Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
Anonymous wrote:
Good grief. How many times must this be repeated to you? Flexible grouping does NOT mean multiple groups in one classroom. It means each teacher takes a group for all four core classes. So Mrs. X has advanced language arts, Mrs. Y has grade-level, and Mr. Z has remedial. Then the teachers have different groups for math, science, and social studies. The kids switch for each subject anyway. The kids can cycle into and out of these groups as they improve/need more help. No one is locked into any group or label. And each teacher only has one level to worry about.
Good grief how many times must we explain that not all schools in FCPS operate the same. In our center school, each grade decides whether or not they rotate subjects. And who is responsible for administering all the testing throughout the year, in each subject area, to determine whether or not the 130 students per grade flex up/down or remain the same? Bc our kids aren’t wasting enough time already with the state/county standardized testing requirements?
Good grief... nobody is saying we need more tests to do flexible grouping. What's wrong with iReady, which is already administered twice a year? FCPS's system of permanently segregating kids is NOT normal. Is there any data on this across the country? Who else does this? I've seen articles that tracking kids by ability prior to middle school is not productive. FCPS has been at this a long time, so where is the data that shows AAP is producing higher achieving graduates? It's anecdotal, but I keep hearing how high school teachers of advanced classes can't tell the difference between former AAP and non-AAP kids.
The costs and benefits of tracking are pretty well known.
There are definitely costs and there are definitely benefits.
Ideally, every kid would have private tutors and a counselor crafting an IEP for them so they are progressing as quickly as possible within their ability.
But we cannot afford that so we do the best we can.
The thing that makes education policy so delicate is that the academic results we see in schools are largely dependent on things that the schools have no control over but would really like to fix.
So we try to fix it using our public education system and honestly teachers cannot change most of the things that affect in class performance aside from material and engagement (which are very important but not the whole story)
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