APS Duran School Performance Email - Is Long Branch a Failing School?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Is this it?
https://www.baconsrebellion.com/virginia-pushes-accelerated-math-enrollment/

It reads like someone who doesn't know what's going on in APS. It discusses the need for access to algebra in middle school. But, before this change, APS already offered a lot of access to algebra in middle school. The kids in the most advanced pathway took algebra in 7th. The kids in the second most advanced path took algebra in 8th. The kids in the regular path take it in 9th. I think this author has his own kids in private so he doesn't know what he doesn't know about APS. He also has no background or expertise in math education. Not who we want pushing policy in APS!

They should just get rid of the committees if garbage like this is polluting them.

This same APE guy is also working with the Youngkin Admin. Check this out --
https://www.doe.virginia.gov/Home/Components/News/News/496/227
probably wants vouchers for his kids' private school education

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is this it?
https://www.baconsrebellion.com/virginia-pushes-accelerated-math-enrollment/

It reads like someone who doesn't know what's going on in APS. It discusses the need for access to algebra in middle school. But, before this change, APS already offered a lot of access to algebra in middle school. The kids in the most advanced pathway took algebra in 7th. The kids in the second most advanced path took algebra in 8th. The kids in the regular path take it in 9th. I think this author has his own kids in private so he doesn't know what he doesn't know about APS. He also has no background or expertise in math education. Not who we want pushing policy in APS!

They should just get rid of the committees if garbage like this is polluting them.

This same APE guy is also working with the Youngkin Admin. Check this out --
https://www.doe.virginia.gov/Home/Components/News/News/496/227
probably wants vouchers for his kids' private school education

Is raising the standards an issue or just that you don’t like who is behind it?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is this it?
https://www.baconsrebellion.com/virginia-pushes-accelerated-math-enrollment/

It reads like someone who doesn't know what's going on in APS. It discusses the need for access to algebra in middle school. But, before this change, APS already offered a lot of access to algebra in middle school. The kids in the most advanced pathway took algebra in 7th. The kids in the second most advanced path took algebra in 8th. The kids in the regular path take it in 9th. I think this author has his own kids in private so he doesn't know what he doesn't know about APS. He also has no background or expertise in math education. Not who we want pushing policy in APS!

They should just get rid of the committees if garbage like this is polluting them.

This same APE guy is also working with the Youngkin Admin. Check this out --
https://www.doe.virginia.gov/Home/Components/News/News/496/227
probably wants vouchers for his kids' private school education

Is raising the standards an issue or just that you don’t like who is behind it?

The APE MAGAs are doing this to make more schools fail. It's part of the plan to destroy public ed and use vouchers to funnel public money to privates.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I love the energy spent on Duran v Youngkin, it does seem like everyone here seems to agree that the addition of super intensified math 6 or pre-algebra, or whatever it's called - this is a GOOD thing, right? I don't care who gets credit for it, the point is to offer something that is, I don't know, good for our children? And good for learning?

So, with that in mind...since this addition can be viewed positively, is it too much to ask that Duran and the rest of the School Board here take heed of why this has been so successful or well received by the community, and do more to offer challenging additions to our curriculum for our high performers? And by that, yes, I mean, let's start earlier in the elementary schools and put some real meat in the gifted or academic coach program? (Again, I don't care what the hell you want to call this).

Grouping works. It's also intuitive, and it's also something that helps teachers. Kids who are not pulled into the smart group will feel bad. Ok. And? Why are we spending on this money, time and energy on SEL if they can't handle something like this? When they get to middle school, do they continue to feel bad when they're not in the Intensified classes? Or should we eliminate those too?

APS already does cluster gifted students together in elementary.

Yes, all "Advanced academics" activities are for the entire class though. They do not get any pull out or individual services (unless someone goes rogue). The gifted clusters are often in classes with the SPED/ELL cluster and in practice they can be ignored much of the time.

So, what is getting in the way of parents, teachers, principals appealing to Duran to change this? Are we really just stuck with this limitation until Duran is gone? And if so, how does one get rid of Duran?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is this it?
https://www.baconsrebellion.com/virginia-pushes-accelerated-math-enrollment/

It reads like someone who doesn't know what's going on in APS. It discusses the need for access to algebra in middle school. But, before this change, APS already offered a lot of access to algebra in middle school. The kids in the most advanced pathway took algebra in 7th. The kids in the second most advanced path took algebra in 8th. The kids in the regular path take it in 9th. I think this author has his own kids in private so he doesn't know what he doesn't know about APS. He also has no background or expertise in math education. Not who we want pushing policy in APS!

They should just get rid of the committees if garbage like this is polluting them.

This same APE guy is also working with the Youngkin Admin. Check this out --
https://www.doe.virginia.gov/Home/Components/News/News/496/227
probably wants vouchers for his kids' private school education

Is raising the standards an issue or just that you don’t like who is behind it?

The APE MAGAs are doing this to make more schools fail. It's part of the plan to destroy public ed and use vouchers to funnel public money to privates.

+1

Look at how quiet they were when Youngkin tried to cut the budget for k-12 public schools last year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I love the energy spent on Duran v Youngkin, it does seem like everyone here seems to agree that the addition of super intensified math 6 or pre-algebra, or whatever it's called - this is a GOOD thing, right? I don't care who gets credit for it, the point is to offer something that is, I don't know, good for our children? And good for learning?

So, with that in mind...since this addition can be viewed positively, is it too much to ask that Duran and the rest of the School Board here take heed of why this has been so successful or well received by the community, and do more to offer challenging additions to our curriculum for our high performers? And by that, yes, I mean, let's start earlier in the elementary schools and put some real meat in the gifted or academic coach program? (Again, I don't care what the hell you want to call this).

Grouping works. It's also intuitive, and it's also something that helps teachers. Kids who are not pulled into the smart group will feel bad. Ok. And? Why are we spending on this money, time and energy on SEL if they can't handle something like this? When they get to middle school, do they continue to feel bad when they're not in the Intensified classes? Or should we eliminate those too?

APS already does cluster gifted students together in elementary.

Yes, all "Advanced academics" activities are for the entire class though. They do not get any pull out or individual services (unless someone goes rogue). The gifted clusters are often in classes with the SPED/ELL cluster and in practice they can be ignored much of the time.

Why do you feel threatened when extensions are offered to more kids?

Sometimes a topic will catch a kid’s eye and give them a chance to explore further. Gatekeeping doesn’t help anyone.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I love the energy spent on Duran v Youngkin, it does seem like everyone here seems to agree that the addition of super intensified math 6 or pre-algebra, or whatever it's called - this is a GOOD thing, right? I don't care who gets credit for it, the point is to offer something that is, I don't know, good for our children? And good for learning?

So, with that in mind...since this addition can be viewed positively, is it too much to ask that Duran and the rest of the School Board here take heed of why this has been so successful or well received by the community, and do more to offer challenging additions to our curriculum for our high performers? And by that, yes, I mean, let's start earlier in the elementary schools and put some real meat in the gifted or academic coach program? (Again, I don't care what the hell you want to call this).

Grouping works. It's also intuitive, and it's also something that helps teachers. Kids who are not pulled into the smart group will feel bad. Ok. And? Why are we spending on this money, time and energy on SEL if they can't handle something like this? When they get to middle school, do they continue to feel bad when they're not in the Intensified classes? Or should we eliminate those too?

APS already does cluster gifted students together in elementary.

Yes, all "Advanced academics" activities are for the entire class though. They do not get any pull out or individual services (unless someone goes rogue). The gifted clusters are often in classes with the SPED/ELL cluster and in practice they can be ignored much of the time.

Why do you feel threatened when extensions are offered to more kids?

Sometimes a topic will catch a kid’s eye and give them a chance to explore further. Gatekeeping doesn’t help anyone.

Because in practice the activities are either watered down to be accessible to all kids or not actually presented at all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I love the energy spent on Duran v Youngkin, it does seem like everyone here seems to agree that the addition of super intensified math 6 or pre-algebra, or whatever it's called - this is a GOOD thing, right? I don't care who gets credit for it, the point is to offer something that is, I don't know, good for our children? And good for learning?

So, with that in mind...since this addition can be viewed positively, is it too much to ask that Duran and the rest of the School Board here take heed of why this has been so successful or well received by the community, and do more to offer challenging additions to our curriculum for our high performers? And by that, yes, I mean, let's start earlier in the elementary schools and put some real meat in the gifted or academic coach program? (Again, I don't care what the hell you want to call this).

Grouping works. It's also intuitive, and it's also something that helps teachers. Kids who are not pulled into the smart group will feel bad. Ok. And? Why are we spending on this money, time and energy on SEL if they can't handle something like this? When they get to middle school, do they continue to feel bad when they're not in the Intensified classes? Or should we eliminate those too?

APS already does cluster gifted students together in elementary.

Yes, all "Advanced academics" activities are for the entire class though. They do not get any pull out or individual services (unless someone goes rogue). The gifted clusters are often in classes with the SPED/ELL cluster and in practice they can be ignored much of the time.

Why do you feel threatened when extensions are offered to more kids?

Sometimes a topic will catch a kid’s eye and give them a chance to explore further. Gatekeeping doesn’t help anyone.

Because in practice the activities are either watered down to be accessible to all kids or not actually presented at all.

That hasn't been our experience.

My kid was only flagged as gifted in two subjects. In one of his non "gifted" classes there was an extension available that caught his eye. They did a separate mini book club for it and he loved it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I love the energy spent on Duran v Youngkin, it does seem like everyone here seems to agree that the addition of super intensified math 6 or pre-algebra, or whatever it's called - this is a GOOD thing, right? I don't care who gets credit for it, the point is to offer something that is, I don't know, good for our children? And good for learning?

So, with that in mind...since this addition can be viewed positively, is it too much to ask that Duran and the rest of the School Board here take heed of why this has been so successful or well received by the community, and do more to offer challenging additions to our curriculum for our high performers? And by that, yes, I mean, let's start earlier in the elementary schools and put some real meat in the gifted or academic coach program? (Again, I don't care what the hell you want to call this).

Grouping works. It's also intuitive, and it's also something that helps teachers. Kids who are not pulled into the smart group will feel bad. Ok. And? Why are we spending on this money, time and energy on SEL if they can't handle something like this? When they get to middle school, do they continue to feel bad when they're not in the Intensified classes? Or should we eliminate those too?

APS already does cluster gifted students together in elementary.

Yes, all "Advanced academics" activities are for the entire class though. They do not get any pull out or individual services (unless someone goes rogue). The gifted clusters are often in classes with the SPED/ELL cluster and in practice they can be ignored much of the time.

So, what is getting in the way of parents, teachers, principals appealing to Duran to change this? Are we really just stuck with this limitation until Duran is gone? And if so, how does one get rid of Duran?

Why are you so against Duran? He is the one you should be thanking for finally putting intensified classes in middle schools after the prior super would not. You are so clueless and clearly have a vendetta against duran. Still bitter from the pandemic huh?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I love the energy spent on Duran v Youngkin, it does seem like everyone here seems to agree that the addition of super intensified math 6 or pre-algebra, or whatever it's called - this is a GOOD thing, right? I don't care who gets credit for it, the point is to offer something that is, I don't know, good for our children? And good for learning?

So, with that in mind...since this addition can be viewed positively, is it too much to ask that Duran and the rest of the School Board here take heed of why this has been so successful or well received by the community, and do more to offer challenging additions to our curriculum for our high performers? And by that, yes, I mean, let's start earlier in the elementary schools and put some real meat in the gifted or academic coach program? (Again, I don't care what the hell you want to call this).

Grouping works. It's also intuitive, and it's also something that helps teachers. Kids who are not pulled into the smart group will feel bad. Ok. And? Why are we spending on this money, time and energy on SEL if they can't handle something like this? When they get to middle school, do they continue to feel bad when they're not in the Intensified classes? Or should we eliminate those too?

APS already does cluster gifted students together in elementary.

Yes, all "Advanced academics" activities are for the entire class though. They do not get any pull out or individual services (unless someone goes rogue). The gifted clusters are often in classes with the SPED/ELL cluster and in practice they can be ignored much of the time.

Why do you feel threatened when extensions are offered to more kids?

Sometimes a topic will catch a kid’s eye and give them a chance to explore further. Gatekeeping doesn’t help anyone.

Because in practice the activities are either watered down to be accessible to all kids or not actually presented at all.

That hasn't been our experience.

My kid was only flagged as gifted in two subjects. In one of his non "gifted" classes there was an extension available that caught his eye. They did a separate mini book club for it and he loved it.

+1 Before they did this, they use to gatekeep. Much better now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is this it?
https://www.baconsrebellion.com/virginia-pushes-accelerated-math-enrollment/

It reads like someone who doesn't know what's going on in APS. It discusses the need for access to algebra in middle school. But, before this change, APS already offered a lot of access to algebra in middle school. The kids in the most advanced pathway took algebra in 7th. The kids in the second most advanced path took algebra in 8th. The kids in the regular path take it in 9th. I think this author has his own kids in private so he doesn't know what he doesn't know about APS. He also has no background or expertise in math education. Not who we want pushing policy in APS!

They should just get rid of the committees if garbage like this is polluting them.

This same APE guy is also working with the Youngkin Admin. Check this out --
https://www.doe.virginia.gov/Home/Components/News/News/496/227
probably wants vouchers for his kids' private school education

Is raising the standards an issue or just that you don’t like who is behind it?

The APE MAGAs are doing this to make more schools fail. It's part of the plan to destroy public ed and use vouchers to funnel public money to privates.

+1

Look at how quiet they were when Youngkin tried to cut the budget for k-12 public schools last year.

Yup and we know they know how to be loud. And we know they are tight with Youngkin.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I love the energy spent on Duran v Youngkin, it does seem like everyone here seems to agree that the addition of super intensified math 6 or pre-algebra, or whatever it's called - this is a GOOD thing, right? I don't care who gets credit for it, the point is to offer something that is, I don't know, good for our children? And good for learning?

So, with that in mind...since this addition can be viewed positively, is it too much to ask that Duran and the rest of the School Board here take heed of why this has been so successful or well received by the community, and do more to offer challenging additions to our curriculum for our high performers? And by that, yes, I mean, let's start earlier in the elementary schools and put some real meat in the gifted or academic coach program? (Again, I don't care what the hell you want to call this).

Grouping works. It's also intuitive, and it's also something that helps teachers. Kids who are not pulled into the smart group will feel bad. Ok. And? Why are we spending on this money, time and energy on SEL if they can't handle something like this? When they get to middle school, do they continue to feel bad when they're not in the Intensified classes? Or should we eliminate those too?

APS already does cluster gifted students together in elementary.

Yes, all "Advanced academics" activities are for the entire class though. They do not get any pull out or individual services (unless someone goes rogue). The gifted clusters are often in classes with the SPED/ELL cluster and in practice they can be ignored much of the time.

So, what is getting in the way of parents, teachers, principals appealing to Duran to change this? Are we really just stuck with this limitation until Duran is gone? And if so, how does one get rid of Duran?

Why are you so against Duran? He is the one you should be thanking for finally putting intensified classes in middle schools after the prior super would not. You are so clueless and clearly have a vendetta against duran. Still bitter from the pandemic huh?

I am staff and really liked Duran at the beginning but over time have turned. He has done a ton of mismanagement. His cabinet is huge, yet does very little to help us in the schools (sometimes actively make things worse). He’s pushing for more inclusion without support, things are changed last minute creating chaos and confusion, HR is a complete disaster.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I love the energy spent on Duran v Youngkin, it does seem like everyone here seems to agree that the addition of super intensified math 6 or pre-algebra, or whatever it's called - this is a GOOD thing, right? I don't care who gets credit for it, the point is to offer something that is, I don't know, good for our children? And good for learning?

So, with that in mind...since this addition can be viewed positively, is it too much to ask that Duran and the rest of the School Board here take heed of why this has been so successful or well received by the community, and do more to offer challenging additions to our curriculum for our high performers? And by that, yes, I mean, let's start earlier in the elementary schools and put some real meat in the gifted or academic coach program? (Again, I don't care what the hell you want to call this).

Grouping works. It's also intuitive, and it's also something that helps teachers. Kids who are not pulled into the smart group will feel bad. Ok. And? Why are we spending on this money, time and energy on SEL if they can't handle something like this? When they get to middle school, do they continue to feel bad when they're not in the Intensified classes? Or should we eliminate those too?

APS already does cluster gifted students together in elementary.

Yes, all "Advanced academics" activities are for the entire class though. They do not get any pull out or individual services (unless someone goes rogue). The gifted clusters are often in classes with the SPED/ELL cluster and in practice they can be ignored much of the time.

So, what is getting in the way of parents, teachers, principals appealing to Duran to change this? Are we really just stuck with this limitation until Duran is gone? And if so, how does one get rid of Duran?

Why are you so against Duran? He is the one you should be thanking for finally putting intensified classes in middle schools after the prior super would not. You are so clueless and clearly have a vendetta against duran. Still bitter from the pandemic huh?

Not against Duran, and no vendetta. Seems like there is a clear problem with our schools, and it's only gotten worse and bigger. Where there's a problem, I don't know about you, but I'd like to try I dunno, maybe try and fix it? From other inputs, including teachers and staffers who work at Central APS, there seems to be a theme developing. If putting intensified classes in middle schools is his claim to fame, that's great! Now, how about getting students ready for those intensified classes in elementary schools? That's all I'm asking. And I actually was never bitter about the pandemic. Actually believed at the time that it was the right thing to do -- it's only in retrospect that I can see some of the imperfections, but I can't hold grudges for how officials governed during an unprecedented time. School performance and academic standards issues, on the other hand, are not an unprecedented thing, and rather they seem to be central to why anyone would want to get involved in education policy. So yes, I do hold a Superintendent to a higher standard on things education-related. But if you'd like me to be a MAGA anti-trans, anti-woke, racist privileged Arlingtonian, I can play that part too, if that helps you sleep at night.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I love the energy spent on Duran v Youngkin, it does seem like everyone here seems to agree that the addition of super intensified math 6 or pre-algebra, or whatever it's called - this is a GOOD thing, right? I don't care who gets credit for it, the point is to offer something that is, I don't know, good for our children? And good for learning?

So, with that in mind...since this addition can be viewed positively, is it too much to ask that Duran and the rest of the School Board here take heed of why this has been so successful or well received by the community, and do more to offer challenging additions to our curriculum for our high performers? And by that, yes, I mean, let's start earlier in the elementary schools and put some real meat in the gifted or academic coach program? (Again, I don't care what the hell you want to call this).

Grouping works. It's also intuitive, and it's also something that helps teachers. Kids who are not pulled into the smart group will feel bad. Ok. And? Why are we spending on this money, time and energy on SEL if they can't handle something like this? When they get to middle school, do they continue to feel bad when they're not in the Intensified classes? Or should we eliminate those too?

APS already does cluster gifted students together in elementary.

Yes, all "Advanced academics" activities are for the entire class though. They do not get any pull out or individual services (unless someone goes rogue). The gifted clusters are often in classes with the SPED/ELL cluster and in practice they can be ignored much of the time.

So, what is getting in the way of parents, teachers, principals appealing to Duran to change this? Are we really just stuck with this limitation until Duran is gone? And if so, how does one get rid of Duran?

Why are you so against Duran? He is the one you should be thanking for finally putting intensified classes in middle schools after the prior super would not. You are so clueless and clearly have a vendetta against duran. Still bitter from the pandemic huh?

I am staff and really liked Duran at the beginning but over time have turned. He has done a ton of mismanagement. His cabinet is huge, yet does very little to help us in the schools (sometimes actively make things worse). He’s pushing for more inclusion without support, things are changed last minute creating chaos and confusion, HR is a complete disaster.

This isn't Duran's fault. All levels of government are not funding schools sufficiently. Are you lobbying to change that? or just blaming the wrong person?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:While I love the energy spent on Duran v Youngkin, it does seem like everyone here seems to agree that the addition of super intensified math 6 or pre-algebra, or whatever it's called - this is a GOOD thing, right? I don't care who gets credit for it, the point is to offer something that is, I don't know, good for our children? And good for learning?

So, with that in mind...since this addition can be viewed positively, is it too much to ask that Duran and the rest of the School Board here take heed of why this has been so successful or well received by the community, and do more to offer challenging additions to our curriculum for our high performers? And by that, yes, I mean, let's start earlier in the elementary schools and put some real meat in the gifted or academic coach program? (Again, I don't care what the hell you want to call this).

Grouping works. It's also intuitive, and it's also something that helps teachers. Kids who are not pulled into the smart group will feel bad. Ok. And? Why are we spending on this money, time and energy on SEL if they can't handle something like this? When they get to middle school, do they continue to feel bad when they're not in the Intensified classes? Or should we eliminate those too?

APS already does cluster gifted students together in elementary.

Yes, all "Advanced academics" activities are for the entire class though. They do not get any pull out or individual services (unless someone goes rogue). The gifted clusters are often in classes with the SPED/ELL cluster and in practice they can be ignored much of the time.

So, what is getting in the way of parents, teachers, principals appealing to Duran to change this? Are we really just stuck with this limitation until Duran is gone? And if so, how does one get rid of Duran?

Why are you so against Duran? He is the one you should be thanking for finally putting intensified classes in middle schools after the prior super would not. You are so clueless and clearly have a vendetta against duran. Still bitter from the pandemic huh?

Not against Duran, and no vendetta. Seems like there is a clear problem with our schools, and it's only gotten worse and bigger. Where there's a problem, I don't know about you, but I'd like to try I dunno, maybe try and fix it? From other inputs, including teachers and staffers who work at Central APS, there seems to be a theme developing. If putting intensified classes in middle schools is his claim to fame, that's great! Now, how about getting students ready for those intensified classes in elementary schools? That's all I'm asking. And I actually was never bitter about the pandemic. Actually believed at the time that it was the right thing to do -- it's only in retrospect that I can see some of the imperfections, but I can't hold grudges for how officials governed during an unprecedented time. School performance and academic standards issues, on the other hand, are not an unprecedented thing, and rather they seem to be central to why anyone would want to get involved in education policy. So yes, I do hold a Superintendent to a higher standard on things education-related. But if you'd like me to be a MAGA anti-trans, anti-woke, racist privileged Arlingtonian, I can play that part too, if that helps you sleep at night.

thanks for admitting you are MAGA. No reasonable non MAGA person would admit to that!