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Fairfax County Public Schools (FCPS)
Deportation impact
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Anonymous
+100 I have been losing my hair over the stress of trying to teach this way. Pretty sure this will be my last year teaching, due entirely to this issue. |
Anonymous
Same here. I'm done. |
Anonymous
People like PP will be surprised when Winsome Sears gets elected governor due to peeling off enough parents in Fairfax and Loudoun who feel they are being gaslit and talked down to about what is happening in their kids’ schools. I really hope Spanberger can address these issues in a meaningful way while campaigning, unlike McAuliffe. We already saw people vote for Youngkin over frustration with local school boards and COVID stuff. Next it will be due to immigration stuff. PP’s preachy tone is exactly the problem. We are at a majority Asian school and I have not heard a single parent complain about some conspiracy against white kids. And they also conveniently ignore what everyone is saying about the finite resources of time, attention, and money on the midst of a serious teacher shortage. Reducing it down to “white people are just racist” is a great way to lose moderates and pave the way for right wingers. |
Anonymous
I am literally a teacher who teaches Gen Ed classes with about 30% of the class being ESL students. LMAO “you’re not affected.” |
Anonymous
| Don’t the gen ed teachers have students with IEPs? Having a student with ESOL accommodations and modifications isn’t much different. If you already have to make the accommodations, what’s the big deal for another group? I can see how it’s hard if you aren’t used to having them in class but they aren’t going anywhere, even if the numbers drop somewhat due to deportations. |
Anonymous
Isn't the inability to easily pass a written test indicative of a problem, both in terms of commitment to school, to behavior... A decent student (not even a good or great student) would just take it, pass it and keep it moving... |
Anonymous
It's a matter of density... and IEPs and 504s often have things in them that benefit everyone in a given class... Vs the myriad of issues that ESOL kids bring.... Especially at the middle school and high school levels... |
Anonymous
Kids will withdraw from school to make sure they’re keeping as much of the administrative apparatus away from their undocumented parents as possible— they want to make sure their parents aren’t called for conferences or asked to pick them up if they’re sick or anything else that will bring them in contact with someone who will try to report on their status. As for the trauma I was also thinking of the kids who see their parents braying for their classmates and their parents to be rounded up and put in detention centers. I’m sure that’s quite a reflection on who their parents really are. |
Anonymous
You’re talking about detaining and deporting children from the only homes they’ve known. Respectfully, I don’t think this was a particularly deep well at the outset. |
Anonymous
Nah, they can all go together. |
Anonymous
Yeah? We can deport U.S. citizens with their non-citizen family members? What a great insight into the depths of your “compassion” |
Anonymous
It is a lot different to have a kid with an IEP/504 vs a kid who is ESOL and doesn't speak English. The teacher can talk to the ADHD kid to quickly redirect them and the kid understands what they are being told. The teacher can use simple language to explain the lesson to the kid with a learning disability, or teach to the class then quickly confirm that the LD student understands it. The teacher can quickly grade or assess the assignments of the English speaking kid, for example, identifying that the spelling or grammar issues in a paper might be signs of dyslexia vs an ESOL student not understanding English. The teacher can easily call, email or conference with the non ESOL students' parents if there are issues. For ESOL parents, it is nearly impossible to do those things, or it becomes a time consuming production including scheduling with multiple parties and a translator. Every parent interaction with an ESOL parent becomes the time suck equivalent of a 504 meeting, especially if the family has zero familiarity with US school culture. If a kid has a 504/IEP, this strongly indicates that the parents are already engaged and involved in their kids education. Most newly arrived migrant parents or sponsors are not even a little bit involved in their kids education, due to cultural, language and socioeconomic reasons. It is 100% more complicated and time consuming for a teacher to teach an ESOL student than teaching an average 504 or IEP student who speaks English. |
Anonymous
On this note, years ago I taught English in a high school close to the border. My students were a combination of kids whose parents were illegal immigrants that spoke Spanish in the home, Mexican migrant workers who came over the border for harvest season then left (or didn't) and some primarily Spanish speaking l kids who were gang adjacent with irregular school attendance. They were the kids who weren't going to graduate because the could not pass the language version of that state's SOL test. My job was to work with them 1:1 on writing in tiny classes (5 to 12 kids) to get them to pass the test and graduate. I ran my classroom as full English immersion, not allowing any writing, talking or materials in Spanish. I am not sure if teachers would be allowed to do this today, but I was basically given free range to get these kids to pass their writing and language exams. On student had been ESOL her entire life, with functional street English (not the Queen's English by any stretch) and almost no writing ability. Working 1:1 with her, I was able to notice her issue wasn't just being ESOL, she had learning disabilities. She was finally tested for LDs and ended up with a dyslexia diagnosis... at 18! She made it all the way through school, from mid elementary school when her parents came over the border, to 12th grade, in ESOL instruction that deprived her of reaching her full potential because it completely missed her language related leaning disability, that would have been caught earlier if the school used full English immersion instead of ESOL. I always wonder how many other kids with LDs are overlooked in the ESOL model that schools use. I am sure there are many. On the note of the general class, all of my 35 students passed the test using the full immersion classroom, except for the girl above with the undiagnosed LD (she got an exception to graduate due to the LD) and one boy who came over as a teenage migrant worker and overstayed, from a family where no one spoke English and no one but one sibling had gone to school beyond elementary school. All the other kids passed, became proficient or at least functional writers, and graduated. In my opinion, full immersion made the difference. |
Anonymous
If the parents committed the crime of entering illegally and have a child who is a citizen, the compassionate thing to do is to pay for the child to be transported with the parents and keep the family together. Americans who commit crimes go to jail, whether they have children or not and no one cries about "don't separate the family!" In the case that their citizen children have other family who are citizens willing to care for them, that is an option the parents can use. That's what happens to Americans. They commit crimes and their children go to aunt, grandpa, or cousin if both parents are jailed. We don't allow them to remain free and untouched because they have children. |
Anonymous
+1 although I think the family should pay for the flight back to the home country for the American child. |