Deportation impact

[Anonymous]

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Anonymous wrote:I’m an ESOL teacher and all of the behavior issues in my grade are native English speakers. I’ve only had 1-2 ESOL students with real behavior issues in 12 yrs.

What? Where are you at? Are you at a school with mostly diplomat ESOL kids or undocumented? I am an ESOL teacher at a school with a majority ESOL and of those students almost all have uneducated families. We currently have at least 1-2 real behavior issues per class. There's no way that in your 12 years you have only had 1-2. That's laughable.

The PP is a troll, statistically any demographic has more than 1-2 students with behavior issues over 12 years.

Not a troll. I'm in Baltimore City. The last time our FARMS rate was calculated, the school was around 95% free and reduced meals (the entire district has been free meals for nearly a decade). Most of my primary students are US citizens and are well behaved. Most of their parents are grateful for their education but work multiple jobs so not much time to help them at home (although sometimes I can get older siblings to help at home). The last real behavior issue I had was in 2021-2022.

So most of your students are US citizens? Sounds like a different situation than the rest of us. You must be in a pretty magical place where you e only had 1-2 behavior issues while the rest of us are seeing that each year.

My caseload of primary students (K-2) is usually around 40ish kids. Out of that, maybe 5-8 weren't born in the US. That's pretty funny that you think I'm in a magical place because Baltimore City is third world like in many ways (no heat/AC, rodent infestations, no potable water, mold, etc). The behavior issues aren't usually the ESOL students. In fact, I often have to pull some of my newcomers aside each year to tell them not to copy what they see some of their native English speaking classmates doing/saying.

Baltimore City schools may as well be on a different planet than FCPS. PP was right, you are in a completely different situation than what we are dealing with.

What's your completely different situation than an inner city school? Are you claiming its worse in FCPS because your poor child has to deal with non English speakers in a classroom? The trauma.

LOL no, FCPS is not worse than Baltimore City schools. Are you high?

Their problems are different than FCPS so I'm not sure why that person felt the need to compare.

[Anonymous]

Anonymous wrote:What is the likely impact of Trump deportations on Falls Church and Justice high schools?

Justice.

[Anonymous]

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Anonymous wrote:I’m an ESOL teacher and all of the behavior issues in my grade are native English speakers. I’ve only had 1-2 ESOL students with real behavior issues in 12 yrs.

I said this back on page 3-4 and it doesn’t matter - they don’t believe us. Someone cited the majority of suspensions in schools with heavy ESL populations are students who are ESL because they don’t even understand proportions. I contend with you - the biggest behaviors I have had to deal with over the years are not with the recently arrived ESL students who are desperately attempting to learn English, possibly while also trying to work to support their family or living here alone or with a sibling because their parent sent them ahead to get them out of their home country.

I teach in FCPS, at a school that is just under threshold for Title 1, which many FCPS schools are. So, I will agree with your statement that most Level 1, ESL kids are not behavior problems. But, many of our Level 2-4 are. Many of them are citizens but the parents are not. Some have been in ESL since K. These are the kids that end up becoming behavior problems in upper ES.

Adding on… I did not say all. In any scenario you will have some respectful, eager to learn kids. But if a kid is ESL for 7 years, clearly school is a struggle for them and they act out.

I disagree with that premise. Kids can retain the ESL label long after they become fluent , especially if they just quit trying on the WIDA test. I have high schoolers who stopped trying because they’re irritated they have to take the test but they’ve been fluent since grade 1. So they remain in EL status but not because they’re struggling - they just don’t try to pass the WIDA exam, specifically the written portion.

[Anonymous]

If an ESOL teacher is pulling small groups or pushing in with small groups for 15-30 minutes at a time I can see how there are few behavior problems.

That’s different that us gen ed teachers trying to teach multiple subjects all day with 8-12 of these kids that need a lot of support and 1:1 to finish work. There are behaviors if I’m working with other students or I am helping those same 8 kids and ignoring the others.

[Anonymous]

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Anonymous wrote:If the deportations happen, and I suspect they won't at least not in the way Trump is claiming, we'll see American citizen kids being traumatically separated from their parents, and bringing that trauma into classrooms. We'll see teenagers who aren't being parented, because their parents are gone, and thus an increase in gang activity.

Plus our economy will tank without a segment of the labor force, so there will be less money for schools and classroom ratios will go through the roof.

Nope. The plan is to deport the entire family together.

Can you deport a Natural Born Citizen? Doesn't seem constitutional regardless of age. I guess they are banking on the parents taking the kids with them. And depending on where they are going to - this may not be an option for them.

If the parent is leaving an American citizen child here, they are not being separated. That is their choice.

Guess what "choice" they will make? you have to assume some will not make the choice you would make. And that will be significantly higher-cost load on the State/County.

[Anonymous]

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Anonymous wrote:If the deportations happen, and I suspect they won't at least not in the way Trump is claiming, we'll see American citizen kids being traumatically separated from their parents, and bringing that trauma into classrooms. We'll see teenagers who aren't being parented, because their parents are gone, and thus an increase in gang activity.

Plus our economy will tank without a segment of the labor force, so there will be less money for schools and classroom ratios will go through the roof.

Nope. The plan is to deport the entire family together.

Can you deport a Natural Born Citizen? Doesn't seem constitutional regardless of age. I guess they are banking on the parents taking the kids with them. And depending on where they are going to - this may not be an option for them.

If the parent is leaving an American citizen child here, they are not being separated. That is their choice.

Guess what "choice" they will make? you have to assume some will not make the choice you would make. And that will be significantly higher-cost load on the State/County.

I don't know what choice will be made. But it's their choices to cross illegally and then have a child that created the circumstances they find themselves in. None of that is the fault or responsibility of the American taxpayer. Doubtful it's a significantly higher cost on taxpayers as they are already likely living on welfare.

[Anonymous]

Anonymous wrote:If there is no impact from the poor ESL students, why do so many posters on this board freak out about there kids potentially being sent to Herndon or Lewis?

Exactly! If there is no impact and then learn just fine then why are the test scores at these school and, thus, school ratings so much lower?

Why do people deem the school with these kids the "bad" school and the other schools with low ESOL populations "good" schools? I know they will say "test scores" but lets, be honest test scores are more a factor of the student population the the school and it's teachers. Keep the same teacher but replace with students from the "good" schools and suddenly that school it at the top.

[Anonymous]

Anonymous wrote:If an ESOL teacher is pulling small groups or pushing in with small groups for 15-30 minutes at a time I can see how there are few behavior problems.

That’s different that us gen ed teachers trying to teach multiple subjects all day with 8-12 of these kids that need a lot of support and 1:1 to finish work. There are behaviors if I’m working with other students or I am helping those same 8 kids and ignoring the others.

I send my mornings pushing into the classrooms so I see the behavior issues. There aren’t ESOL students. Plus I pull my groups for an hour, not 15-20 minutes. Perhaps your district needs better training for gen Ed teachers. I’m sure they have kids Roth IEPs. Many if the accommodations and modifications are the same for ESOL students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If an ESOL teacher is pulling small groups or pushing in with small groups for 15-30 minutes at a time I can see how there are few behavior problems.

That’s different that us gen ed teachers trying to teach multiple subjects all day with 8-12 of these kids that need a lot of support and 1:1 to finish work. There are behaviors if I’m working with other students or I am helping those same 8 kids and ignoring the others.

I send my mornings pushing into the classrooms so I see the behavior issues. There aren’t ESOL students. Plus I pull my groups for an hour, not 15-20 minutes. Perhaps your district needs better training for gen Ed teachers. I’m sure they have kids Roth IEPs. Many if the accommodations and modifications are the same for ESOL students.

We are following FCPS direction this year. ESOL is pushing in during small group time and working with 2 groups for 15 minutes each a few times a week.

[Anonymous]

Actually I push in during math and science/social studies. I pull my groups in the afternoon during small group time. It we irks very well and everyone gets what they need during small group time.

[Anonymous]

Likely impact? Traumatized kids who are U.S. citizens by birth getting pulled out of school to keep their parents from being deported. Traumatized teens finding out that kids they’ve known for years are being rounded up and put in detention centers for the crime of existing. A lot of teens finding out how hypocritical their parents beliefs are.

And the scores will not improve significantly.

[Anonymous]

Anonymous wrote:Likely impact? Traumatized kids who are U.S. citizens by birth getting pulled out of school to keep their parents from being deported. Traumatized teens finding out that kids they’ve known for years are being rounded up and put in detention centers for the crime of existing. A lot of teens finding out how hypocritical their parents beliefs are.

And the scores will not improve significantly.

Eh, I voted Dem up until this election. I’m sick of the leftist school board and my compassion well has run dry. It’s been used up on all the F’ing equity bs.

[Anonymous]

Anonymous wrote:Likely impact? Traumatized kids who are U.S. citizens by birth getting pulled out of school to keep their parents from being deported. Traumatized teens finding out that kids they’ve known for years are being rounded up and put in detention centers for the crime of existing. A lot of teens finding out how hypocritical their parents beliefs are.

And the scores will not improve significantly.

There is no way for kids to stop their parents from being deported. All the trauma can be laid at the feet of the parents who broke the law.

Test scores most certainly will go up. Classrooms can focus again. And before anyone says it, our school does not have ongoing behavior issues with American kids.

[Anonymous]

Will white kids clean the bathrooms?

[Anonymous]

Anonymous wrote:

Anonymous wrote:If there is no impact from the poor ESL students, why do so many posters on this board freak out about there kids potentially being sent to Herndon or Lewis?

Most white parents do not want their kids in schools with large populations of minority students. They just don’t. If there’s too many Asian students the white parents think there’s an academic conspiracy that’s oppressing their kids. If there’s too many Black and Hispanic students, white parents think their kids are existing in a criminal hell hole rampant with bad behaviors and limited educational opportunities. You see this time and time again on this board.

What we see, time and time again, are parents like you who defend the status quo. That is, you think it's perfectly fine for classrooms to have groups of ESL kids who need lots of time and attention from the teacher - time and attention that isn't going to the other kids. That is patently UNFAIR. Your kids either aren't affected by this dynamic, or you don't even have kids. Regardless, stop telling those of us who DO have kids in schools with large ESL populations that we're lying about the impact. We are not.