pass the SoLs. APS accreditation is their problem, not mine.

Is your kid young, PP? You do know that passing SOLs is required to graduate, right? So it does become your problem.

Do current sped students have to pass SOLs to graduate? Honest question.

It depends. First there are different types of diplomas. Also there are some credit accommodations but they have to be approved by the IEP team.

There’s a new law that the SOL will be the final and part of the course grade so IDK how that will work for sped kids. Maybe it won’t be good.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

PP suggested increased funding and resources for higher-need classrooms. Smaller class sizes, more tutoring, summer school, etc.

But the fact remains, slow forward progress is better than no progress at all. It certainly beats sitting in a classroom and having to move on to the next topic despite not understanding the material that’s already been presented.

Increased funding and resources from where?

You’re very combative for someone who has no ideas of their own!


I know you think I’m MAGA, but you’re wrong. I’ve always supported fully funded schools. In addition to increased government funding, we can shift things around in our budget. Slash certain central office positions to start. I’d also — gasp — get rid of option programs if I could. Completely eliminate Montessori, Spanish immersion, HB, and whatever Campbell is. Keep Arlington Tech for the trade school route (because there is no shame in trade work!), but eliminate the fluff programs they’ve added (Vet, PT… these aren’t real programs unless you go to an actual college). Get rid of ATS but use their model at all of our elementary schools.

We would find a ton of money just by shifting things around.

Take a breath PP.
How is it combative to ask a question?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

PP suggested increased funding and resources for higher-need classrooms. Smaller class sizes, more tutoring, summer school, etc.

But the fact remains, slow forward progress is better than no progress at all. It certainly beats sitting in a classroom and having to move on to the next topic despite not understanding the material that’s already been presented.

Increased funding and resources from where?

You’re very combative for someone who has no ideas of their own!


I know you think I’m MAGA, but you’re wrong. I’ve always supported fully funded schools. In addition to increased government funding, we can shift things around in our budget. Slash certain central office positions to start. I’d also — gasp — get rid of option programs if I could. Completely eliminate Montessori, Spanish immersion, HB, and whatever Campbell is. Keep Arlington Tech for the trade school route (because there is no shame in trade work!), but eliminate the fluff programs they’ve added (Vet, PT… these aren’t real programs unless you go to an actual college). Get rid of ATS but use their model at all of our elementary schools.

We would find a ton of money just by shifting things around.

Take a breath PP.
How is it combative to ask a question?

That’s all you do. Criticize others and ask pointless questions. Do you actually have any ideas of your own?

If not, why not crawl back in that hole you came out of.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

PP suggested increased funding and resources for higher-need classrooms. Smaller class sizes, more tutoring, summer school, etc.

But the fact remains, slow forward progress is better than no progress at all. It certainly beats sitting in a classroom and having to move on to the next topic despite not understanding the material that’s already been presented.

Increased funding and resources from where?

You’re very combative for someone who has no ideas of their own!


I know you think I’m MAGA, but you’re wrong. I’ve always supported fully funded schools. In addition to increased government funding, we can shift things around in our budget. Slash certain central office positions to start. I’d also — gasp — get rid of option programs if I could. Completely eliminate Montessori, Spanish immersion, HB, and whatever Campbell is. Keep Arlington Tech for the trade school route (because there is no shame in trade work!), but eliminate the fluff programs they’ve added (Vet, PT… these aren’t real programs unless you go to an actual college). Get rid of ATS but use their model at all of our elementary schools.

We would find a ton of money just by shifting things around.

Take a breath PP.
How is it combative to ask a question?

Outside of bussing eliminating option schools doesn’t save money. Dropping IB would likely save more money

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

PP suggested increased funding and resources for higher-need classrooms. Smaller class sizes, more tutoring, summer school, etc.

But the fact remains, slow forward progress is better than no progress at all. It certainly beats sitting in a classroom and having to move on to the next topic despite not understanding the material that’s already been presented.

Increased funding and resources from where?

You’re very combative for someone who has no ideas of their own!


I know you think I’m MAGA, but you’re wrong. I’ve always supported fully funded schools. In addition to increased government funding, we can shift things around in our budget. Slash certain central office positions to start. I’d also — gasp — get rid of option programs if I could. Completely eliminate Montessori, Spanish immersion, HB, and whatever Campbell is. Keep Arlington Tech for the trade school route (because there is no shame in trade work!), but eliminate the fluff programs they’ve added (Vet, PT… these aren’t real programs unless you go to an actual college). Get rid of ATS but use their model at all of our elementary schools.

We would find a ton of money just by shifting things around.

Take a breath PP.
How is it combative to ask a question?

Outside of bussing eliminating option schools doesn’t save money. Dropping IB would likely save more money

Drop them all, including IB. Families that want niche programs can go private.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Then what happens when your student is put in special ed setting but starts to fall behind due to slower pacing. Are you okay with that? When is that time going to be made up?

PP suggested increased funding and resources for higher-need classrooms. Smaller class sizes, more tutoring, summer school, etc.

But the fact remains, slow forward progress is better than no progress at all. It certainly beats sitting in a classroom and having to move on to the next topic despite not understanding the material that’s already been presented.

Increased funding and resources from where?

You’re very combative for someone who has no ideas of their own!


I know you think I’m MAGA, but you’re wrong. I’ve always supported fully funded schools. In addition to increased government funding, we can shift things around in our budget. Slash certain central office positions to start. I’d also — gasp — get rid of option programs if I could. Completely eliminate Montessori, Spanish immersion, HB, and whatever Campbell is. Keep Arlington Tech for the trade school route (because there is no shame in trade work!), but eliminate the fluff programs they’ve added (Vet, PT… these aren’t real programs unless you go to an actual college). Get rid of ATS but use their model at all of our elementary schools.

We would find a ton of money just by shifting things around.

Take a breath PP.
How is it combative to ask a question?

That’s all you do. Criticize others and ask pointless questions. Do you actually have any ideas of your own?

If not, why not crawl back in that hole you came out of.

Who’s combative?