Deportation impact

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Astonishingly depressing to see how uncharitable, selfish, and myopic some of the commenters here are.

You're going to have a very rude awakening when the U.S. economy complete crashes and our only allies are Russia and Saudi Arabia and many of us will be refugees. May you get the treatment you deserve.

You are oh so generous with other peoples money. Virtue signal on.

And you are raising children with that perspective? It’s attitudes like that that make me think this country will never dig itself out of this dark depressing hole.

Agree with the previous poster, the lack of empathy is astounding.

So, you get to decide how to spend my money? Got it.

I am not talking about money. I am talking about mustering up some empathy. The lack of humanity is appalling.

And you just proved my point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Astonishingly depressing to see how uncharitable, selfish, and myopic some of the commenters here are.

You're going to have a very rude awakening when the U.S. economy complete crashes and our only allies are Russia and Saudi Arabia and many of us will be refugees. May you get the treatment you deserve.

How idiotic

what is idiotic? that the economy may crash? If you don’t think that is a possibility you clearly aren’t paying any attention.

[Anonymous]

Anonymous wrote:Our title 1 school hasn’t had any deportations but we also haven’t had any new students from other countries and we usually had regular arrivals.

I am so torn over it all. When I started at my school, I was feeling inspired and like I was doing good working with this population. 4 years later and it’s starting to burn me out. These families don’t care about anything we do and we are bending over backwards to get these kids to meet state standards. They get every free second of our time for intervention and help. The families don’t appreciate it. They just drop their kids off and that’s it’s. There are several parents I’ve never even laid eyes on and most days I feel like I’m banging my head against the wall.

When I was an ESOL teacher I felt the same way. I would kill myself getting some kid to an almost passing score, and then the parents would take the kid out of school for three months so they could travel back to Mexico to visit Grandma and pick strawberries on the farm. Then they'd come back and fail the test and I'd be called a failure. And they would never read with their kids or keep books in the house. At the time, I was angry at them, but over many years I learned that actually they just don't think the same things are important that we think are important. Education is a luxury to them, because they are focused on necessities like food, shelter, and safety. But it just isn't what their lives revolve around, because they have bigger concerns. You're going to burn out if you keep focusing on those stupid standardized tests. Try letting go a little and just accepting that you do what you can, but it's not your responsibility to fix the whole system.

[Anonymous]

Anonymous wrote:Astonishingly depressing to see how uncharitable, selfish, and myopic some of the commenters here are.

You're going to have a very rude awakening when the U.S. economy complete crashes and our only allies are Russia and Saudi Arabia and many of us will be refugees. May you get the treatment you deserve.

Our feelings about illegal aliens returning to their countries by choice or by force have nothing to do with impacts to the boundaries and expenses. Some of us would be sad and some would be glad, but enrollment would be down.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our title 1 school hasn’t had any deportations but we also haven’t had any new students from other countries and we usually had regular arrivals.

I am so torn over it all. When I started at my school, I was feeling inspired and like I was doing good working with this population. 4 years later and it’s starting to burn me out. These families don’t care about anything we do and we are bending over backwards to get these kids to meet state standards. They get every free second of our time for intervention and help. The families don’t appreciate it. They just drop their kids off and that’s it’s. There are several parents I’ve never even laid eyes on and most days I feel like I’m banging my head against the wall.

Yep. And meanwhile, while all this attention is lavished on the non-English speakers, the other kids continue to get shafted.

Maybe a perspective shift is in order. I'm a teacher. Those families who you've never laid eyes on are just trying to survive. They trust you with their kids. They don't feel comfortable communicating with you. They trust you. They trust the school. They don't care about test scores, nor should they.

Maybe the real problem here is how we are testing students to death and how we have all bowed down to a system (NCLB) that was DESIGNED TO MAKE SCHOOLS LOOK BAD.

When I was teaching in 1994, we got a new student from El Salvador in January. Placed in 7th grade due to her age, she had never held a pencil much less read a book. By the end of June, she could properly hold a pencil, have conversations in English, recognize the alphabet and all letter sounds, and she could write her name and a few simple words. She had two friends. By the end of 8th grade, she could read high/low books at about the 2nd grade level.

That is a HUGE victory for immensely successful public schools. But under todays testing, she'd be failing. Worse yet, I'd be forced to instruct and assess her on grade level, so school wouod be nothing but relentless failure.

It's all a setup. The problem is not the kids. The problem is the pressure you feel to teach to a test that was literally designed to make you and all public schools look bad.

This is a perspective that adds to the conversation.

Every kid is not the same and should be evaluated based on their own capabilities.

As to impacts to the English speaking children, one or two ELL kids out of 25 in a class might not adversely impact them, but higher numbers certainly do. One thing FCPS could do is go to a center model for ELL children that have little to no ability in English comprehension and writing. Any child that reaches a moderate level of competency should be assigned to the zoned general pyramid. The immersion will then rapidly better their level of English, they will not hinder others, and can more fully enjoy the whole American school experience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Astonishingly depressing to see how uncharitable, selfish, and myopic some of the commenters here are.

You're going to have a very rude awakening when the U.S. economy complete crashes and our only allies are Russia and Saudi Arabia and many of us will be refugees. May you get the treatment you deserve.

How idiotic

what is idiotic? that the economy may crash? If you don’t think that is a possibility you clearly aren’t paying any attention.

How would that affect the numbers of foreign-born students? I imagine that would be more motivation for people to return to their countries. Their home countries might be on the upside of any problems we have here.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our title 1 school hasn’t had any deportations but we also haven’t had any new students from other countries and we usually had regular arrivals.

I am so torn over it all. When I started at my school, I was feeling inspired and like I was doing good working with this population. 4 years later and it’s starting to burn me out. These families don’t care about anything we do and we are bending over backwards to get these kids to meet state standards. They get every free second of our time for intervention and help. The families don’t appreciate it. They just drop their kids off and that’s it’s. There are several parents I’ve never even laid eyes on and most days I feel like I’m banging my head against the wall.

Yep. And meanwhile, while all this attention is lavished on the non-English speakers, the other kids continue to get shafted.

Maybe a perspective shift is in order. I'm a teacher. Those families who you've never laid eyes on are just trying to survive. They trust you with their kids. They don't feel comfortable communicating with you. They trust you. They trust the school. They don't care about test scores, nor should they.

Maybe the real problem here is how we are testing students to death and how we have all bowed down to a system (NCLB) that was DESIGNED TO MAKE SCHOOLS LOOK BAD.

When I was teaching in 1994, we got a new student from El Salvador in January. Placed in 7th grade due to her age, she had never held a pencil much less read a book. By the end of June, she could properly hold a pencil, have conversations in English, recognize the alphabet and all letter sounds, and she could write her name and a few simple words. She had two friends. By the end of 8th grade, she could read high/low books at about the 2nd grade level.

That is a HUGE victory for immensely successful public schools. But under todays testing, she'd be failing. Worse yet, I'd be forced to instruct and assess her on grade level, so school wouod be nothing but relentless failure.

It's all a setup. The problem is not the kids. The problem is the pressure you feel to teach to a test that was literally designed to make you and all public schools look bad.

This is a perspective that adds to the conversation.

Every kid is not the same and should be evaluated based on their own capabilities.

As to impacts to the English speaking children, one or two ELL kids out of 25 in a class might not adversely impact them, but higher numbers certainly do. One thing FCPS could do is go to a center model for ELL children that have little to no ability in English comprehension and writing. Any child that reaches a moderate level of competency should be assigned to the zoned general pyramid. The immersion will then rapidly better their level of English, they will not hinder others, and can more fully enjoy the whole American school experience.

Agree with something like this. The current model does not help either population. The key would be getting the ELL out of the ELL center. Maybe they stay at a center 2 to 3 years to get a solid foundation before moving out.

[Anonymous]

Anonymous wrote:Test scores and school ratings will go up dramatically.

LOL sure

[Anonymous]

Anonymous wrote:Test scores and school ratings will go up dramatically.

This statement tells me a lot about the critical thinking skills of the average DCUM poster

[Anonymous]

Anonymous wrote:
Our title 1 school hasn’t had any deportations but we also haven’t had any new students from other countries and we usually had regular arrivals.

I am so torn over it all. When I started at my school, I was feeling inspired and like I was doing good working with this population. 4 years later and it’s starting to burn me out. These families don’t care about anything we do and we are bending over backwards to get these kids to meet state standards. They get every free second of our time for intervention and help. The families don’t appreciate it. They just drop their kids off and that’s it’s. There are several parents I’ve never even laid eyes on and most days I feel like I’m banging my head against the wall.


When I was an ESOL teacher I felt the same way. I would kill myself getting some kid to an almost passing score, and then the parents would take the kid out of school for three months so they could travel back to Mexico to visit Grandma and pick strawberries on the farm. Then they'd come back and fail the test and I'd be called a failure. And they would never read with their kids or keep books in the house. At the time, I was angry at them, but over many years I learned that actually they just don't think the same things are important that we think are important. Education is a luxury to them, because they are focused on necessities like food, shelter, and safety. But it just isn't what their lives revolve around, because they have bigger concerns. You're going to burn out if you keep focusing on those stupid standardized tests. Try letting go a little and just accepting that you do what you can, but it's not your responsibility to fix the whole system.

Another ESOL teacher here. You cannot build Rome in one day. You have to have the right mindset. You might not get these children into calculus, but you are really working on the second generation. The second generation will have parents who actually understand the educational system here even if they did not complete it. That will be a big advantage. And yes, stop focusing on the standardized tests. They don't mean anything for these students.

[Anonymous]

FCPS conducting a boundary adjust right in the middle of this mess is shear stupidity.

FCPS needs to hold off for a year.

[Anonymous]

I agree. There are too many external forces at work at the moment to focus on boundary changes right now. Immigration, elimination of the Dept of Education, lower tax revenue due to job loss and home value depreciation, it's all going to have an impact.

The board would be better off spending time on restructuring the AAP program and making it local at each school. Finalizing the start time
changes. Removing principal placed kids. Since all of these changes will impact in school numbers.

[Anonymous]

Anonymous wrote:FCPS conducting a boundary adjust right in the middle of this mess is shear stupidity.

FCPS needs to hold off for a year.

Sheer. Talk about stupidity. Stop invading every thread with your forestville boundary concerns.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Test scores and school ratings will go up dramatically.

This statement tells me a lot about the critical thinking skills of the average DCUM poster

Or the practical conclusion for removing non English speaking populations from schools (and testing).

[Anonymous]

Anonymous wrote:

Anonymous wrote:Our title 1 school hasn’t had any deportations but we also haven’t had any new students from other countries and we usually had regular arrivals.

I am so torn over it all. When I started at my school, I was feeling inspired and like I was doing good working with this population. 4 years later and it’s starting to burn me out. These families don’t care about anything we do and we are bending over backwards to get these kids to meet state standards. They get every free second of our time for intervention and help. The families don’t appreciate it. They just drop their kids off and that’s it’s. There are several parents I’ve never even laid eyes on and most days I feel like I’m banging my head against the wall.

When I was an ESOL teacher I felt the same way. I would kill myself getting some kid to an almost passing score, and then the parents would take the kid out of school for three months so they could travel back to Mexico to visit Grandma and pick strawberries on the farm. Then they'd come back and fail the test and I'd be called a failure. And they would never read with their kids or keep books in the house. At the time, I was angry at them, but over many years I learned that actually they just don't think the same things are important that we think are important. Education is a luxury to them, because they are focused on necessities like food, shelter, and safety. But it just isn't what their lives revolve around, because they have bigger concerns. You're going to burn out if you keep focusing on those stupid standardized tests. Try letting go a little and just accepting that you do what you can, but it's not your responsibility to fix the whole system.

Look forward to not getting my taxes jacked up as much if you can stop this dysfunctional do gooder cycle. And I voted for Harris.