When will DC area privates dump Lucy Calkins curricula ?

[Anonymous]

Anonymous wrote:Potomac LS uses a Calkins/Orton-Gillingham hybrid.

Ours too but why???? Why not dump Caulkins?

[Anonymous]

Smells like finger-pointing to deflect blame from increased screentime, decreased reading practice, and decreased general respect and interest for learning and classrooms.

[Anonymous]

Calkins has BA in Liberal Arts from Williams.

That's interesting.

[Anonymous]

DC independent school educator here:
1) LC curriculum and the F&P assessment systems are not unique to independent schools. Thousands of public and charter schools across the country also use them.
2) "Curriculum" and "educational philosophy" are not the same thing.
3) "Sold a Story" shares a lot of valuable information, AND is an extremely biased perspective.
4) The adoption of a new curriculum is a huge endeavor for a school. It actually shouldn't happen overnight. If schools are taking some time to conduct an audit and explore alternatives, that's a good thing because it would be awful to jump ship into a program that is also problematic.
5) Instead of speculating through an anonymous forum, approach your school (admin and ELA coach/specialist) with curiosity, explain your concerns, and ask about next steps.

[Anonymous]

Anonymous wrote:Smells like finger-pointing to deflect blame from increased screentime, decreased reading practice, and decreased general respect and interest for learning and classrooms.

? My daughter has virtually no screen time at school. Not sure what you’re talking about.

[Anonymous]

Anonymous wrote:DC independent school educator here:
1) LC curriculum and the F&P assessment systems are not unique to independent schools. Thousands of public and charter schools across the country also use them.
2) "Curriculum" and "educational philosophy" are not the same thing.
3) "Sold a Story" shares a lot of valuable information, AND is an extremely biased perspective.
4) The adoption of a new curriculum is a huge endeavor for a school. It actually shouldn't happen overnight. If schools are taking some time to conduct an audit and explore alternatives, that's a good thing because it would be awful to jump ship into a program that is also problematic.
5) Instead of speculating through an anonymous forum, approach your school (admin and ELA coach/specialist) with curiosity, explain your concerns, and ask about next steps.

I don’t care how many schools use LC. I care why my kid’s school uses it, despite knowing it’s horrible.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC independent school educator here:
1) LC curriculum and the F&P assessment systems are not unique to independent schools. Thousands of public and charter schools across the country also use them.
2) "Curriculum" and "educational philosophy" are not the same thing.
3) "Sold a Story" shares a lot of valuable information, AND is an extremely biased perspective.
4) The adoption of a new curriculum is a huge endeavor for a school. It actually shouldn't happen overnight. If schools are taking some time to conduct an audit and explore alternatives, that's a good thing because it would be awful to jump ship into a program that is also problematic.
5) Instead of speculating through an anonymous forum, approach your school (admin and ELA coach/specialist) with curiosity, explain your concerns, and ask about next steps.

I don’t care how many schools use LC. I care why my kid’s school uses it, despite knowing it’s horrible.

32 states AND Washington, DC have passed laws to change this - it is time to realize change needs to happen. These independent schools are supposed to be the best in the country and are legit in the minority on this issue! No one accuses educators of not wanting the best for our kids - but watching my child guess at words and spending so much money on tutors is exhausting. Wake up!

[Anonymous]

Anonymous wrote:

Anonymous wrote:DD’s school uses it in combination with Orton-Gillingham. This week is back to school night and I plan to ask about why they’re still using it.

The thing that's frustrating to me is that Units of Study isn't just weak on phonics! It's weak on text selection, vocab-building, writing, and knowledge-building. Its flaws go WELL BEYOND phonics, so training your teachers in OG and then giving Units of Study is NOT sufficient.

Parents should absolutely be challenging school leadership about this.

Yes!!!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Potomac LS uses a Calkins/Orton-Gillingham hybrid.

Ours too but why???? Why not dump Caulkins?

Everyone heard "Lucy Calkins" and thinks "bad bad bad!" But if you actually read the research there are very specific issues with Units of Study that can be addressed through the use of Orton Gillingham. There are positives to a reader's workshop model. (To further muddy the waters, many schools use the term "reader's workshop" in ways that don't specifically refer to the Units of Study curriculum.) I'm not associated with Potomac but these programs can be used together in a thoughtful way. That's why you should look into what your school is specifically doing instead of throwing around buzzwords.

[Anonymous]

Anonymous wrote:DC independent school educator here:
1) LC curriculum and the F&P assessment systems are not unique to independent schools. Thousands of public and charter schools across the country also use them.
2) "Curriculum" and "educational philosophy" are not the same thing.
3) "Sold a Story" shares a lot of valuable information, AND is an extremely biased perspective.
4) The adoption of a new curriculum is a huge endeavor for a school. It actually shouldn't happen overnight. If schools are taking some time to conduct an audit and explore alternatives, that's a good thing because it would be awful to jump ship into a program that is also problematic.
5) Instead of speculating through an anonymous forum, approach your school (admin and ELA coach/specialist) with curiosity, explain your concerns, and ask about next steps.

A “huge endeavor” oh please. Sounds like laziness and complacency to me.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC independent school educator here:
1) LC curriculum and the F&P assessment systems are not unique to independent schools. Thousands of public and charter schools across the country also use them.
2) "Curriculum" and "educational philosophy" are not the same thing.
3) "Sold a Story" shares a lot of valuable information, AND is an extremely biased perspective.
4) The adoption of a new curriculum is a huge endeavor for a school. It actually shouldn't happen overnight. If schools are taking some time to conduct an audit and explore alternatives, that's a good thing because it would be awful to jump ship into a program that is also problematic.
5) Instead of speculating through an anonymous forum, approach your school (admin and ELA coach/specialist) with curiosity, explain your concerns, and ask about next steps.

A “huge endeavor” oh please. Sounds like laziness and complacency to me.

Also, schools aren't starting from scratch here. This is another thing that frustrates me - the idea that they school needs to look at and study every curriculum out there to find the "best" one. There are plenty of resources out there that have done this review and made recommendations for effective, science-backed curricula. And quite frankly, many of our lower school teachers don't actually have the skills and knowledge to *do* a thorough review of curriculum (nor do I expect them to). I know independent schools like to think of themselves as super special and "above" using other organization's recommendations, but this is absolutely the right choice. (This one is personal - our now-former lower school is implementing a new math curriculum this year that has been dropped by our state's very good curriculum recommendation committee for not reflecting current science-based methods for teaching math; but the school is instead adopting it. And worse, the math specialist wasn't even aware of the fact it had been un-recommended or that there were concerns about it.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Potomac LS uses a Calkins/Orton-Gillingham hybrid.

Ours too but why???? Why not dump Caulkins?

Everyone heard "Lucy Calkins" and thinks "bad bad bad!" But if you actually read the research there are very specific issues with Units of Study that can be addressed through the use of Orton Gillingham. There are positives to a reader's workshop model. (To further muddy the waters, many schools use the term "reader's workshop" in ways that don't specifically refer to the Units of Study curriculum.) I'm not associated with Potomac but these programs can be used together in a thoughtful way. That's why you should look into what your school is specifically doing instead of throwing around buzzwords.

This is NOT true. The problems with Units of Study extend well beyond phonics/foundational skills. The whole curriculum is problematic because it lacks a coherent scope and sequence for everything (vocab, knowledge-building, writing, you name it) and eschews direct instruction. This philosophy works okay in affluent schools because many of the kids already have large vocabularies and a lot of knowledge about history and science (and wealthy parents can supplement with tutoring), but it’s a disaster in less affluent communities.

The workshop model is based on the flawed premise that if you give kids choice and space and independence that they will learn how to become joyful readers and writers. I wish this is how it worked, but it turns out it’s hard to be joyful about writing when you don’t know how to write a sentence or a paragraph.

[Anonymous]

Anonymous wrote:Potomac LS uses a Calkins/Orton-Gillingham hybrid.

Neighbor reports that Potomac LS is actively teaching her DC to read using the 3-cueing method. Sigh.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Potomac LS uses a Calkins/Orton-Gillingham hybrid.

Ours too but why???? Why not dump Caulkins?

Everyone heard "Lucy Calkins" and thinks "bad bad bad!" But if you actually read the research there are very specific issues with Units of Study that can be addressed through the use of Orton Gillingham. There are positives to a reader's workshop model. (To further muddy the waters, many schools use the term "reader's workshop" in ways that don't specifically refer to the Units of Study curriculum.) I'm not associated with Potomac but these programs can be used together in a thoughtful way. That's why you should look into what your school is specifically doing instead of throwing around buzzwords.

This is NOT true. The problems with Units of Study extend well beyond phonics/foundational skills. The whole curriculum is problematic because it lacks a coherent scope and sequence for everything (vocab, knowledge-building, writing, you name it) and eschews direct instruction. This philosophy works okay in affluent schools because many of the kids already have large vocabularies and a lot of knowledge about history and science (and wealthy parents can supplement with tutoring), but it’s a disaster in less affluent communities.

The workshop model is based on the flawed premise that if you give kids choice and space and independence that they will learn how to become joyful readers and writers. I wish this is how it worked, but it turns out it’s hard to be joyful about writing when you don’t know how to write a sentence or a paragraph.

Well the Potomac School is not a "less affluent community," is it?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Potomac LS uses a Calkins/Orton-Gillingham hybrid.

Ours too but why???? Why not dump Caulkins?

Everyone heard "Lucy Calkins" and thinks "bad bad bad!" But if you actually read the research there are very specific issues with Units of Study that can be addressed through the use of Orton Gillingham. There are positives to a reader's workshop model. (To further muddy the waters, many schools use the term "reader's workshop" in ways that don't specifically refer to the Units of Study curriculum.) I'm not associated with Potomac but these programs can be used together in a thoughtful way. That's why you should look into what your school is specifically doing instead of throwing around buzzwords.

This is NOT true. The problems with Units of Study extend well beyond phonics/foundational skills. The whole curriculum is problematic because it lacks a coherent scope and sequence for everything (vocab, knowledge-building, writing, you name it) and eschews direct instruction. This philosophy works okay in affluent schools because many of the kids already have large vocabularies and a lot of knowledge about history and science (and wealthy parents can supplement with tutoring), but it’s a disaster in less affluent communities.

The workshop model is based on the flawed premise that if you give kids choice and space and independence that they will learn how to become joyful readers and writers. I wish this is how it worked, but it turns out it’s hard to be joyful about writing when you don’t know how to write a sentence or a paragraph.

And you know this how? Because you read it in a blog?