How many fights did your kid see at Deal this week?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

o I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I actually am MORE unimpressed with those credentials. IMO, part of the decline in public education started when people started getting degrees in "education" without ever actually getting credentialed in teaching any particular subject. And your tone is exactly the type of leftist authoritarian "we know best" BS that offends so many. Kids should be able to come to school confident that if they are physically assaulted, then the aggressor will be removed from the general education environment until he or she is able to self regulate. And any student who assaults a teacher or administrator needs to be placed on out of school suspension immediately. The fact that DCPS will not advocate for those basic safety measures are a large reason why 47% of kids using public education in the city choose charters.

The shots at my education aside, I agree! Again, students (and parents) do not see every consequence. We don't shame kids while we teach them to self regulate. They may be required to take a 1:1 self - regulation class with a member of the schools Mental Health Team. They will definitely have some sort of re-entry process.

I'm sorry to say this but I feel like families need to hear it: You do not deserve to know how other people's children are being disciplined.

In fact, if my child is the victim of another child's violent, dangerous behavior, I have every right as a parent, a taxpaying citizen, and a member of the community to know precisely what is being done to protect students. That includes hearing from school administrators what disciplinary measures have been taken, and how many times an offending student is allowed to behave violently or threateningly before they are deemed in need of removal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

o I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I actually am MORE unimpressed with those credentials. IMO, part of the decline in public education started when people started getting degrees in "education" without ever actually getting credentialed in teaching any particular subject. And your tone is exactly the type of leftist authoritarian "we know best" BS that offends so many. Kids should be able to come to school confident that if they are physically assaulted, then the aggressor will be removed from the general education environment until he or she is able to self regulate. And any student who assaults a teacher or administrator needs to be placed on out of school suspension immediately. The fact that DCPS will not advocate for those basic safety measures are a large reason why 47% of kids using public education in the city choose charters.

The shots at my education aside, I agree! Again, students (and parents) do not see every consequence. We don't shame kids while we teach them to self regulate. They may be required to take a 1:1 self - regulation class with a member of the schools Mental Health Team. They will definitely have some sort of re-entry process.

I'm sorry to say this but I feel like families need to hear it: You do not deserve to know how other people's children are being disciplined.

In fact, if my child is the victim of another child's violent, dangerous behavior, I have every right as a parent, a taxpaying citizen, and a member of the community to know precisely what is being done to protect students. That includes hearing from school administrators what disciplinary measures have been taken, and how many times an offending student is allowed to behave violently or threateningly before they are deemed in need of removal.

No you don't

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Listen all of you. At the macro level, myself and all my wealthy colleagues who choose to benevolently send our kids to DC public schools will stop if we come to understand this town won’t do jack sht beyond “restorative justice” and other methods of watering down discipline for solve fights when actual, tangible punishment is needed.

Beyond ending ap classes and lowering standards out of “equity”, and social engineering, you might see a mass migration to private schools. You think I am kidding? Stop fking around with your Uber liberal lax on everything policies or you will see a massive decline in school quality when all the children raised in good homes leave. The only reason scores went up across the board over the last few years is because of wealthy people who took a chance. These last few years are full of idiotic policies to make classes easier or to allow bullying to continue.

Wow. I actually agree that DC and DCPS need to be less lenient on behavior issues and crime, but you didn't do anything out of benevolence. You did whatever you thought was best for your own family, including financially.

I did. I also did it because I believe in public schools. I don’t believe in overpaid and under qualified government workers and politicians pushing educational polices of questionable efficacy. Many seem detrimental. Ending ap classes. Less of a focus on the right answer. No suspensions. Restorative justice or hugs from an abuser to someone being abused. Passing kids just so the school doesn’t look bad. I am writing very plainly because really all the new jargon and euphemisms from people like Ibrahim x. Kendi, meant to push policies like restorative justice over traditional discipline are gaining traction. The disproportionate impact of racism in schools in indeed terrible, but when you water down education and discipline policies to try and counter that all you’re doing is instituting feel good hip social justice warrior stuff that really may not be of any help. My kids are going where they can learn, with motivated peers, and school administrators who are treated and treat others fairly. I don’t care if you label that tough or racist or whatever. It’s not. I want diversity at all schools everywhere. I just don’t want questionable policies that result in poor grades and bullying. Do you understand?

PP you're responding to here and I actually agree with the premise of what you're saying, but you're coming across as less than civil. But yes, DCPS is on a downward spiral with our political climate and current DC Council. If this trajectory isn't corrected, then DCPS will be set back decades and this will have terrible results for DC's poor with increased violence and worse schools abandoned by anyone who can afford to get out of DCPS/DCPCS.

I’m responding in the same blunt tone that the far left seems to employ when discussing their new school policies. It’s this “my approach is right and if you differently you’re racist” pandering and condescending message over and over again. You know why Virginia is going to turn red? It’s not because white parents are so scared and racist and don’t want their child to maybe hear about the horrors of slavery and white legacy in facilitating that terror.

They are voting red because the left is increasingly authoritarian in their views. They simply “know best”. Whether it’s on ending ap classes. Or changing race neutral entrance exams to schools like TJ or pushing lax on discipline schools polices like restorative justice to try to bridge a gap. Basically parents are not idiots and can see that liberal policies, while hearts are in the right place, can lead to worse outcomes. You can only water down school rigor and safety so much before parents react. And ready they should. We need capable future engineers, not ones who were pushed to the next grade out of fairness or to make the school pass rate better.

So I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I couldn't end this without adding on that the point that "wealthy students" are inflating DCPS scores, which is something I totally agree with. I hope we all remember that when people defend Mayoral Control by pointing to improvements in NAEP scores.

NP. Who is thriving in this new world utopia? What are the metrics for thriving and where do we see the results?

thriving; students of color who had to previously learn under the eye of teachers who practiced implicit or unconscious bias, which exposed them to systemic racism in a "safe" place as early as 3 or 4; students that have impulse control issues and are now being given tools to manage their behaviors (I remind parents at my school of this all the time; just because you don't see the consequence, that does not mean its not happening); students with (and without disabilities) that now have multiple means of expressing themselves in their work (rather than just through testing data).

This is how DCPS is tracking student SEL (Social - Emotional) data. https://www.panoramaed.com/blog/dc-public-schools-success-story
There are decades of research that connect SEL and Academic progress. If you really don't believe me, or consider pandering, you are welcome to do some research on the topic

Not thriving: kids whose mental and emotional health are negatively affected by threats to personal safety and whose academic needs are not met due to classroom disruptions, overcrowded schools and overworked, undersupported faculty.

It’s great the kids with impulse control issues are being given tools. What do you say to the victims? What tools do they get?

I would argue that one of life's greatest skills is learning that living in a society means there will always be aggressors. We teach and role play with students starting at a very young age on skills such as self - advocacy, and when that fails, how to safely report. There will always be situations where it doesn't work out beautifully and there will always be extreme cases (just like in the real world).

I could not speak on behalf of all educators but I support this path because I believe that we will need our next generation to be an empathetic and responsible group more than anything else in the world. Do I want my students to know how to do the things I teach them, of course. But, I also think that there is a huge industrial shift going on right now and we can't be stuck thinking that everyone needs to grow up to become a doctor or lawyer. A classical education isn't as essential as it used to be in order to be a successful adult.

Whoa. Why not teach them BOTH empathy/responsibility AND math and writing and all that sort of pesky stuff?

That is, when the eleven year olds aren’t having to worry about self-advocating with bullies.

When we structure our SEL learning, we try to explicitly teach those high level skills during a 30 - 45 minute portion of Morning Meeting (in ES) and advisories in MS/HS. SEL skills such as perseverance and resiliency, are constantly folded into our academic day. For example, when a student gets a math problem wrong, we practice things such as positive self talk and ways we can bounce back from our mistakes. It's been great for students and have really changed their outlook on learning. I've heard kids go from "I'll never be good at math" to "I used to get so frustrated but now I know what to do when I'm stuck!"

I hope this clarifies your misconceptions. Let me know if you have any other questions!

Great.

What about the kids who are victims of bullies who can’t access the curriculum because they are so worried about their safety? “I’d love to be able to concentrate on this math problem but I can’t stop thinking about that kid who picks on me every day and never gets suspended. I wish I could know what to do when I am stuck in the same class with that kid.”

Good question! As part of our sessions, we teach students how to speak up if they are being bullied, or how to report if they see another student being bullied (we talk a lot about how to be an ally instead of a bystander). If a student is being bullied or feels unsafe, then the teacher is meant to support the student in first feeling safe, and then finding a solution for both students. That may mean the aggressor doing their math work in a different space while the student who was bullied works in the classroom or vice versa (this is just one example of a solution but we obviously would take it on a kid by kid basis). We want kids in school so we stretch ourselves to find ways for all students to be members of our community.

Right, so in one of the scenarios you sketched out here, the kid getting bullied is punished by having to leave the classroom and the bully (and we're not talking saying mean things here; some of these kids are physically threatening other students) gets "restorative" justice. The only lesson learned from this scenario, from the victim's point of view, is that the school cares more about keeping the bully in school than in protecting all of the other students. I guess you can call that an important life lesson. I just call it an incompetent way to ensure the majority of kids get the best education possible. Violent, aggressive kids need to be removed from the school environment and placed in a setting where they get the counseling they need. Don't punish students who can self-regulate and want to learn by forcing them to hold hands and sing kumbaya with the kids who are beating them up, then pat yourself on the back for your "social emotional learning" gains.

Yes, and to add to you points, this is the type of pseudo-intellectual, I hate to say it “progressive” policy that is growing in popularity at the moment. It’s all in the name of equity. It’s also cascading into criminal justice. In DC rather than policing, we’re seeing Charles Allen and the city council loudly advocate for measures against incarceration or strong punishment in general. There is a move yo use “violence interrupters”, which major studies all show as having limited to no efficacy and which may actually cause more crime. Or there are bills to get violent offenders out of jail at younger ages like the Youth Rehabilitation act or the second chance act…basically, because the statistics are so unpalatable the solutions these days are to lower enforcement or lessen penalties regarding crime and to lower the bar educationally (‘no ap classes, showing work is biased, no entry tests, etc). This is why republicans or people in general are getting annoyed. It’s not as the media portrays it as racist people mad at equity, it’s that a lot of equity proposals seem half baked and actually increase crime or lower academic quality. And we live in a city with issues affecting both of those topics. And then, yes, if you discuss these issues critically, or ask to debate them, the left wing authortarian crowd will immediately try to shut you down, or shame you or overall ignore your concerns. Open dialogue should be allowed. It’s okay to view crime and educational not solely through the prism of identity politics, but also through a lens of prudency. Do the polices make sense? Are the theories well tested? How will cutting putting remedial learners with kids who were once in ap classes bode for the future? Will those ex-ap class kids be bored and not teach their potential? Is it okay to ask?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

o I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I actually am MORE unimpressed with those credentials. IMO, part of the decline in public education started when people started getting degrees in "education" without ever actually getting credentialed in teaching any particular subject. And your tone is exactly the type of leftist authoritarian "we know best" BS that offends so many. Kids should be able to come to school confident that if they are physically assaulted, then the aggressor will be removed from the general education environment until he or she is able to self regulate. And any student who assaults a teacher or administrator needs to be placed on out of school suspension immediately. The fact that DCPS will not advocate for those basic safety measures are a large reason why 47% of kids using public education in the city choose charters.

The shots at my education aside, I agree! Again, students (and parents) do not see every consequence. We don't shame kids while we teach them to self regulate. They may be required to take a 1:1 self - regulation class with a member of the schools Mental Health Team. They will definitely have some sort of re-entry process.

I'm sorry to say this but I feel like families need to hear it: You do not deserve to know how other people's children are being disciplined.

In fact, if my child is the victim of another child's violent, dangerous behavior, I have every right as a parent, a taxpaying citizen, and a member of the community to know precisely what is being done to protect students. That includes hearing from school administrators what disciplinary measures have been taken, and how many times an offending student is allowed to behave violently or threateningly before they are deemed in need of removal.

No you don't

And with that attitude, again, people of means and who raise their children well, will leave dcps for greener pastures and you’ll wonder why the schools got so bad. It’s because people don’t want bs. They want sensible policies.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

o I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I actually am MORE unimpressed with those credentials. IMO, part of the decline in public education started when people started getting degrees in "education" without ever actually getting credentialed in teaching any particular subject. And your tone is exactly the type of leftist authoritarian "we know best" BS that offends so many. Kids should be able to come to school confident that if they are physically assaulted, then the aggressor will be removed from the general education environment until he or she is able to self regulate. And any student who assaults a teacher or administrator needs to be placed on out of school suspension immediately. The fact that DCPS will not advocate for those basic safety measures are a large reason why 47% of kids using public education in the city choose charters.

The shots at my education aside, I agree! Again, students (and parents) do not see every consequence. We don't shame kids while we teach them to self regulate. They may be required to take a 1:1 self - regulation class with a member of the schools Mental Health Team. They will definitely have some sort of re-entry process.

I'm sorry to say this but I feel like families need to hear it: You do not deserve to know how other people's children are being disciplined.

In fact, if my child is the victim of another child's violent, dangerous behavior, I have every right as a parent, a taxpaying citizen, and a member of the community to know precisely what is being done to protect students. That includes hearing from school administrators what disciplinary measures have been taken, and how many times an offending student is allowed to behave violently or threateningly before they are deemed in need of removal.

No you don't

You do have a right to file a police report though. Of course it's DC so young criminals don't actually have to face consequences.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Listen all of you. At the macro level, myself and all my wealthy colleagues who choose to benevolently send our kids to DC public schools will stop if we come to understand this town won’t do jack sht beyond “restorative justice” and other methods of watering down discipline for solve fights when actual, tangible punishment is needed.

Beyond ending ap classes and lowering standards out of “equity”, and social engineering, you might see a mass migration to private schools. You think I am kidding? Stop fking around with your Uber liberal lax on everything policies or you will see a massive decline in school quality when all the children raised in good homes leave. The only reason scores went up across the board over the last few years is because of wealthy people who took a chance. These last few years are full of idiotic policies to make classes easier or to allow bullying to continue.

Wow. I actually agree that DC and DCPS need to be less lenient on behavior issues and crime, but you didn't do anything out of benevolence. You did whatever you thought was best for your own family, including financially.

I did. I also did it because I believe in public schools. I don’t believe in overpaid and under qualified government workers and politicians pushing educational polices of questionable efficacy. Many seem detrimental. Ending ap classes. Less of a focus on the right answer. No suspensions. Restorative justice or hugs from an abuser to someone being abused. Passing kids just so the school doesn’t look bad. I am writing very plainly because really all the new jargon and euphemisms from people like Ibrahim x. Kendi, meant to push policies like restorative justice over traditional discipline are gaining traction. The disproportionate impact of racism in schools in indeed terrible, but when you water down education and discipline policies to try and counter that all you’re doing is instituting feel good hip social justice warrior stuff that really may not be of any help. My kids are going where they can learn, with motivated peers, and school administrators who are treated and treat others fairly. I don’t care if you label that tough or racist or whatever. It’s not. I want diversity at all schools everywhere. I just don’t want questionable policies that result in poor grades and bullying. Do you understand?

PP you're responding to here and I actually agree with the premise of what you're saying, but you're coming across as less than civil. But yes, DCPS is on a downward spiral with our political climate and current DC Council. If this trajectory isn't corrected, then DCPS will be set back decades and this will have terrible results for DC's poor with increased violence and worse schools abandoned by anyone who can afford to get out of DCPS/DCPCS.

I’m responding in the same blunt tone that the far left seems to employ when discussing their new school policies. It’s this “my approach is right and if you differently you’re racist” pandering and condescending message over and over again. You know why Virginia is going to turn red? It’s not because white parents are so scared and racist and don’t want their child to maybe hear about the horrors of slavery and white legacy in facilitating that terror.

They are voting red because the left is increasingly authoritarian in their views. They simply “know best”. Whether it’s on ending ap classes. Or changing race neutral entrance exams to schools like TJ or pushing lax on discipline schools polices like restorative justice to try to bridge a gap. Basically parents are not idiots and can see that liberal policies, while hearts are in the right place, can lead to worse outcomes. You can only water down school rigor and safety so much before parents react. And ready they should. We need capable future engineers, not ones who were pushed to the next grade out of fairness or to make the school pass rate better.

So I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I couldn't end this without adding on that the point that "wealthy students" are inflating DCPS scores, which is something I totally agree with. I hope we all remember that when people defend Mayoral Control by pointing to improvements in NAEP scores.

NP. Who is thriving in this new world utopia? What are the metrics for thriving and where do we see the results?

thriving; students of color who had to previously learn under the eye of teachers who practiced implicit or unconscious bias, which exposed them to systemic racism in a "safe" place as early as 3 or 4; students that have impulse control issues and are now being given tools to manage their behaviors (I remind parents at my school of this all the time; just because you don't see the consequence, that does not mean its not happening); students with (and without disabilities) that now have multiple means of expressing themselves in their work (rather than just through testing data).

This is how DCPS is tracking student SEL (Social - Emotional) data. https://www.panoramaed.com/blog/dc-public-schools-success-story
There are decades of research that connect SEL and Academic progress. If you really don't believe me, or consider pandering, you are welcome to do some research on the topic

Not thriving: kids whose mental and emotional health are negatively affected by threats to personal safety and whose academic needs are not met due to classroom disruptions, overcrowded schools and overworked, undersupported faculty.

It’s great the kids with impulse control issues are being given tools. What do you say to the victims? What tools do they get?

I would argue that one of life's greatest skills is learning that living in a society means there will always be aggressors. We teach and role play with students starting at a very young age on skills such as self - advocacy, and when that fails, how to safely report. There will always be situations where it doesn't work out beautifully and there will always be extreme cases (just like in the real world).

I could not speak on behalf of all educators but I support this path because I believe that we will need our next generation to be an empathetic and responsible group more than anything else in the world. Do I want my students to know how to do the things I teach them, of course. But, I also think that there is a huge industrial shift going on right now and we can't be stuck thinking that everyone needs to grow up to become a doctor or lawyer. A classical education isn't as essential as it used to be in order to be a successful adult.

Whoa. Why not teach them BOTH empathy/responsibility AND math and writing and all that sort of pesky stuff?

That is, when the eleven year olds aren’t having to worry about self-advocating with bullies.

When we structure our SEL learning, we try to explicitly teach those high level skills during a 30 - 45 minute portion of Morning Meeting (in ES) and advisories in MS/HS. SEL skills such as perseverance and resiliency, are constantly folded into our academic day. For example, when a student gets a math problem wrong, we practice things such as positive self talk and ways we can bounce back from our mistakes. It's been great for students and have really changed their outlook on learning. I've heard kids go from "I'll never be good at math" to "I used to get so frustrated but now I know what to do when I'm stuck!"

I hope this clarifies your misconceptions. Let me know if you have any other questions!

Great.

What about the kids who are victims of bullies who can’t access the curriculum because they are so worried about their safety? “I’d love to be able to concentrate on this math problem but I can’t stop thinking about that kid who picks on me every day and never gets suspended. I wish I could know what to do when I am stuck in the same class with that kid.”

Good question! As part of our sessions, we teach students how to speak up if they are being bullied, or how to report if they see another student being bullied (we talk a lot about how to be an ally instead of a bystander). If a student is being bullied or feels unsafe, then the teacher is meant to support the student in first feeling safe, and then finding a solution for both students. That may mean the aggressor doing their math work in a different space while the student who was bullied works in the classroom or vice versa (this is just one example of a solution but we obviously would take it on a kid by kid basis). We want kids in school so we stretch ourselves to find ways for all students to be members of our community.

Terrific. Do you ever show the victim that the aggressive kid is being punished or at least physically removed from the school environment so the victim knows that you care that they are in fear of their physical safety? The victim should not have to work in an different space. The victim should not have the burden of trying to help find a solution for the aggressor. The solution should help the victim first.

Why is the aggressor more important than the victim?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Listen all of you. At the macro level, myself and all my wealthy colleagues who choose to benevolently send our kids to DC public schools will stop if we come to understand this town won’t do jack sht beyond “restorative justice” and other methods of watering down discipline for solve fights when actual, tangible punishment is needed.

Beyond ending ap classes and lowering standards out of “equity”, and social engineering, you might see a mass migration to private schools. You think I am kidding? Stop fking around with your Uber liberal lax on everything policies or you will see a massive decline in school quality when all the children raised in good homes leave. The only reason scores went up across the board over the last few years is because of wealthy people who took a chance. These last few years are full of idiotic policies to make classes easier or to allow bullying to continue.

Wow. I actually agree that DC and DCPS need to be less lenient on behavior issues and crime, but you didn't do anything out of benevolence. You did whatever you thought was best for your own family, including financially.

I did. I also did it because I believe in public schools. I don’t believe in overpaid and under qualified government workers and politicians pushing educational polices of questionable efficacy. Many seem detrimental. Ending ap classes. Less of a focus on the right answer. No suspensions. Restorative justice or hugs from an abuser to someone being abused. Passing kids just so the school doesn’t look bad. I am writing very plainly because really all the new jargon and euphemisms from people like Ibrahim x. Kendi, meant to push policies like restorative justice over traditional discipline are gaining traction. The disproportionate impact of racism in schools in indeed terrible, but when you water down education and discipline policies to try and counter that all you’re doing is instituting feel good hip social justice warrior stuff that really may not be of any help. My kids are going where they can learn, with motivated peers, and school administrators who are treated and treat others fairly. I don’t care if you label that tough or racist or whatever. It’s not. I want diversity at all schools everywhere. I just don’t want questionable policies that result in poor grades and bullying. Do you understand?

PP you're responding to here and I actually agree with the premise of what you're saying, but you're coming across as less than civil. But yes, DCPS is on a downward spiral with our political climate and current DC Council. If this trajectory isn't corrected, then DCPS will be set back decades and this will have terrible results for DC's poor with increased violence and worse schools abandoned by anyone who can afford to get out of DCPS/DCPCS.

I’m responding in the same blunt tone that the far left seems to employ when discussing their new school policies. It’s this “my approach is right and if you differently you’re racist” pandering and condescending message over and over again. You know why Virginia is going to turn red? It’s not because white parents are so scared and racist and don’t want their child to maybe hear about the horrors of slavery and white legacy in facilitating that terror.

They are voting red because the left is increasingly authoritarian in their views. They simply “know best”. Whether it’s on ending ap classes. Or changing race neutral entrance exams to schools like TJ or pushing lax on discipline schools polices like restorative justice to try to bridge a gap. Basically parents are not idiots and can see that liberal policies, while hearts are in the right place, can lead to worse outcomes. You can only water down school rigor and safety so much before parents react. And ready they should. We need capable future engineers, not ones who were pushed to the next grade out of fairness or to make the school pass rate better.

So I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I couldn't end this without adding on that the point that "wealthy students" are inflating DCPS scores, which is something I totally agree with. I hope we all remember that when people defend Mayoral Control by pointing to improvements in NAEP scores.

NP. Who is thriving in this new world utopia? What are the metrics for thriving and where do we see the results?

thriving; students of color who had to previously learn under the eye of teachers who practiced implicit or unconscious bias, which exposed them to systemic racism in a "safe" place as early as 3 or 4; students that have impulse control issues and are now being given tools to manage their behaviors (I remind parents at my school of this all the time; just because you don't see the consequence, that does not mean its not happening); students with (and without disabilities) that now have multiple means of expressing themselves in their work (rather than just through testing data).

This is how DCPS is tracking student SEL (Social - Emotional) data. https://www.panoramaed.com/blog/dc-public-schools-success-story
There are decades of research that connect SEL and Academic progress. If you really don't believe me, or consider pandering, you are welcome to do some research on the topic

Not thriving: kids whose mental and emotional health are negatively affected by threats to personal safety and whose academic needs are not met due to classroom disruptions, overcrowded schools and overworked, undersupported faculty.

It’s great the kids with impulse control issues are being given tools. What do you say to the victims? What tools do they get?

I would argue that one of life's greatest skills is learning that living in a society means there will always be aggressors. We teach and role play with students starting at a very young age on skills such as self - advocacy, and when that fails, how to safely report. There will always be situations where it doesn't work out beautifully and there will always be extreme cases (just like in the real world).

I could not speak on behalf of all educators but I support this path because I believe that we will need our next generation to be an empathetic and responsible group more than anything else in the world. Do I want my students to know how to do the things I teach them, of course. But, I also think that there is a huge industrial shift going on right now and we can't be stuck thinking that everyone needs to grow up to become a doctor or lawyer. A classical education isn't as essential as it used to be in order to be a successful adult.

Whoa. Why not teach them BOTH empathy/responsibility AND math and writing and all that sort of pesky stuff?

That is, when the eleven year olds aren’t having to worry about self-advocating with bullies.

When we structure our SEL learning, we try to explicitly teach those high level skills during a 30 - 45 minute portion of Morning Meeting (in ES) and advisories in MS/HS. SEL skills such as perseverance and resiliency, are constantly folded into our academic day. For example, when a student gets a math problem wrong, we practice things such as positive self talk and ways we can bounce back from our mistakes. It's been great for students and have really changed their outlook on learning. I've heard kids go from "I'll never be good at math" to "I used to get so frustrated but now I know what to do when I'm stuck!"

I hope this clarifies your misconceptions. Let me know if you have any other questions!

Great.

What about the kids who are victims of bullies who can’t access the curriculum because they are so worried about their safety? “I’d love to be able to concentrate on this math problem but I can’t stop thinking about that kid who picks on me every day and never gets suspended. I wish I could know what to do when I am stuck in the same class with that kid.”

Good question! As part of our sessions, we teach students how to speak up if they are being bullied, or how to report if they see another student being bullied (we talk a lot about how to be an ally instead of a bystander). If a student is being bullied or feels unsafe, then the teacher is meant to support the student in first feeling safe, and then finding a solution for both students. That may mean the aggressor doing their math work in a different space while the student who was bullied works in the classroom or vice versa (this is just one example of a solution but we obviously would take it on a kid by kid basis). We want kids in school so we stretch ourselves to find ways for all students to be members of our community.

Terrific. Do you ever show the victim that the aggressive kid is being punished or at least physically removed from the school environment so the victim knows that you care that they are in fear of their physical safety? The victim should not have to work in an different space. The victim should not have the burden of trying to help find a solution for the aggressor. The solution should help the victim first.

Why is the aggressor more important than the victim?

If someone is sick and throws up on you, we want to make sure you are cleaned up and okay. We also want to make sure the purpose who was actually ill is also given care. Many bullies and aggressors are showing “symptoms” and as a school body we want to treat them and make sure they are also okay. You’re not punishing the victim by moving them to a space they feel safe anymore than you are punishing someone by giving them a new shirt.

[Anonymous]

Yes, and to add to you points, this is the type of pseudo-intellectual, I hate to say it “progressive” policy that is growing in popularity at the moment. It’s all in the name of equity. It’s also cascading into criminal justice. In DC rather than policing, we’re seeing Charles Allen and the city council loudly advocate for measures against incarceration or strong punishment in general. There is a move yo use “violence interrupters”, which major studies all show as having limited to no efficacy and which may actually cause more crime. Or there are bills to get violent offenders out of jail at younger ages like the Youth Rehabilitation act or the second chance act…basically, because the statistics are so unpalatable the solutions these days are to lower enforcement or lessen penalties regarding crime and to lower the bar educationally (‘no ap classes, showing work is biased, no entry tests, etc). This is why republicans or people in general are getting annoyed. It’s not as the media portrays it as racist people mad at equity, it’s that a lot of equity proposals seem half baked and actually increase crime or lower academic quality. And we live in a city with issues affecting both of those topics. And then, yes, if you discuss these issues critically, or ask to debate them, the left wing authortarian crowd will immediately try to shut you down, or shame you or overall ignore your concerns. Open dialogue should be allowed. It’s okay to view crime and educational not solely through the prism of identity politics, but also through a lens of prudency. Do the polices make sense? Are the theories well tested? How will cutting putting remedial learners with kids who were once in ap classes bode for the future? Will those ex-ap class kids be bored and not teach their potential? Is it okay to ask?
[Report Post]

+1

And--ABSOLUTELY as a parent and taxpayer I have a right to know how other people's children, as well as my own, are disciplined because people want to make sure that discipline is being administered fairly across a system. I can simultaneously believe that young AA males have been disproportionately disciplined in school in biased ways (which research has shown us to be true) while also expecting that ANY teenager who assaults a classmate or a teacher will be removed from the general education environment for the good of everyone else in that environment. But a lot of these theoretical practices seem to be the education corollary to Charles Allen et al's public safety positions---i.e., no real consequences for bad behavior and no protection for the victims of that behavior.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Listen all of you. At the macro level, myself and all my wealthy colleagues who choose to benevolently send our kids to DC public schools will stop if we come to understand this town won’t do jack sht beyond “restorative justice” and other methods of watering down discipline for solve fights when actual, tangible punishment is needed.

Beyond ending ap classes and lowering standards out of “equity”, and social engineering, you might see a mass migration to private schools. You think I am kidding? Stop fking around with your Uber liberal lax on everything policies or you will see a massive decline in school quality when all the children raised in good homes leave. The only reason scores went up across the board over the last few years is because of wealthy people who took a chance. These last few years are full of idiotic policies to make classes easier or to allow bullying to continue.

Wow. I actually agree that DC and DCPS need to be less lenient on behavior issues and crime, but you didn't do anything out of benevolence. You did whatever you thought was best for your own family, including financially.

I did. I also did it because I believe in public schools. I don’t believe in overpaid and under qualified government workers and politicians pushing educational polices of questionable efficacy. Many seem detrimental. Ending ap classes. Less of a focus on the right answer. No suspensions. Restorative justice or hugs from an abuser to someone being abused. Passing kids just so the school doesn’t look bad. I am writing very plainly because really all the new jargon and euphemisms from people like Ibrahim x. Kendi, meant to push policies like restorative justice over traditional discipline are gaining traction. The disproportionate impact of racism in schools in indeed terrible, but when you water down education and discipline policies to try and counter that all you’re doing is instituting feel good hip social justice warrior stuff that really may not be of any help. My kids are going where they can learn, with motivated peers, and school administrators who are treated and treat others fairly. I don’t care if you label that tough or racist or whatever. It’s not. I want diversity at all schools everywhere. I just don’t want questionable policies that result in poor grades and bullying. Do you understand?

PP you're responding to here and I actually agree with the premise of what you're saying, but you're coming across as less than civil. But yes, DCPS is on a downward spiral with our political climate and current DC Council. If this trajectory isn't corrected, then DCPS will be set back decades and this will have terrible results for DC's poor with increased violence and worse schools abandoned by anyone who can afford to get out of DCPS/DCPCS.

I’m responding in the same blunt tone that the far left seems to employ when discussing their new school policies. It’s this “my approach is right and if you differently you’re racist” pandering and condescending message over and over again. You know why Virginia is going to turn red? It’s not because white parents are so scared and racist and don’t want their child to maybe hear about the horrors of slavery and white legacy in facilitating that terror.

They are voting red because the left is increasingly authoritarian in their views. They simply “know best”. Whether it’s on ending ap classes. Or changing race neutral entrance exams to schools like TJ or pushing lax on discipline schools polices like restorative justice to try to bridge a gap. Basically parents are not idiots and can see that liberal policies, while hearts are in the right place, can lead to worse outcomes. You can only water down school rigor and safety so much before parents react. And ready they should. We need capable future engineers, not ones who were pushed to the next grade out of fairness or to make the school pass rate better.

So I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I couldn't end this without adding on that the point that "wealthy students" are inflating DCPS scores, which is something I totally agree with. I hope we all remember that when people defend Mayoral Control by pointing to improvements in NAEP scores.

NP. Who is thriving in this new world utopia? What are the metrics for thriving and where do we see the results?

thriving; students of color who had to previously learn under the eye of teachers who practiced implicit or unconscious bias, which exposed them to systemic racism in a "safe" place as early as 3 or 4; students that have impulse control issues and are now being given tools to manage their behaviors (I remind parents at my school of this all the time; just because you don't see the consequence, that does not mean its not happening); students with (and without disabilities) that now have multiple means of expressing themselves in their work (rather than just through testing data).

This is how DCPS is tracking student SEL (Social - Emotional) data. https://www.panoramaed.com/blog/dc-public-schools-success-story
There are decades of research that connect SEL and Academic progress. If you really don't believe me, or consider pandering, you are welcome to do some research on the topic

Not thriving: kids whose mental and emotional health are negatively affected by threats to personal safety and whose academic needs are not met due to classroom disruptions, overcrowded schools and overworked, undersupported faculty.

It’s great the kids with impulse control issues are being given tools. What do you say to the victims? What tools do they get?

I would argue that one of life's greatest skills is learning that living in a society means there will always be aggressors. We teach and role play with students starting at a very young age on skills such as self - advocacy, and when that fails, how to safely report. There will always be situations where it doesn't work out beautifully and there will always be extreme cases (just like in the real world).

I could not speak on behalf of all educators but I support this path because I believe that we will need our next generation to be an empathetic and responsible group more than anything else in the world. Do I want my students to know how to do the things I teach them, of course. But, I also think that there is a huge industrial shift going on right now and we can't be stuck thinking that everyone needs to grow up to become a doctor or lawyer. A classical education isn't as essential as it used to be in order to be a successful adult.

Whoa. Why not teach them BOTH empathy/responsibility AND math and writing and all that sort of pesky stuff?

That is, when the eleven year olds aren’t having to worry about self-advocating with bullies.

When we structure our SEL learning, we try to explicitly teach those high level skills during a 30 - 45 minute portion of Morning Meeting (in ES) and advisories in MS/HS. SEL skills such as perseverance and resiliency, are constantly folded into our academic day. For example, when a student gets a math problem wrong, we practice things such as positive self talk and ways we can bounce back from our mistakes. It's been great for students and have really changed their outlook on learning. I've heard kids go from "I'll never be good at math" to "I used to get so frustrated but now I know what to do when I'm stuck!"

I hope this clarifies your misconceptions. Let me know if you have any other questions!

Great.

What about the kids who are victims of bullies who can’t access the curriculum because they are so worried about their safety? “I’d love to be able to concentrate on this math problem but I can’t stop thinking about that kid who picks on me every day and never gets suspended. I wish I could know what to do when I am stuck in the same class with that kid.”

Good question! As part of our sessions, we teach students how to speak up if they are being bullied, or how to report if they see another student being bullied (we talk a lot about how to be an ally instead of a bystander). If a student is being bullied or feels unsafe, then the teacher is meant to support the student in first feeling safe, and then finding a solution for both students. That may mean the aggressor doing their math work in a different space while the student who was bullied works in the classroom or vice versa (this is just one example of a solution but we obviously would take it on a kid by kid basis). We want kids in school so we stretch ourselves to find ways for all students to be members of our community.

Terrific. Do you ever show the victim that the aggressive kid is being punished or at least physically removed from the school environment so the victim knows that you care that they are in fear of their physical safety? The victim should not have to work in an different space. The victim should not have the burden of trying to help find a solution for the aggressor. The solution should help the victim first.

Why is the aggressor more important than the victim?

If someone is sick and throws up on you, we want to make sure you are cleaned up and okay. We also want to make sure the purpose who was actually ill is also given care. Many bullies and aggressors are showing “symptoms” and as a school body we want to treat them and make sure they are also okay. You’re not punishing the victim by moving them to a space they feel safe anymore than you are punishing someone by giving them a new shirt.

Person not purpose

[Anonymous]

Anonymous wrote:

Yes, and to add to you points, this is the type of pseudo-intellectual, I hate to say it “progressive” policy that is growing in popularity at the moment. It’s all in the name of equity. It’s also cascading into criminal justice. In DC rather than policing, we’re seeing Charles Allen and the city council loudly advocate for measures against incarceration or strong punishment in general. There is a move yo use “violence interrupters”, which major studies all show as having limited to no efficacy and which may actually cause more crime. Or there are bills to get violent offenders out of jail at younger ages like the Youth Rehabilitation act or the second chance act…basically, because the statistics are so unpalatable the solutions these days are to lower enforcement or lessen penalties regarding crime and to lower the bar educationally (‘no ap classes, showing work is biased, no entry tests, etc). This is why republicans or people in general are getting annoyed. It’s not as the media portrays it as racist people mad at equity, it’s that a lot of equity proposals seem half baked and actually increase crime or lower academic quality. And we live in a city with issues affecting both of those topics. And then, yes, if you discuss these issues critically, or ask to debate them, the left wing authortarian crowd will immediately try to shut you down, or shame you or overall ignore your concerns. Open dialogue should be allowed. It’s okay to view crime and educational not solely through the prism of identity politics, but also through a lens of prudency. Do the polices make sense? Are the theories well tested? How will cutting putting remedial learners with kids who were once in ap classes bode for the future? Will those ex-ap class kids be bored and not teach their potential? Is it okay to ask?
[Report Post]

+1

And--ABSOLUTELY as a parent and taxpayer I have a right to know how other people's children, as well as my own, are disciplined because people want to make sure that discipline is being administered fairly across a system. I can simultaneously believe that young AA males have been disproportionately disciplined in school in biased ways (which research has shown us to be true) while also expecting that ANY teenager who assaults a classmate or a teacher will be removed from the general education environment for the good of everyone else in that environment. But a lot of these theoretical practices seem to be the education corollary to Charles Allen et al's public safety positions---i.e., no real consequences for bad behavior and no protection for the victims of that behavior.

There’s a huge difference between being given a general overview of a schools discipline policy and a detailed report on how a specific minor is being disciplined.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Listen all of you. At the macro level, myself and all my wealthy colleagues who choose to benevolently send our kids to DC public schools will stop if we come to understand this town won’t do jack sht beyond “restorative justice” and other methods of watering down discipline for solve fights when actual, tangible punishment is needed.

Beyond ending ap classes and lowering standards out of “equity”, and social engineering, you might see a mass migration to private schools. You think I am kidding? Stop fking around with your Uber liberal lax on everything policies or you will see a massive decline in school quality when all the children raised in good homes leave. The only reason scores went up across the board over the last few years is because of wealthy people who took a chance. These last few years are full of idiotic policies to make classes easier or to allow bullying to continue.

Wow. I actually agree that DC and DCPS need to be less lenient on behavior issues and crime, but you didn't do anything out of benevolence. You did whatever you thought was best for your own family, including financially.

I did. I also did it because I believe in public schools. I don’t believe in overpaid and under qualified government workers and politicians pushing educational polices of questionable efficacy. Many seem detrimental. Ending ap classes. Less of a focus on the right answer. No suspensions. Restorative justice or hugs from an abuser to someone being abused. Passing kids just so the school doesn’t look bad. I am writing very plainly because really all the new jargon and euphemisms from people like Ibrahim x. Kendi, meant to push policies like restorative justice over traditional discipline are gaining traction. The disproportionate impact of racism in schools in indeed terrible, but when you water down education and discipline policies to try and counter that all you’re doing is instituting feel good hip social justice warrior stuff that really may not be of any help. My kids are going where they can learn, with motivated peers, and school administrators who are treated and treat others fairly. I don’t care if you label that tough or racist or whatever. It’s not. I want diversity at all schools everywhere. I just don’t want questionable policies that result in poor grades and bullying. Do you understand?

PP you're responding to here and I actually agree with the premise of what you're saying, but you're coming across as less than civil. But yes, DCPS is on a downward spiral with our political climate and current DC Council. If this trajectory isn't corrected, then DCPS will be set back decades and this will have terrible results for DC's poor with increased violence and worse schools abandoned by anyone who can afford to get out of DCPS/DCPCS.

I’m responding in the same blunt tone that the far left seems to employ when discussing their new school policies. It’s this “my approach is right and if you differently you’re racist” pandering and condescending message over and over again. You know why Virginia is going to turn red? It’s not because white parents are so scared and racist and don’t want their child to maybe hear about the horrors of slavery and white legacy in facilitating that terror.

They are voting red because the left is increasingly authoritarian in their views. They simply “know best”. Whether it’s on ending ap classes. Or changing race neutral entrance exams to schools like TJ or pushing lax on discipline schools polices like restorative justice to try to bridge a gap. Basically parents are not idiots and can see that liberal policies, while hearts are in the right place, can lead to worse outcomes. You can only water down school rigor and safety so much before parents react. And ready they should. We need capable future engineers, not ones who were pushed to the next grade out of fairness or to make the school pass rate better.

So I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I couldn't end this without adding on that the point that "wealthy students" are inflating DCPS scores, which is something I totally agree with. I hope we all remember that when people defend Mayoral Control by pointing to improvements in NAEP scores.

NP. Who is thriving in this new world utopia? What are the metrics for thriving and where do we see the results?

thriving; students of color who had to previously learn under the eye of teachers who practiced implicit or unconscious bias, which exposed them to systemic racism in a "safe" place as early as 3 or 4; students that have impulse control issues and are now being given tools to manage their behaviors (I remind parents at my school of this all the time; just because you don't see the consequence, that does not mean its not happening); students with (and without disabilities) that now have multiple means of expressing themselves in their work (rather than just through testing data).

This is how DCPS is tracking student SEL (Social - Emotional) data. https://www.panoramaed.com/blog/dc-public-schools-success-story
There are decades of research that connect SEL and Academic progress. If you really don't believe me, or consider pandering, you are welcome to do some research on the topic

Not thriving: kids whose mental and emotional health are negatively affected by threats to personal safety and whose academic needs are not met due to classroom disruptions, overcrowded schools and overworked, undersupported faculty.

It’s great the kids with impulse control issues are being given tools. What do you say to the victims? What tools do they get?

I would argue that one of life's greatest skills is learning that living in a society means there will always be aggressors. We teach and role play with students starting at a very young age on skills such as self - advocacy, and when that fails, how to safely report. There will always be situations where it doesn't work out beautifully and there will always be extreme cases (just like in the real world).

I could not speak on behalf of all educators but I support this path because I believe that we will need our next generation to be an empathetic and responsible group more than anything else in the world. Do I want my students to know how to do the things I teach them, of course. But, I also think that there is a huge industrial shift going on right now and we can't be stuck thinking that everyone needs to grow up to become a doctor or lawyer. A classical education isn't as essential as it used to be in order to be a successful adult.

Whoa. Why not teach them BOTH empathy/responsibility AND math and writing and all that sort of pesky stuff?

That is, when the eleven year olds aren’t having to worry about self-advocating with bullies.

When we structure our SEL learning, we try to explicitly teach those high level skills during a 30 - 45 minute portion of Morning Meeting (in ES) and advisories in MS/HS. SEL skills such as perseverance and resiliency, are constantly folded into our academic day. For example, when a student gets a math problem wrong, we practice things such as positive self talk and ways we can bounce back from our mistakes. It's been great for students and have really changed their outlook on learning. I've heard kids go from "I'll never be good at math" to "I used to get so frustrated but now I know what to do when I'm stuck!"

I hope this clarifies your misconceptions. Let me know if you have any other questions!

Great.

What about the kids who are victims of bullies who can’t access the curriculum because they are so worried about their safety? “I’d love to be able to concentrate on this math problem but I can’t stop thinking about that kid who picks on me every day and never gets suspended. I wish I could know what to do when I am stuck in the same class with that kid.”

Good question! As part of our sessions, we teach students how to speak up if they are being bullied, or how to report if they see another student being bullied (we talk a lot about how to be an ally instead of a bystander). If a student is being bullied or feels unsafe, then the teacher is meant to support the student in first feeling safe, and then finding a solution for both students. That may mean the aggressor doing their math work in a different space while the student who was bullied works in the classroom or vice versa (this is just one example of a solution but we obviously would take it on a kid by kid basis). We want kids in school so we stretch ourselves to find ways for all students to be members of our community.

Terrific. Do you ever show the victim that the aggressive kid is being punished or at least physically removed from the school environment so the victim knows that you care that they are in fear of their physical safety? The victim should not have to work in an different space. The victim should not have the burden of trying to help find a solution for the aggressor. The solution should help the victim first.

Why is the aggressor more important than the victim?

If someone is sick and throws up on you, we want to make sure you are cleaned up and okay. We also want to make sure the purpose who was actually ill is also given care. Many bullies and aggressors are showing “symptoms” and as a school body we want to treat them and make sure they are also okay. You’re not punishing the victim by moving them to a space they feel safe anymore than you are punishing someone by giving them a new shirt.

It is punishment if they miss class because they are the victim.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Listen all of you. At the macro level, myself and all my wealthy colleagues who choose to benevolently send our kids to DC public schools will stop if we come to understand this town won’t do jack sht beyond “restorative justice” and other methods of watering down discipline for solve fights when actual, tangible punishment is needed.

Beyond ending ap classes and lowering standards out of “equity”, and social engineering, you might see a mass migration to private schools. You think I am kidding? Stop fking around with your Uber liberal lax on everything policies or you will see a massive decline in school quality when all the children raised in good homes leave. The only reason scores went up across the board over the last few years is because of wealthy people who took a chance. These last few years are full of idiotic policies to make classes easier or to allow bullying to continue.

Wow. I actually agree that DC and DCPS need to be less lenient on behavior issues and crime, but you didn't do anything out of benevolence. You did whatever you thought was best for your own family, including financially.

I did. I also did it because I believe in public schools. I don’t believe in overpaid and under qualified government workers and politicians pushing educational polices of questionable efficacy. Many seem detrimental. Ending ap classes. Less of a focus on the right answer. No suspensions. Restorative justice or hugs from an abuser to someone being abused. Passing kids just so the school doesn’t look bad. I am writing very plainly because really all the new jargon and euphemisms from people like Ibrahim x. Kendi, meant to push policies like restorative justice over traditional discipline are gaining traction. The disproportionate impact of racism in schools in indeed terrible, but when you water down education and discipline policies to try and counter that all you’re doing is instituting feel good hip social justice warrior stuff that really may not be of any help. My kids are going where they can learn, with motivated peers, and school administrators who are treated and treat others fairly. I don’t care if you label that tough or racist or whatever. It’s not. I want diversity at all schools everywhere. I just don’t want questionable policies that result in poor grades and bullying. Do you understand?

PP you're responding to here and I actually agree with the premise of what you're saying, but you're coming across as less than civil. But yes, DCPS is on a downward spiral with our political climate and current DC Council. If this trajectory isn't corrected, then DCPS will be set back decades and this will have terrible results for DC's poor with increased violence and worse schools abandoned by anyone who can afford to get out of DCPS/DCPCS.

I’m responding in the same blunt tone that the far left seems to employ when discussing their new school policies. It’s this “my approach is right and if you differently you’re racist” pandering and condescending message over and over again. You know why Virginia is going to turn red? It’s not because white parents are so scared and racist and don’t want their child to maybe hear about the horrors of slavery and white legacy in facilitating that terror.

They are voting red because the left is increasingly authoritarian in their views. They simply “know best”. Whether it’s on ending ap classes. Or changing race neutral entrance exams to schools like TJ or pushing lax on discipline schools polices like restorative justice to try to bridge a gap. Basically parents are not idiots and can see that liberal policies, while hearts are in the right place, can lead to worse outcomes. You can only water down school rigor and safety so much before parents react. And ready they should. We need capable future engineers, not ones who were pushed to the next grade out of fairness or to make the school pass rate better.

So I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I couldn't end this without adding on that the point that "wealthy students" are inflating DCPS scores, which is something I totally agree with. I hope we all remember that when people defend Mayoral Control by pointing to improvements in NAEP scores.

NP. Who is thriving in this new world utopia? What are the metrics for thriving and where do we see the results?

thriving; students of color who had to previously learn under the eye of teachers who practiced implicit or unconscious bias, which exposed them to systemic racism in a "safe" place as early as 3 or 4; students that have impulse control issues and are now being given tools to manage their behaviors (I remind parents at my school of this all the time; just because you don't see the consequence, that does not mean its not happening); students with (and without disabilities) that now have multiple means of expressing themselves in their work (rather than just through testing data).

This is how DCPS is tracking student SEL (Social - Emotional) data. https://www.panoramaed.com/blog/dc-public-schools-success-story
There are decades of research that connect SEL and Academic progress. If you really don't believe me, or consider pandering, you are welcome to do some research on the topic

Not thriving: kids whose mental and emotional health are negatively affected by threats to personal safety and whose academic needs are not met due to classroom disruptions, overcrowded schools and overworked, undersupported faculty.

It’s great the kids with impulse control issues are being given tools. What do you say to the victims? What tools do they get?

I would argue that one of life's greatest skills is learning that living in a society means there will always be aggressors. We teach and role play with students starting at a very young age on skills such as self - advocacy, and when that fails, how to safely report. There will always be situations where it doesn't work out beautifully and there will always be extreme cases (just like in the real world).

I could not speak on behalf of all educators but I support this path because I believe that we will need our next generation to be an empathetic and responsible group more than anything else in the world. Do I want my students to know how to do the things I teach them, of course. But, I also think that there is a huge industrial shift going on right now and we can't be stuck thinking that everyone needs to grow up to become a doctor or lawyer. A classical education isn't as essential as it used to be in order to be a successful adult.

Whoa. Why not teach them BOTH empathy/responsibility AND math and writing and all that sort of pesky stuff?

That is, when the eleven year olds aren’t having to worry about self-advocating with bullies.

When we structure our SEL learning, we try to explicitly teach those high level skills during a 30 - 45 minute portion of Morning Meeting (in ES) and advisories in MS/HS. SEL skills such as perseverance and resiliency, are constantly folded into our academic day. For example, when a student gets a math problem wrong, we practice things such as positive self talk and ways we can bounce back from our mistakes. It's been great for students and have really changed their outlook on learning. I've heard kids go from "I'll never be good at math" to "I used to get so frustrated but now I know what to do when I'm stuck!"

I hope this clarifies your misconceptions. Let me know if you have any other questions!

Great.

What about the kids who are victims of bullies who can’t access the curriculum because they are so worried about their safety? “I’d love to be able to concentrate on this math problem but I can’t stop thinking about that kid who picks on me every day and never gets suspended. I wish I could know what to do when I am stuck in the same class with that kid.”

Good question! As part of our sessions, we teach students how to speak up if they are being bullied, or how to report if they see another student being bullied (we talk a lot about how to be an ally instead of a bystander). If a student is being bullied or feels unsafe, then the teacher is meant to support the student in first feeling safe, and then finding a solution for both students. That may mean the aggressor doing their math work in a different space while the student who was bullied works in the classroom or vice versa (this is just one example of a solution but we obviously would take it on a kid by kid basis). We want kids in school so we stretch ourselves to find ways for all students to be members of our community.

Right, so in one of the scenarios you sketched out here, the kid getting bullied is punished by having to leave the classroom and the bully (and we're not talking saying mean things here; some of these kids are physically threatening other students) gets "restorative" justice. The only lesson learned from this scenario, from the victim's point of view, is that the school cares more about keeping the bully in school than in protecting all of the other students. I guess you can call that an important life lesson. I just call it an incompetent way to ensure the majority of kids get the best education possible. Violent, aggressive kids need to be removed from the school environment and placed in a setting where they get the counseling they need. Don't punish students who can self-regulate and want to learn by forcing them to hold hands and sing kumbaya with the kids who are beating them up, then pat yourself on the back for your "social emotional learning" gains.

I’m sure you are all different people; but I hope you can see the silliness of disparaging my degrees while simultaneously dismissing restorative justice as holding hands and singing kumbaya. We don’t ever MAKE victims do anything. One of the tent poles of restorative justice is that you can only begin the repairing of the relationship when the victim feels ready. Until then the focus is on ensuring the aggressor is away from the victim and receiving logical consequences.

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Anonymous wrote:Listen all of you. At the macro level, myself and all my wealthy colleagues who choose to benevolently send our kids to DC public schools will stop if we come to understand this town won’t do jack sht beyond “restorative justice” and other methods of watering down discipline for solve fights when actual, tangible punishment is needed.

Beyond ending ap classes and lowering standards out of “equity”, and social engineering, you might see a mass migration to private schools. You think I am kidding? Stop fking around with your Uber liberal lax on everything policies or you will see a massive decline in school quality when all the children raised in good homes leave. The only reason scores went up across the board over the last few years is because of wealthy people who took a chance. These last few years are full of idiotic policies to make classes easier or to allow bullying to continue.

Wow. I actually agree that DC and DCPS need to be less lenient on behavior issues and crime, but you didn't do anything out of benevolence. You did whatever you thought was best for your own family, including financially.

I did. I also did it because I believe in public schools. I don’t believe in overpaid and under qualified government workers and politicians pushing educational polices of questionable efficacy. Many seem detrimental. Ending ap classes. Less of a focus on the right answer. No suspensions. Restorative justice or hugs from an abuser to someone being abused. Passing kids just so the school doesn’t look bad. I am writing very plainly because really all the new jargon and euphemisms from people like Ibrahim x. Kendi, meant to push policies like restorative justice over traditional discipline are gaining traction. The disproportionate impact of racism in schools in indeed terrible, but when you water down education and discipline policies to try and counter that all you’re doing is instituting feel good hip social justice warrior stuff that really may not be of any help. My kids are going where they can learn, with motivated peers, and school administrators who are treated and treat others fairly. I don’t care if you label that tough or racist or whatever. It’s not. I want diversity at all schools everywhere. I just don’t want questionable policies that result in poor grades and bullying. Do you understand?

PP you're responding to here and I actually agree with the premise of what you're saying, but you're coming across as less than civil. But yes, DCPS is on a downward spiral with our political climate and current DC Council. If this trajectory isn't corrected, then DCPS will be set back decades and this will have terrible results for DC's poor with increased violence and worse schools abandoned by anyone who can afford to get out of DCPS/DCPCS.

I’m responding in the same blunt tone that the far left seems to employ when discussing their new school policies. It’s this “my approach is right and if you differently you’re racist” pandering and condescending message over and over again. You know why Virginia is going to turn red? It’s not because white parents are so scared and racist and don’t want their child to maybe hear about the horrors of slavery and white legacy in facilitating that terror.

They are voting red because the left is increasingly authoritarian in their views. They simply “know best”. Whether it’s on ending ap classes. Or changing race neutral entrance exams to schools like TJ or pushing lax on discipline schools polices like restorative justice to try to bridge a gap. Basically parents are not idiots and can see that liberal policies, while hearts are in the right place, can lead to worse outcomes. You can only water down school rigor and safety so much before parents react. And ready they should. We need capable future engineers, not ones who were pushed to the next grade out of fairness or to make the school pass rate better.

So I can't speak for the other PPs pushing back on you but I was the one who talked about the uncomfortable change. I am a 20+ year educator who has a B.A in public policy and an M. ED in Urban Education. This isn't one parent debating another on what is correct. This is an expert in the field stating why these policies are being put into place and you not liking it. I'm sorry that your child isn't thriving in this new world but many are and we will keep moving forward with or without you.

I couldn't end this without adding on that the point that "wealthy students" are inflating DCPS scores, which is something I totally agree with. I hope we all remember that when people defend Mayoral Control by pointing to improvements in NAEP scores.

NP. Who is thriving in this new world utopia? What are the metrics for thriving and where do we see the results?

thriving; students of color who had to previously learn under the eye of teachers who practiced implicit or unconscious bias, which exposed them to systemic racism in a "safe" place as early as 3 or 4; students that have impulse control issues and are now being given tools to manage their behaviors (I remind parents at my school of this all the time; just because you don't see the consequence, that does not mean its not happening); students with (and without disabilities) that now have multiple means of expressing themselves in their work (rather than just through testing data).

This is how DCPS is tracking student SEL (Social - Emotional) data. https://www.panoramaed.com/blog/dc-public-schools-success-story
There are decades of research that connect SEL and Academic progress. If you really don't believe me, or consider pandering, you are welcome to do some research on the topic

Not thriving: kids whose mental and emotional health are negatively affected by threats to personal safety and whose academic needs are not met due to classroom disruptions, overcrowded schools and overworked, undersupported faculty.

It’s great the kids with impulse control issues are being given tools. What do you say to the victims? What tools do they get?

I would argue that one of life's greatest skills is learning that living in a society means there will always be aggressors. We teach and role play with students starting at a very young age on skills such as self - advocacy, and when that fails, how to safely report. There will always be situations where it doesn't work out beautifully and there will always be extreme cases (just like in the real world).

I could not speak on behalf of all educators but I support this path because I believe that we will need our next generation to be an empathetic and responsible group more than anything else in the world. Do I want my students to know how to do the things I teach them, of course. But, I also think that there is a huge industrial shift going on right now and we can't be stuck thinking that everyone needs to grow up to become a doctor or lawyer. A classical education isn't as essential as it used to be in order to be a successful adult.

Whoa. Why not teach them BOTH empathy/responsibility AND math and writing and all that sort of pesky stuff?

That is, when the eleven year olds aren’t having to worry about self-advocating with bullies.

When we structure our SEL learning, we try to explicitly teach those high level skills during a 30 - 45 minute portion of Morning Meeting (in ES) and advisories in MS/HS. SEL skills such as perseverance and resiliency, are constantly folded into our academic day. For example, when a student gets a math problem wrong, we practice things such as positive self talk and ways we can bounce back from our mistakes. It's been great for students and have really changed their outlook on learning. I've heard kids go from "I'll never be good at math" to "I used to get so frustrated but now I know what to do when I'm stuck!"

I hope this clarifies your misconceptions. Let me know if you have any other questions!

Great.

What about the kids who are victims of bullies who can’t access the curriculum because they are so worried about their safety? “I’d love to be able to concentrate on this math problem but I can’t stop thinking about that kid who picks on me every day and never gets suspended. I wish I could know what to do when I am stuck in the same class with that kid.”

Good question! As part of our sessions, we teach students how to speak up if they are being bullied, or how to report if they see another student being bullied (we talk a lot about how to be an ally instead of a bystander). If a student is being bullied or feels unsafe, then the teacher is meant to support the student in first feeling safe, and then finding a solution for both students. That may mean the aggressor doing their math work in a different space while the student who was bullied works in the classroom or vice versa (this is just one example of a solution but we obviously would take it on a kid by kid basis). We want kids in school so we stretch ourselves to find ways for all students to be members of our community.

Terrific. Do you ever show the victim that the aggressive kid is being punished or at least physically removed from the school environment so the victim knows that you care that they are in fear of their physical safety? The victim should not have to work in an different space. The victim should not have the burden of trying to help find a solution for the aggressor. The solution should help the victim first.

Why is the aggressor more important than the victim?

If someone is sick and throws up on you, we want to make sure you are cleaned up and okay. We also want to make sure the purpose who was actually ill is also given care. Many bullies and aggressors are showing “symptoms” and as a school body we want to treat them and make sure they are also okay. You’re not punishing the victim by moving them to a space they feel safe anymore than you are punishing someone by giving them a new shirt.

It is punishment if they miss class because they are the victim.

They wouldn’t be missing class. In the example I gave that was when students are working independently. If a peer relationship is causing that sort of tension where they couldn’t be in the same classroom for whole group instruction, there may be a temporary class switch for the aggressor. I can promise you that even though I don’t believe in suspensions except in the most extreme situations, I take student welfare very seriously.

[Anonymous]

I knew Chris Hixon the athletic director who was murdered at work at Marjorie Stoneman Douglas high school. The student murderer also killed two other teachers as well as 14 students. Most residents of Broward County as well as teachers in the school system and police officers blame restorative justice for the murders. Teachers had been fearful
of the student for years. Broward county school system adopted the restorative justice model in 2013. President Obama held up the Broward County restorative justice model as something the rest of the country should replicate in 2015.

I still miss Chris Hixon. He gave a lot back to the community. Students should have a safe environment when they go to school and teachers should have a safe workplace.

If students are not getting discipline in the home and not getting discipline at school how are they expected to function in society upon graduation?

[Anonymous]

Anonymous wrote:I knew Chris Hixon the athletic director who was murdered at work at Marjorie Stoneman Douglas high school. The student murderer also killed two other teachers as well as 14 students. Most residents of Broward County as well as teachers in the school system and police officers blame restorative justice for the murders. Teachers had been fearful
of the student for years. Broward county school system adopted the restorative justice model in 2013. President Obama held up the Broward County restorative justice model as something the rest of the country should replicate in 2015.

I still miss Chris Hixon. He gave a lot back to the community. Students should have a safe environment when they go to school and teachers should have a safe workplace.

If students are not getting discipline in the home and not getting discipline at school how are they expected to function in society upon graduation?

That’s incredibly sad and I’m sorry for your loss. As someone who works in a school building daily you should know we’re not blind to outlier students. Kids are disciplined for violent and aggressive behaviors all the time, it’s just not broadcast bc they are children. The Marjorie Stoneman shooting is an absolute tragedy, and one that I don’t think would have been stopped by suspending the student. It’s a horrendous outcome and again I’m very very sorry