APS: back to normal in the fall?

[Anonymous]

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

This is a really big concern for early elementary, especially with all the red-shirts who will be starting K this year. I'm dreading a K class that is twice as large with kids ranging from 5 to 7 and ranging from not knowing anything to already reading and doing basic math. APS has to do something to differentiate and right size kids into the ability equivalent grades. So of course they won't.

[Anonymous]

Anonymous wrote:

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

This is a really big concern for early elementary, especially with all the red-shirts who will be starting K this year. I'm dreading a K class that is twice as large with kids ranging from 5 to 7 and ranging from not knowing anything to already reading and doing basic math. APS has to do something to differentiate and right size kids into the ability equivalent grades. So of course they won't.

Yes. Grade level assessments/testing should be administered to all K-5, who would struggle the most with learning virtually. Figure out where kids are in the spectrum, and allow children who are on the lower end to repeat the grade if families with to do so. Or, at the very least, arrange next year's classes so that children are grouped around their abilities and learning and interventions can be targeted to those who need them, and those who are ahead can continue to make progress. It won't be pretty, but, meaningful thought MUST be given to this issue by APS and school leadership.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What does “normal” mean to you?

Five days of in-person babysitting? Yes, probably.

Five days of quality instruction for all? No chance. APS will have to spend 2+ years catching up those that learned nothing for a year and a half.

Or more.

AGree. We need a commitment that in-person school = in-person teacher teaching live from the front of the classroom. None of this DL nonsense.

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

THe only kids you can really catch up are elementary. In Middle/High they take specific courses that don't always build on each other (except math). they can take the class over but I'm guessing many wont.

[Anonymous]

Anonymous wrote:Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

If they would get those kids who were not thriving back into the classroom 4-5 days/week NOW, this would not be an issue come the fall. They know who has not been able to keep up. Help those little kids who struggled with distance learning—not everyone needs to go back. (It would be nice if everyone could, but if everyone can’t can we all agree that those who are assessed as behind should be able to go?)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

This is a really big concern for early elementary, especially with all the red-shirts who will be starting K this year. I'm dreading a K class that is twice as large with kids ranging from 5 to 7 and ranging from not knowing anything to already reading and doing basic math. APS has to do something to differentiate and right size kids into the ability equivalent grades. So of course they won't.

Yes. Grade level assessments/testing should be administered to all K-5, who would struggle the most with learning virtually. Figure out where kids are in the spectrum, and allow children who are on the lower end to repeat the grade if families with to do so. Or, at the very least, arrange next year's classes so that children are grouped around their abilities and learning and interventions can be targeted to those who need them, and those who are ahead can continue to make progress. It won't be pretty, but, meaningful thought MUST be given to this issue by APS and school leadership.

This will never happen. It's nearly impossible to hold a child back in APS. There is no way they're going to hold back large groups of kids. Yes it will suck for the kids that are on track and stuck reviewing what the majority of the class hasn't learned.

[Anonymous]

Anonymous wrote:

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

This is a really big concern for early elementary, especially with all the red-shirts who will be starting K this year. I'm dreading a K class that is twice as large with kids ranging from 5 to 7 and ranging from not knowing anything to already reading and doing basic math. APS has to do something to differentiate and right size kids into the ability equivalent grades. So of course they won't.

I have a rising K and am a little concerned about the number of redshirts in K next year. Honestly though, those 7 year olds who were kept back are going to be the bored ones- they should be in 1st grade! My kid will be 5, turning 6 late spring of K and will be the target of most K lessons. Also, the grade overall will be larger and schools will need to hire additional K teachers, classes won't be doubled in size.

[Anonymous]

It’s hard to hold a child back (pre pandemic) because research shows it generally doesn’t work to bring a child up to grade level to repeat a grade.

[Anonymous]

Anonymous wrote:It’s hard to hold a child back (pre pandemic) because research shows it generally doesn’t work to bring a child up to grade level to repeat a grade.

So why pretend that they are leveled grades, and just group people based on birth year. And if the 18 year old that is set to graduate can’t actually read, oh well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

This is a really big concern for early elementary, especially with all the red-shirts who will be starting K this year. I'm dreading a K class that is twice as large with kids ranging from 5 to 7 and ranging from not knowing anything to already reading and doing basic math. APS has to do something to differentiate and right size kids into the ability equivalent grades. So of course they won't.

Yes. Grade level assessments/testing should be administered to all K-5, who would struggle the most with learning virtually. Figure out where kids are in the spectrum, and allow children who are on the lower end to repeat the grade if families with to do so. Or, at the very least, arrange next year's classes so that children are grouped around their abilities and learning and interventions can be targeted to those who need them, and those who are ahead can continue to make progress. It won't be pretty, but, meaningful thought MUST be given to this issue by APS and school leadership.

This will never happen. It's nearly impossible to hold a child back in APS. There is no way they're going to hold back large groups of kids. Yes it will suck for the kids that are on track and stuck reviewing what the majority of the class hasn't learned.

They can’t hold kids back b/c they can’t have a supersize grade, pig in python, they don’t have enough seats.

[Anonymous]

Anonymous wrote:

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

This is a really big concern for early elementary, especially with all the red-shirts who will be starting K this year. I'm dreading a K class that is twice as large with kids ranging from 5 to 7 and ranging from not knowing anything to already reading and doing basic math. APS has to do something to differentiate and right size kids into the ability equivalent grades. So of course they won't.

APS assigns kids to kindergarten classes before they know anything about the kids, so the classes end up really random. This is always true.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

This is a really big concern for early elementary, especially with all the red-shirts who will be starting K this year. I'm dreading a K class that is twice as large with kids ranging from 5 to 7 and ranging from not knowing anything to already reading and doing basic math. APS has to do something to differentiate and right size kids into the ability equivalent grades. So of course they won't.

Yes. Grade level assessments/testing should be administered to all K-5, who would struggle the most with learning virtually. Figure out where kids are in the spectrum, and allow children who are on the lower end to repeat the grade if families with to do so. Or, at the very least, arrange next year's classes so that children are grouped around their abilities and learning and interventions can be targeted to those who need them, and those who are ahead can continue to make progress. It won't be pretty, but, meaningful thought MUST be given to this issue by APS and school leadership.

This will never happen. It's nearly impossible to hold a child back in APS. There is no way they're going to hold back large groups of kids. Yes it will suck for the kids that are on track and stuck reviewing what the majority of the class hasn't learned.

They can’t hold kids back b/c they can’t have a supersize grade, pig in python, they don’t have enough seats.

“Well kid, you’re moving up to 5th grade even though you can’t add or subtract. Not enough seats!”

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

This is a really big concern for early elementary, especially with all the red-shirts who will be starting K this year. I'm dreading a K class that is twice as large with kids ranging from 5 to 7 and ranging from not knowing anything to already reading and doing basic math. APS has to do something to differentiate and right size kids into the ability equivalent grades. So of course they won't.

Yes. Grade level assessments/testing should be administered to all K-5, who would struggle the most with learning virtually. Figure out where kids are in the spectrum, and allow children who are on the lower end to repeat the grade if families with to do so. Or, at the very least, arrange next year's classes so that children are grouped around their abilities and learning and interventions can be targeted to those who need them, and those who are ahead can continue to make progress. It won't be pretty, but, meaningful thought MUST be given to this issue by APS and school leadership.

This will never happen. It's nearly impossible to hold a child back in APS. There is no way they're going to hold back large groups of kids. Yes it will suck for the kids that are on track and stuck reviewing what the majority of the class hasn't learned.

They can’t hold kids back b/c they can’t have a supersize grade, pig in python, they don’t have enough seats.

“Well kid, you’re moving up to 5th grade even though you can’t add or subtract. Not enough seats!”

Ever hear of social promotion? APS is very good at it. They fight tooth and nail not to hold kids back. They don't care if the kids is at grade level. They get moved up anyway.

[Anonymous]

All the more reason the elementary kids should be back, in-person 4 or 5 days ASAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

This is a really big concern for early elementary, especially with all the red-shirts who will be starting K this year. I'm dreading a K class that is twice as large with kids ranging from 5 to 7 and ranging from not knowing anything to already reading and doing basic math. APS has to do something to differentiate and right size kids into the ability equivalent grades. So of course they won't.

APS assigns kids to kindergarten classes before they know anything about the kids, so the classes end up really random. This is always true.

Not exactly. If they know kids have special needs, they generally group them together. We fill oit a form with registration about the kid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Even if teachers are in the classroom, they’re going to spend most of the year catering to those who learned nothing this past year. For students that were able to keep up, things will be horrible. Just sitting in a class learning nothing.

We need them to do learning assessments, and to hold students back that aren’t ready to advance a grade.

This is a really big concern for early elementary, especially with all the red-shirts who will be starting K this year. I'm dreading a K class that is twice as large with kids ranging from 5 to 7 and ranging from not knowing anything to already reading and doing basic math. APS has to do something to differentiate and right size kids into the ability equivalent grades. So of course they won't.

Yes. Grade level assessments/testing should be administered to all K-5, who would struggle the most with learning virtually. Figure out where kids are in the spectrum, and allow children who are on the lower end to repeat the grade if families with to do so. Or, at the very least, arrange next year's classes so that children are grouped around their abilities and learning and interventions can be targeted to those who need them, and those who are ahead can continue to make progress. It won't be pretty, but, meaningful thought MUST be given to this issue by APS and school leadership.

This will never happen. It's nearly impossible to hold a child back in APS. There is no way they're going to hold back large groups of kids. Yes it will suck for the kids that are on track and stuck reviewing what the majority of the class hasn't learned.

They need to ability group next year so they dOn’t everyone back. Enough with meeting the lowest common denominator and dumbing everyone down with mixed ability classes. ENOUGH