Achievement gap continues to grow between high- and low-income schools

[Anonymous]

Exactly. I also teach Hispanic students and their parents work 2 jobs and sometimes 3 jobs. They don't have time to come for coffee or movie night and that's okay. I have our bilingual secretary call them if I have an academic or behavioral issue with their child (rarely). Also, in many of their cultures, school is not the parents' domain. They didn't grow up having parent/teacher conferences, etc in their culture. The report card tells them what they need to know and they know to call the office if they want to talk to me. Most of the Hispanic students are good students so I rarely have any issues.

[Anonymous]

MoCo also has a language line that many teachers forget they can use to reach parents with limited English. Phone is better than email.

Again, we have to reach many of these parents during the school say and it is difficult to squeeze it in when we have to split planning periods with meetings and other duties.

[Anonymous]

Anonymous wrote:Exactly. I also teach Hispanic students and their parents work 2 jobs and sometimes 3 jobs. They don't have time to come for coffee or movie night and that's okay. I have our bilingual secretary call them if I have an academic or behavioral issue with their child (rarely). Also, in many of their cultures, school is not the parents' domain. They didn't grow up having parent/teacher conferences, etc in their culture. The report card tells them what they need to know and they know to call the office if they want to talk to me. Most of the Hispanic students are good students so I rarely have any issues.

it's up to teachers like you to say to them "hey, this is how it's done in the US. You do interact with the school and the teacher". It's not insensitive to tell new comers to the US this is how school works here and this what we expect.

Schools and teachers need to learn to be more direct and forthcoming with information on processes and explanations to recent immigrant families and those with limited English. Don't just say "teacher parent conferences are coming up" if the parents are recent immigrants with limited English, spell out what the conference is, why it is being held, that they are expected to show up, that this is how school is conducted in the US, etc. Believe it or not, they aren't going to be offended. They moved to the US, they know not everything is going to be the same as their home country and really immigrants are ok learning how things work in the US and then participating.

[Anonymous]

I think our desire to desegregate has bit us in the ass. We shouldn't look at segregation from an educational standpoint as a bad thing, esp. when students have different needs. We need to segregate at the early elementary school level. ESOL students together learning basic English and then must pass an entrance exam to get into regular schools. The regular school must be about teaching various subjects, not basic English, and needs to meet the needs of the top 1/2 performers. What is taught in Potomac must be taught in Wheaton and I assure you, that isn't the case and that is what is causing a lot of the issues. Students can't move into the next grade until they are ready. I don't understand why we have kids in a regular school setting that don't speak English - that is a proven recipe for disaster as classes become more and more fragmented. Keep ESOL separate until they learn the language. SES is a separate issue and schools should not be responsible for feeding or clothing disadvantaged students. That is the role of welfare.

At some point, ESOL students will have a good command of English and will assimilate into regular school, leveling the playing field a bit. The next issue to tackle is to stop promoting poor students to the next grade. Whether it be via testing or other methods, if a teacher does not feel that a child is ready to move on, tehn they shouldn't. I know too many high school graduates that can barely write.

[Anonymous]

Anonymous wrote:I think our desire to desegregate has bit us in the ass. We shouldn't look at segregation from an educational standpoint as a bad thing, esp. when students have different needs. We need to segregate at the early elementary school level. ESOL students together learning basic English and then must pass an entrance exam to get into regular schools. The regular school must be about teaching various subjects, not basic English, and needs to meet the needs of the top 1/2 performers. What is taught in Potomac must be taught in Wheaton and I assure you, that isn't the case and that is what is causing a lot of the issues. Students can't move into the next grade until they are ready. I don't understand why we have kids in a regular school setting that don't speak English - that is a proven recipe for disaster as classes become more and more fragmented. Keep ESOL separate until they learn the language. SES is a separate issue and schools should not be responsible for feeding or clothing disadvantaged students. That is the role of welfare.

At some point, ESOL students will have a good command of English and will assimilate into regular school, leveling the playing field a bit. The next issue to tackle is to stop promoting poor students to the next grade. Whether it be via testing or other methods, if a teacher does not feel that a child is ready to move on, tehn they shouldn't. I know too many high school graduates that can barely write.

The ESOL students will be in their own classes, where they learn nothing but basic English, and then at some point, they will have a good command of English and will assimilate into regular school, despite not having been taught any of the stuff the kids learn in the regular school?

If you're wondering why the ESOL students are in the regular school setting -- well, that's one reason.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think our desire to desegregate has bit us in the ass. We shouldn't look at segregation from an educational standpoint as a bad thing, esp. when students have different needs. We need to segregate at the early elementary school level. ESOL students together learning basic English and then must pass an entrance exam to get into regular schools. The regular school must be about teaching various subjects, not basic English, and needs to meet the needs of the top 1/2 performers. What is taught in Potomac must be taught in Wheaton and I assure you, that isn't the case and that is what is causing a lot of the issues. Students can't move into the next grade until they are ready. I don't understand why we have kids in a regular school setting that don't speak English - that is a proven recipe for disaster as classes become more and more fragmented. Keep ESOL separate until they learn the language. SES is a separate issue and schools should not be responsible for feeding or clothing disadvantaged students. That is the role of welfare.

At some point, ESOL students will have a good command of English and will assimilate into regular school, leveling the playing field a bit. The next issue to tackle is to stop promoting poor students to the next grade. Whether it be via testing or other methods, if a teacher does not feel that a child is ready to move on, tehn they shouldn't. I know too many high school graduates that can barely write.

The ESOL students will be in their own classes, where they learn nothing but basic English, and then at some point, they will have a good command of English and will assimilate into regular school, despite not having been taught any of the stuff the kids learn in the regular school?

If you're wondering why the ESOL students are in the regular school setting -- well, that's one reason.

They will be learning English and other subjects. Perhaps the school day can be longer which the parents might appreciate or extend through the summer so these kids can be brought up to speed quickly. Take the ESOl teachers out of the regular classroom and move them to this style of school. One of the biggest issues my child is experiencing is the constant class disruptions when ESOL teacher somes in and out of the classroom to pull the kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think our desire to desegregate has bit us in the ass. We shouldn't look at segregation from an educational standpoint as a bad thing, esp. when students have different needs. We need to segregate at the early elementary school level. ESOL students together learning basic English and then must pass an entrance exam to get into regular schools. The regular school must be about teaching various subjects, not basic English, and needs to meet the needs of the top 1/2 performers. What is taught in Potomac must be taught in Wheaton and I assure you, that isn't the case and that is what is causing a lot of the issues. Students can't move into the next grade until they are ready. I don't understand why we have kids in a regular school setting that don't speak English - that is a proven recipe for disaster as classes become more and more fragmented. Keep ESOL separate until they learn the language. SES is a separate issue and schools should not be responsible for feeding or clothing disadvantaged students. That is the role of welfare.

At some point, ESOL students will have a good command of English and will assimilate into regular school, leveling the playing field a bit. The next issue to tackle is to stop promoting poor students to the next grade. Whether it be via testing or other methods, if a teacher does not feel that a child is ready to move on, tehn they shouldn't. I know too many high school graduates that can barely write.

The ESOL students will be in their own classes, where they learn nothing but basic English, and then at some point, they will have a good command of English and will assimilate into regular school, despite not having been taught any of the stuff the kids learn in the regular school?

If you're wondering why the ESOL students are in the regular school setting -- well, that's one reason.

"We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal. . ."

[Anonymous]

One of the biggest issues my child is experiencing is the constant class disruptions when ESOL teacher somes in and out of the classroom to pull the kids.


What do you mean by this? I am an ESOL teacher and it might take 30 seconds to one minute to get the attention of my ESOL students and for them to leave the classroom. They know when they see me appear at their door, they are to quietly stand up and leave the room. When I drop them off, they enter the classroom in silence. They sit next to a buddy who is directed by the teacher to tell them what is happening when they return (if the teacher asks them to do this). We pull all of each grade's ESOL students at the same time every day. For example, my colleague and I pull first grade at 9:15 every morning as morning announcements begin. We pull second grade as they return from their resource class every day.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Exactly. I also teach Hispanic students and their parents work 2 jobs and sometimes 3 jobs. They don't have time to come for coffee or movie night and that's okay. I have our bilingual secretary call them if I have an academic or behavioral issue with their child (rarely). Also, in many of their cultures, school is not the parents' domain. They didn't grow up having parent/teacher conferences, etc in their culture. The report card tells them what they need to know and they know to call the office if they want to talk to me. Most of the Hispanic students are good students so I rarely have any issues.

it's up to teachers like you to say to them "hey, this is how it's done in the US. You do interact with the school and the teacher". It's not insensitive to tell new comers to the US this is how school works here and this what we expect.

Schools and teachers need to learn to be more direct and forthcoming with information on processes and explanations to recent immigrant families and those with limited English. Don't just say "teacher parent conferences are coming up" if the parents are recent immigrants with limited English, spell out what the conference is, why it is being held, that they are expected to show up, that this is how school is conducted in the US, etc. Believe it or not, they aren't going to be offended. They moved to the US, they know not everything is going to be the same as their home country and really immigrants are ok learning how things work in the US and then participating.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:Exactly. I also teach Hispanic students and their parents work 2 jobs and sometimes 3 jobs. They don't have time to come for coffee or movie night and that's okay. I have our bilingual secretary call them if I have an academic or behavioral issue with their child (rarely). Also, in many of their cultures, school is not the parents' domain. They didn't grow up having parent/teacher conferences, etc in their culture. The report card tells them what they need to know and they know to call the office if they want to talk to me. Most of the Hispanic students are good students so I rarely have any issues.

it's up to teachers like you to say to them "hey, this is how it's done in the US. You do interact with the school and the teacher". It's not insensitive to tell new comers to the US this is how school works here and this what we expect.

Schools and teachers need to learn to be more direct and forthcoming with information on processes and explanations to recent immigrant families and those with limited English. Don't just say "teacher parent conferences are coming up" if the parents are recent immigrants with limited English, spell out what the conference is, why it is being held, that they are expected to show up, that this is how school is conducted in the US, etc. Believe it or not, they aren't going to be offended. They moved to the US, they know not everything is going to be the same as their home country and really immigrants are ok learning how things work in the US and then participating.

Look, it is very hard to figure out the norms even if you are native-born. I've thought many times that the odds are stacked against immigrant families.

[Anonymous]

Anonymous wrote:One of the biggest issues my child is experiencing is the constant class disruptions when ESOL teacher somes in and out of the classroom to pull the kids.


What do you mean by this? I am an ESOL teacher and it might take 30 seconds to one minute to get the attention of my ESOL students and for them to leave the classroom. They know when they see me appear at their door, they are to quietly stand up and leave the room. When I drop them off, they enter the classroom in silence. They sit next to a buddy who is directed by the teacher to tell them what is happening when they return (if the teacher asks them to do this). We pull all of each grade's ESOL students at the same time every day. For example, my colleague and I pull first grade at 9:15 every morning as morning announcements begin. We pull second grade as they return from their resource class every day.

Some kids - like the many with ADHD or sensory issues - find it hard to refocus after a disruption to class flow.

[Anonymous]

Anonymous wrote:The problem with focusing on the achievement gap is that it paradoxically increases it. I went to a low performing MCPS school in the late 1980's when there was real tracking and I was in accelerated classes with other like minded/ motivated students. If tracking existed like it did when I was in high school, I wouldn't be as concerned about my children attending the "best" school because I would know my children's needs could be met at most if not all MCPS schools. Today however, I know that I need my kids to be in the most affluent school possible so that there are resources to deal with acceleration. Since there are few bottom kids at my kids' school, I know my kids' teachers can focus on teaching my kids rather than giving them worksheets

Which school do you go to with no worksheets? I've seen them at three BCC feeder schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:One of the biggest issues my child is experiencing is the constant class disruptions when ESOL teacher somes in and out of the classroom to pull the kids.


What do you mean by this? I am an ESOL teacher and it might take 30 seconds to one minute to get the attention of my ESOL students and for them to leave the classroom. They know when they see me appear at their door, they are to quietly stand up and leave the room. When I drop them off, they enter the classroom in silence. They sit next to a buddy who is directed by the teacher to tell them what is happening when they return (if the teacher asks them to do this). We pull all of each grade's ESOL students at the same time every day. For example, my colleague and I pull first grade at 9:15 every morning as morning announcements begin. We pull second grade as they return from their resource class every day.

Some kids - like the many with ADHD or sensory issues - find it hard to refocus after a disruption to class flow.

To be honest, these same students find it hard to refocus when a class walks by their open door on their way to the media center. Should no classes be allowed to walk in the halls?

[Anonymous]

Anonymous wrote:OP, I feel your pain. We are in an area of Silver Spring with a crappy elementary school (it wasn't too bad when we bought our home 10 years ago but since then the number of FARMS has skyrocketed and, unfortunately, it's seems to have had an inverse relationship to school performance).

Anyway, my husband and I really struggle with what to do. We cannot afford a home in a nicer area of Silver Spring, we certainly cannot afford a private school or to move to Bethesda, Chevy Chase, etc. We're stuck. It certainly feels like MoCo is not only the county of haves and have nots (which I think it's always been, to some extent) but that the school system for those of us in my neck of the woods is broken.

I also agree with the PP that if there was some degree of tracking, I wouldn't worry. But a neighbor tells me that his 3rd grader is in a class with students who don't speak any English and spends his days doing busy work because the teacher is consumed with teaching to the 65% of her class that is still learning the language.

I love Silver Spring and I love this area of Maryland, but I'm looking for a job that will allow me to primarily telework so DH and I can move out of MoCo. We can't afford the nicer neighborhoods that feed into the decent schools. So depressing.

Where are you in SS? If you look at house prices in Woodmoor, for example, for not much more $$$ you can buy a similar house in East Bethesda. The issue is finding them - the agents want to sell to year down but there have been fixer uppers for $450k and $500k in past few months. There's one now I'll start a new thread in real estate. I am sick of the disruption & higher taxes caused by construction. Come on over!!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:One of the biggest issues my child is experiencing is the constant class disruptions when ESOL teacher somes in and out of the classroom to pull the kids.


What do you mean by this? I am an ESOL teacher and it might take 30 seconds to one minute to get the attention of my ESOL students and for them to leave the classroom. They know when they see me appear at their door, they are to quietly stand up and leave the room. When I drop them off, they enter the classroom in silence. They sit next to a buddy who is directed by the teacher to tell them what is happening when they return (if the teacher asks them to do this). We pull all of each grade's ESOL students at the same time every day. For example, my colleague and I pull first grade at 9:15 every morning as morning announcements begin. We pull second grade as they return from their resource class every day.

Some kids - like the many with ADHD or sensory issues - find it hard to refocus after a disruption to class flow.

To be honest, these same students find it hard to refocus when a class walks by their open door on their way to the media center. Should no classes be allowed to walk in the halls?

right, and what about when kids get pulled out for speech therapy or OT? Or for reading help because of dyslexia? Isn't that distracting? Should kids with IEPs have to be in separate classes too? Or is it just ESOL kids?