FCPS CRT or nah?

[Anonymous]

"CRT" is merely shorthand for teaching everything through a racial lens. There is really no denying that teachers are trained to do this.

https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/BTFRCZ6CA62E/$file/Final%20Anti-Racism%20Anti-Bias%20Curriculum%20Work%20Session%20Sept%2014%202020.pdf

[Anonymous]

Anonymous wrote:

Anonymous wrote:White fragility at its best, it’s very easy to trigger them

Exactly. Try even *implying* that it isn’t a privilege to be white or that people shouldn’t be pitied for not being so lucky and see what happens!

Well it's a privilege to be white in that you don't have to score as high as the asian kids to get into TJ. Even bigger privilege to be a POC I guess. Or does that not count?

[Anonymous]

Anonymous wrote:
VMPI is dead.

And they pulled detracking almost a year ago, so…it seems like you have misplaced anger.

VPMI is dead only because it actually got enough press to be exposed. Doesn't mean we've forgotten who tried to push it through in the first place.

They are still trying to push through changes to the advanced classes. The VPMI website was updated after the publicity it got to try to make it more defendable. They are still renaming courses and trying to combine them in an effort to combine as many kids as possible into the same math levels.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
VMPI is dead.

And they pulled detracking almost a year ago, so…it seems like you have misplaced anger.

VPMI is dead only because it actually got enough press to be exposed. Doesn't mean we've forgotten who tried to push it through in the first place.

They are still trying to push through changes to the advanced classes. The VPMI website was updated after the publicity it got to try to make it more defendable. They are still renaming courses and trying to combine them in an effort to combine as many kids as possible into the same math levels.

So relieved it didn’t get pushed through.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
VMPI is dead.

And they pulled detracking almost a year ago, so…it seems like you have misplaced anger.

VPMI is dead only because it actually got enough press to be exposed. Doesn't mean we've forgotten who tried to push it through in the first place.

They are still trying to push through changes to the advanced classes. The VPMI website was updated after the publicity it got to try to make it more defendable. They are still renaming courses and trying to combine them in an effort to combine as many kids as possible into the same math levels.

Fortunately Youngkin is putting a stop to that nonsense.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I have no problem having my kids recognize the privileges they have in life. Yes, some of those are due to us having worked hard, but others are due to the color of our skin, sexual identity, religion. No control over those. I teach my kids to have empathy towards classmates/ peers who have to overcome more obstacles to “make it” in this society. I also point out that most people on this planet are way worse off than we are here. I agree with this kind of lesson. I hope it teaches my kids to be more grateful for what they have been given in life. Would Jesus say, “Too bad, so sad, you got stuck living with a poor, brown/black, single parent.”?

But wouldn't you agree that it's your job as a parent to teach them empathy and gratitude? I do. My job as a parent is to turn my children into good people. It is the job of the school to teach them english, math, and so on.

So is this the root of the “CRT” issue for Republicans?

They don’t want schools to teach anything related “being a good person”?

Empathy
Gratitude
Honesty
Responsibility
Respecting others
Etc

I guess they don’t want their own kids to realize they are a-holes.

This isn’t teaching empathy, honesty, gratitude, or respecting others. I’d LOVE it if in English class my kids read a book about these topics and then answered questions like, “How was the character responsible (or honest, empathetic, etc.). Instead it’s “In what ways are you privileged?” It’s purely subjective and creates a blaming power dynamic outside of a student’s control. You can become more empathetic, you can’t become less privileged.

[Anonymous]

To those who ask "so what if privileged kids are made to realize they are privileged?" what do you say to the underprivileged kids who are made to realize they have far fewer privileges than their peers? What do you do with that information? What do teachers do to follow through on that so students aren't left feeling less than and disadvantaged? What good comes from that? How is that good for a student's sense of well being?

[Anonymous]

Anonymous wrote:Awww, you poor thing. God forbid some other child has the same advantages as yours.

If you want special treatment for your advanced kid, get a tutor. Lots of parents do this. Public school is for the collective, not your individual kid. If you're relying on only the schools to get your desired outcome or path for your kid, then you're failing as a parent.

There are so many kids smarter than your kid that it would serve every child in the collective better if they could all be grouped and taught with other kids at a level and pace that meets their needs. Why have some kids bored and making trouble just because they are too far ahead or behind to care about what is being taught that day?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Awww, you poor thing. God forbid some other child has the same advantages as yours.

If you want special treatment for your advanced kid, get a tutor. Lots of parents do this. Public school is for the collective, not your individual kid. If you're relying on only the schools to get your desired outcome or path for your kid, then you're failing as a parent.

There are so many kids smarter than your kid that it would serve every child in the collective better if they could all be grouped and taught with other kids at a level and pace that meets their needs. Why have some kids bored and making trouble just because they are too far ahead or behind to care about what is being taught that day?[/quote]

LOL! I remember a mom making that argument a few years ago. Her kid was the same age as my DH. Her kid ended up not going to college even though he went through the GT program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Awww, you poor thing. God forbid some other child has the same advantages as yours.

If you want special treatment for your advanced kid, get a tutor. Lots of parents do this. Public school is for the collective, not your individual kid. If you're relying on only the schools to get your desired outcome or path for your kid, then you're failing as a parent.

There are so many kids smarter than your kid that it would serve every child in the collective better if they could all be grouped and taught with other kids at a level and pace that meets their needs. Why have some kids bored and making trouble just because they are too far ahead or behind to care about what is being taught that day?[/quote]

LOL! I remember a mom making that argument a few years ago. Her kid was the same age as my DH. Her kid ended up not going to college even though he went through the GT program.

Actually, crashing and burning is not uncommon for highly and profoundly gifted people.

The successful people usually fall into the much brighter than average category, not the gifted category.

That is why gifted programs were created and why they fall under the umbrella of special ed.

It also says a lot about someone's character when they become gleeful about a young adult's failure.

[Anonymous]

Actually, crashing and burning is not uncommon for highly and profoundly gifted people.

The successful people usually fall into the much brighter than average category, not the gifted category.

That is why gifted programs were created and why they fall under the umbrella of special ed.

It also says a lot about someone's character when they become gleeful about a young adult's failure.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Awww, you poor thing. God forbid some other child has the same advantages as yours.

If you want special treatment for your advanced kid, get a tutor. Lots of parents do this. Public school is for the collective, not your individual kid. If you're relying on only the schools to get your desired outcome or path for your kid, then you're failing as a parent.

There are so many kids smarter than your kid that it would serve every child in the collective better if they could all be grouped and taught with other kids at a level and pace that meets their needs. Why have some kids bored and making trouble just because they are too far ahead or behind to care about what is being taught that day?[/quote]

LOL! I remember a mom making that argument a few years ago. Her kid was the same age as my DH. Her kid ended up not going to college even though he went through the GT program.

So your take is that every kid should be in the same class? What about kids who are way behind grade level? Should they just sit there and learn nothing or should they get extra help? I just don't understand the argument for putting every kid in the same class unless you want every kid to learn at the same pace as the least common denominator. What a waste of time for all the other kids who could easily learn much faster.

[Anonymous]

So your take is that every kid should be in the same class? What about kids who are way behind grade level? Should they just sit there and learn nothing or should they get extra help? I just don't understand the argument for putting every kid in the same class unless you want every kid to learn at the same pace as the least common denominator. What a waste of time for all the other kids who could easily learn much faster.

Use a little common sense. No class --even AAP or GT (which really did have smart kids) is on the same level. I taught for years where we did not track kids. It is not that difficult to teach different levels. Do you really think there is that big a difference from the bottom kid in AAP and the top kid in GenEd?

Sure, a teacher can work with kids who are way behind--and, with the kids that are way ahead. Do you really think a teacher in the elementary school stands in front of the class and does direct instruction to the whole class all day with all kids doing the same thing at the same time? (Also, those who are struggling are likely getting additional outside help if they have an IEP.)

Here's another little gem: kids do not always stay at the same "spot" in the hierarchy. Some go at different speeds at different times. A kid who is a whiz at math may struggle with language arts. And, vice versa.

[Anonymous]

Anonymous wrote:Actually, crashing and burning is not uncommon for highly and profoundly gifted people.

The successful people usually fall into the much brighter than average category, not the gifted category.

That is why gifted programs were created and why they fall under the umbrella of special ed.

It also says a lot about someone's character when they become gleeful about a young adult's failure.

No. Not gleeful about a failure. Just pointing out the "smugness" of a mom who thought her kid was better than others.

[Anonymous]

Anonymous wrote:

So your take is that every kid should be in the same class? What about kids who are way behind grade level? Should they just sit there and learn nothing or should they get extra help? I just don't understand the argument for putting every kid in the same class unless you want every kid to learn at the same pace as the least common denominator. What a waste of time for all the other kids who could easily learn much faster.

Use a little common sense. No class --even AAP or GT (which really did have smart kids) is on the same level. I taught for years where we did not track kids. It is not that difficult to teach different levels. Do you really think there is that big a difference from the bottom kid in AAP and the top kid in GenEd?

Sure, a teacher can work with kids who are way behind--and, with the kids that are way ahead. Do you really think a teacher in the elementary school stands in front of the class and does direct instruction to the whole class all day with all kids doing the same thing at the same time? (Also, those who are struggling are likely getting additional outside help if they have an IEP.)

Here's another little gem: kids do not always stay at the same "spot" in the hierarchy. Some go at different speeds at different times. A kid who is a whiz at math may struggle with language arts. And, vice versa.

I don't think there is that great a difference between high performing Gen Ed kids vs. lower performing AAP kids. The problem is in Gen Ed in Title 1 schools where there is for example, 2nd grade level through 7th grade in a 5th grade Gen Ed class with many on the lower end. Differentiation is much more difficult.