If ATS is so popular, why not create two of them?

[Anonymous]

Anonymous wrote:

Anonymous wrote:To me the real question is-- "why not replicate ATS best practices?". As I understand it from friends who have kids there--they get weekly reports from the Kinder teacher on each student--not so at my DC's APS elementary. There is homework from kindergarten on at ATS--homework did not start until 3rd grade at my DC's school.

It makes no sense at all that APS does not identify best practices from the most popular APS school and replicate them in part or full at all other APS elementary schools. Seems like a no brainer!

Some schools have started doing this, I think. Some aspects are more feasible to replicate than others.

Generally, ATS' best practices are high expectations of students and parents, no automatic advancement to next grade, emphasis on arts (every student plays an instrument throughout 4th and 5th, every student is in choir in 4th and 5th, every student performs in a play from 1st-5th), weekly feedback how the student is doing, everyone participates in schoolwide initiatives (must submit for contests, etc. grades 3-5), responsive classroom.

]

Other than possibly everybody having to participate in science fairs and MLK essay writing and other contests, I don't see any reason why all schools couldn't implement all of those "best practices" (except for one: parents who don't want to challenge their kids and prefer to let the children direct their education....the tail wagging the dog)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

People like making stuff up. These people tend to not have any experience with ATS and harbor this really strong hatred for the school. My daughter’s classmate came from to ATS mid-year. She was behind in every metric. A teacher worked with her every day after school to make sure she was reading and writing on grade level. ATS works with students who are behind and very few students leave ATS.

[Anonymous]

Does APS clearly state how much it costs for the hub bus stops?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I agree 100%.
There should at the very least be 2 of them.

I think they kinda did this with the school moves— school size moved from ~400 to closer to ~600-700.

The waitlist for ATS could still fill another school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child is at Campbell, which is in some ways the anti-ATS, so I definitely don’t want all of APS to become more like ATS. In fact, I would likely leave if it were. But I don’t mind other people being able to choose homework and instruments and shirts tucked in if that’s what appeals to them, just like I got to choose nature and no homework and social-emotional learning.

I really wish I understood Campbell a little bit better. It sort of flies under the radar. We are on the waitlist there. I reviewed the materials online including presentation, but I could not tell you what it's about really. We like rigor, but also like social emotional learning and nature. I'm surprised to see them painted as such opposites?

My kids are at ATS. ATS has great counselors and also focuses on social emotional learning. My 1st grader absolutely loves her counselor Ms Meydenbaur and absorbs so much of what she says. There is very little bullying and a lot of focus on kindness. I think it’s important to hear from parents who actually have their kids at ATS when discussing what actually happens in the school.

As for the school itself it’s the entire atmosphere. There is a focus on high expectations. Not just when it comes to academics but when it comes to behavior as well. That’s why it attracts parents with a foreign background such as myself because in general we tend to be stricter with our kids. There is a lot of focus on the arts - music, class plays etc. Teachers know what they are doing. Students who come from other schools who are behind get extra help until they have caught up. Too bad there isn’t a middle school with the same approach to expectations.

What was the kindergarten team like? My child starting in fall. Did the counselor make good relations with kinder too? Very impressed with both of these things at our neighborhood school but hard to turn down a spot at ATS.

[Anonymous]

ATS has lots of disabled kids (the stats posted in this thread must be old), lots of English Learners and is incredibly diverse. Caucasians are overall the minority. Highest percentage of Asians in any APS elementary school iirc. Also high low SES, I think it’s between 35% and 38%. Yet ATS has one of the lowest achievement gaps. They must be doing something right.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

No, of course not. You are not understanding correctly. Nobody is kicked out!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

People like making stuff up. These people tend to not have any experience with ATS and harbor this really strong hatred for the school. My daughter’s classmate came from to ATS mid-year. She was behind in every metric. A teacher worked with her every day after school to make sure she was reading and writing on grade level. ATS works with students who are behind and very few students leave ATS.

In this case, the PPs misunderstood what another PP said. Advancing to the next grade it not a given. If a student is struggling too much even with 1:1 intervention, they will repeat the grade. We know several kids at ATS who have, and every parent said it was a blessing in disguise and the kids have done very well going forward. Nobody is kicked out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

No, of course not. You are not understanding correctly. Nobody is kicked out!

Is DCUM getting dumber?

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

Definitely getting dumber

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

The population has both high farms rate and high ELL rate. Their rates even exceed some of the other option schools that families also self select into.

ATS results beat out every other elementary in aps. It’s not just self selection or kids with certain skills and abilities. It’s a focus on teaching reading right early, homework for practice, weekly reports for parents. Those are things every APS school could be doing. Not every parent will be as engaged as ATS requires, but those 3 things would go a long way at all of our schools.

Agreed, PP! However the person you’re responding to got it wrong; self selection is only applying to the lottery (now ridiculously easy, foreign parents do it from overseas!).
Nobody is asked to leave or kicked out. The population does NOT further self select regardless of abilities. As far as abilities the trend might rather be the opposite. Lots of kids applying from other schools, specifically because they are struggling.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child is at Campbell, which is in some ways the anti-ATS, so I definitely don’t want all of APS to become more like ATS. In fact, I would likely leave if it were. But I don’t mind other people being able to choose homework and instruments and shirts tucked in if that’s what appeals to them, just like I got to choose nature and no homework and social-emotional learning.

I really wish I understood Campbell a little bit better. It sort of flies under the radar. We are on the waitlist there. I reviewed the materials online including presentation, but I could not tell you what it's about really. We like rigor, but also like social emotional learning and nature. I'm surprised to see them painted as such opposites?

My kids are at ATS. ATS has great counselors and also focuses on social emotional learning. My 1st grader absolutely loves her counselor Ms Meydenbaur and absorbs so much of what she says. There is very little bullying and a lot of focus on kindness. I think it’s important to hear from parents who actually have their kids at ATS when discussing what actually happens in the school.

As for the school itself it’s the entire atmosphere. There is a focus on high expectations. Not just when it comes to academics but when it comes to behavior as well. That’s why it attracts parents with a foreign background such as myself because in general we tend to be stricter with our kids. There is a lot of focus on the arts - music, class plays etc. Teachers know what they are doing. Students who come from other schools who are behind get extra help until they have caught up. Too bad there isn’t a middle school with the same approach to expectations.

What was the kindergarten team like? My child starting in fall. Did the counselor make good relations with kinder too? Very impressed with both of these things at our neighborhood school but hard to turn down a spot at ATS.

So the kindergarten team has changed somewhat. One of the teachers (who wasn’t that great anyways left) and another teacher is now teaching first grade. Both my girls had Mr Holladay who is excellent. He’s so much fun and my girls would giggle together over what Mr Holladay did a particular day. Mr Greenwall is also excellent from what I’ve heard at least. I don’t know much about Ms Blyler and I think Ms Kovacs is new. Generally through the kindergarten team works closely together so whoever you get should be good.

Counselors work closely with the kids from the beginning. Your child will work with the same counselor all through ATS. My eldest has Ms Kerr and my youngest has Ms Meydenbaur. There is a lot of focus on social emotional learning - what to do when you feel angry or have big feelings. Lots of activities so that kids learn to be kind to one another. From my understanding, our neighborhood school, Tuckahoe, has similarly excellent counselors so its not just an ATS thing.

[Anonymous]

Anonymous wrote:
ATS has lots of disabled kids (the stats posted in this thread must be old), lots of English Learners and is incredibly diverse. Caucasians are overall the minority. Highest percentage of Asians in any APS elementary school iirc. Also high low SES, I think it’s between 35% and 38%. Yet ATS has one of the lowest achievement gaps. They must be doing something right.

Yep. People literally just keep making up stuff.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:To me the real question is-- "why not replicate ATS best practices?". As I understand it from friends who have kids there--they get weekly reports from the Kinder teacher on each student--not so at my DC's APS elementary. There is homework from kindergarten on at ATS--homework did not start until 3rd grade at my DC's school.

It makes no sense at all that APS does not identify best practices from the most popular APS school and replicate them in part or full at all other APS elementary schools. Seems like a no brainer!

Some schools have started doing this, I think. Some aspects are more feasible to replicate than others.

Generally, ATS' best practices are high expectations of students and parents, no automatic advancement to next grade, emphasis on arts (every student plays an instrument throughout 4th and 5th, every student is in choir in 4th and 5th, every student performs in a play from 1st-5th), weekly feedback how the student is doing, everyone participates in schoolwide initiatives (must submit for contests, etc. grades 3-5), responsive classroom.

Don't they also have a more traditional approach to instruction and homework?

Yes. There are basically two ways to run a classroom - one is the inquiry approach which is student led, and the other is teacher led/direct instruction. ATS basically has teacher lead instruction. There are arguments on both sides. But a famous proponent of direct instruction is Natalie Wexler so she’s a good person to start with if you want to understand the rationale behind ATS’ approach.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Disagree w having more option schools. The answer is to follow the ATS model in neighborhood schools. We seem to be moving in opposite direction though w equity grading.

I guess I could never get a good feel for what "traditional" meant. I realize there's a heavy emphasis on reading and homework every day. And tucking in shirts (maybe that went away).

But I asked the principal at an info session (this was in 2018) and she gave me this line about the school having walls with doors. I was SO confused. My kid's neighborhood school has walls and doors?

I know the school culture is most likely a bit part of what makes kids successful. But if the ideas there are so well done, why aren't we doing it APS wide? What is the main difference between the way ATS does teaching and the rest of the county? I don't' want to hear it's kindergarten kids reading for 30 minutes a night. That's not a curriculum.

ATS holds all their students to a high standard of reading and reading is a true part of their culture. That's the difference.

Right, which it can ONLY do because it's an option school. So if it DOES NOT WORK for some children (say, those who struggle with reading!) they will not attend ATS, or they will be asked to leave.

That's EXACTLY why it can not be moved into every elementary school. The population self selects into children with certain skills and abilities very quickly.

Say what? Am I understanding your post correctly: ATS will kick students out if they are not performing on grade level?

Every poster here who said ATS holds its students to higher standards... I assumed on an attitude level? Kids literally get asked to leave if they struggle with reading? This is documented?

There was an article in Arlington magazine about ATS praising the way the then-principal would tell kids who weren't reading that they would have a very special job next year welcoming kids who were in kindergarten for the first time.

But maybe Holly Hawthorne is just another disgruntled non-ATS parent, lying about school policy

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child is at Campbell, which is in some ways the anti-ATS, so I definitely don’t want all of APS to become more like ATS. In fact, I would likely leave if it were. But I don’t mind other people being able to choose homework and instruments and shirts tucked in if that’s what appeals to them, just like I got to choose nature and no homework and social-emotional learning.

I really wish I understood Campbell a little bit better. It sort of flies under the radar. We are on the waitlist there. I reviewed the materials online including presentation, but I could not tell you what it's about really. We like rigor, but also like social emotional learning and nature. I'm surprised to see them painted as such opposites?

My kids are at ATS. ATS has great counselors and also focuses on social emotional learning. My 1st grader absolutely loves her counselor Ms Meydenbaur and absorbs so much of what she says. There is very little bullying and a lot of focus on kindness. I think it’s important to hear from parents who actually have their kids at ATS when discussing what actually happens in the school.

As for the school itself it’s the entire atmosphere. There is a focus on high expectations. Not just when it comes to academics but when it comes to behavior as well. That’s why it attracts parents with a foreign background such as myself because in general we tend to be stricter with our kids. There is a lot of focus on the arts - music, class plays etc. Teachers know what they are doing. Students who come from other schools who are behind get extra help until they have caught up. Too bad there isn’t a middle school with the same approach to expectations.

What was the kindergarten team like? My child starting in fall. Did the counselor make good relations with kinder too? Very impressed with both of these things at our neighborhood school but hard to turn down a spot at ATS.

So the kindergarten team has changed somewhat. One of the teachers (who wasn’t that great anyways left) and another teacher is now teaching first grade. Both my girls had Mr Holladay who is excellent. He’s so much fun and my girls would giggle together over what Mr Holladay did a particular day. Mr Greenwall is also excellent from what I’ve heard at least. I don’t know much about Ms Blyler and I think Ms Kovacs is new. Generally through the kindergarten team works closely together so whoever you get should be good.

Counselors work closely with the kids from the beginning. Your child will work with the same counselor all through ATS. My eldest has Ms Kerr and my youngest has Ms Meydenbaur. There is a lot of focus on social emotional learning - what to do when you feel angry or have big feelings. Lots of activities so that kids learn to be kind to one another. From my understanding, our neighborhood school, Tuckahoe, has similarly excellent counselors so its not just an ATS thing.

Thanks for this info. Love that 2 of the kindergarten teachers are men.