Flora Singer v. Oakland Terrace v. Rock Creek Forest

[Anonymous]

Anonymous wrote:

Anonymous wrote:Np-- do schools actually allow parents to volunteer in the classroom? Seems like a terrible idea unless the volunteers get full background checks beforehand.

MCPS barely backgrounds staff let alone parents. Parents are not to be left alone in the classroom and yes, they should be, but they are not.

I’m an MCPS employee and this is not true. The background check for staff is very thorough. Employees are being fingerprinted again and going through additional background checks in waves. I went through the process again this year.

As for parent volunteers, frequently they create more work for the teacher. It takes time to explain how you want things done, and this takes time away from the students. I’ve had to redo things I have asked parent volunteers to do for me. Most teachers don’t need parents to copy things like in the past. We have a service in the county that does this for us. I can email things I want copied to the service and a few days later, it all arrives at my school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Np-- do schools actually allow parents to volunteer in the classroom? Seems like a terrible idea unless the volunteers get full background checks beforehand.

MCPS barely backgrounds staff let alone parents. Parents are not to be left alone in the classroom and yes, they should be, but they are not.

I’m an MCPS employee and this is not true. The background check for staff is very thorough. Employees are being fingerprinted again and going through additional background checks in waves. I went through the process again this year.

As for parent volunteers, frequently they create more work for the teacher. It takes time to explain how you want things done, and this takes time away from the students. I’ve had to redo things I have asked parent volunteers to do for me. Most teachers don’t need parents to copy things like in the past. We have a service in the county that does this for us. I can email things I want copied to the service and a few days later, it all arrives at my school.

They don't background check you every year to three years. Usually it is upon hire. Thats not enough (same with other county employees, not just MCPS).

All our work is done on worksheets. Our teachers do copy it.

Parents can help with at least cleaning the classroom. Some teachers are great about cleaning and others not so much.

[Anonymous]

I wonder if the parents complaining have run for the PTA or even go to the PTA meetings. Do you try to organize get togethers with other families from the school? Do you do anything to that effect? You get out what you put into it. I wish there were more PTA involvement from parents, but I can’t complain because I haven’t put much into it. I’m currently considering ways to change that, but I’m also not out there criticizing it, either.

As for the principal not supporting her teachers: there wouldn’t be the teacher longevity there is if that were true. If parents volunteering aren’t helpful, why should she support it? As a parent, I don’t necessarily want a parent I don’t know in the classroom on a regular basis. Why would I? They’re not necessarily someone who would be helpful. This isn’t a coop preschool. There’s a fine line between parental involvement and entitlement, and I’d rather less involvement if it also comes with less entitlement, as it seems to at OTES.

[Anonymous]

Anonymous wrote:I wonder if the parents complaining have run for the PTA or even go to the PTA meetings. Do you try to organize get togethers with other families from the school? Do you do anything to that effect? You get out what you put into it. I wish there were more PTA involvement from parents, but I can’t complain because I haven’t put much into it. I’m currently considering ways to change that, but I’m also not out there criticizing it, either.

As for the principal not supporting her teachers: there wouldn’t be the teacher longevity there is if that were true. If parents volunteering aren’t helpful, why should she support it? As a parent, I don’t necessarily want a parent I don’t know in the classroom on a regular basis. Why would I? They’re not necessarily someone who would be helpful. This isn’t a coop preschool. There’s a fine line between parental involvement and entitlement, and I’d rather less involvement if it also comes with less entitlement, as it seems to at OTES.

You don't sound very involved so you have no idea what many of us are talking about or know. Theres a reason for minimal PTA involvement. There use to be a very active PTA and it usually starts out with a lot of parents going and after a few meetings its a handful of people. I've tried to volunteer and gave up.

There are lots of kids who need extra support in the classroom where a parent could be helpful, beyond cleaning and copying. There is usually a designated SN classroom and usually the focus is on the highest needs kids. In older grades without immersion, kids are often translating for other kids who don't speak English. There is also a lot of drama when there are centers and the teachers live the kids in charge of each other while they work with one group.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I wonder if the parents complaining have run for the PTA or even go to the PTA meetings. Do you try to organize get togethers with other families from the school? Do you do anything to that effect? You get out what you put into it. I wish there were more PTA involvement from parents, but I can’t complain because I haven’t put much into it. I’m currently considering ways to change that, but I’m also not out there criticizing it, either.

As for the principal not supporting her teachers: there wouldn’t be the teacher longevity there is if that were true. If parents volunteering aren’t helpful, why should she support it? As a parent, I don’t necessarily want a parent I don’t know in the classroom on a regular basis. Why would I? They’re not necessarily someone who would be helpful. This isn’t a coop preschool. There’s a fine line between parental involvement and entitlement, and I’d rather less involvement if it also comes with less entitlement, as it seems to at OTES.

You don't sound very involved so you have no idea what many of us are talking about or know. Theres a reason for minimal PTA involvement. There use to be a very active PTA and it usually starts out with a lot of parents going and after a few meetings its a handful of people. I've tried to volunteer and gave up.

There are lots of kids who need extra support in the classroom where a parent could be helpful, beyond cleaning and copying. There is usually a designated SN classroom and usually the focus is on the highest needs kids. In older grades without immersion, kids are often translating for other kids who don't speak English. There is also a lot of drama when there are centers and the teachers live the kids in charge of each other while they work with one group.

I have to disagree with you. The focus is more on the kids who are struggling and/or are almost achieving at grade-level expectations. It’s also not true that kids in the older grades spend most of their time translating for kids who don’t speak English. The number of kids that speak little English is quite low. The thing is parents aren’t really qualified to work with the kids who need the most help. These are the kids who are “double dosed” each day. They are receiving a specific type of intervention based on their needs. These groups must be taught by a staff member who has received training in the intervention being provided. Parents just aren’t needed the way they were years ago, as things have changed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wonder if the parents complaining have run for the PTA or even go to the PTA meetings. Do you try to organize get togethers with other families from the school? Do you do anything to that effect? You get out what you put into it. I wish there were more PTA involvement from parents, but I can’t complain because I haven’t put much into it. I’m currently considering ways to change that, but I’m also not out there criticizing it, either.

As for the principal not supporting her teachers: there wouldn’t be the teacher longevity there is if that were true. If parents volunteering aren’t helpful, why should she support it? As a parent, I don’t necessarily want a parent I don’t know in the classroom on a regular basis. Why would I? They’re not necessarily someone who would be helpful. This isn’t a coop preschool. There’s a fine line between parental involvement and entitlement, and I’d rather less involvement if it also comes with less entitlement, as it seems to at OTES.

You don't sound very involved so you have no idea what many of us are talking about or know. Theres a reason for minimal PTA involvement. There use to be a very active PTA and it usually starts out with a lot of parents going and after a few meetings its a handful of people. I've tried to volunteer and gave up.

There are lots of kids who need extra support in the classroom where a parent could be helpful, beyond cleaning and copying. There is usually a designated SN classroom and usually the focus is on the highest needs kids. In older grades without immersion, kids are often translating for other kids who don't speak English. There is also a lot of drama when there are centers and the teachers live the kids in charge of each other while they work with one group.

I have to disagree with you. The focus is more on the kids who are struggling and/or are almost achieving at grade-level expectations. It’s also not true that kids in the older grades spend most of their time translating for kids who don’t speak English. The number of kids that speak little English is quite low. The thing is parents aren’t really qualified to work with the kids who need the most help. These are the kids who are “double dosed” each day. They are receiving a specific type of intervention based on their needs. These groups must be taught by a staff member who has received training in the intervention being provided. Parents just aren’t needed the way they were years ago, as things have changed.

That hasn't been our experience at all. Have you been in the classrooms and seen what is going on? My kids regularly tell me other kids translate. Who do you think is doing it for the ESOL kids when the teacher doesn't speak their language. We've had kids on both ends - SN and high achieving and neither has had their needs fully met. A lot of teaching is done by paraprofessionals and they have absolutely no background in SN and some of the parents do have more training and experience. For us, we couldn't get basic supports in place like reading. But, great if you did. They really vary by child and family. Some kids get a lot of supports and others of us, even after hiring advocates get very little. Most of the high achieving kids are supplemented at home. I'm not sure what you mean about double dosed as at best kids get 30 minutes of group support with 5-8 kids in a group a few times a week.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wonder if the parents complaining have run for the PTA or even go to the PTA meetings. Do you try to organize get togethers with other families from the school? Do you do anything to that effect? You get out what you put into it. I wish there were more PTA involvement from parents, but I can’t complain because I haven’t put much into it. I’m currently considering ways to change that, but I’m also not out there criticizing it, either.

As for the principal not supporting her teachers: there wouldn’t be the teacher longevity there is if that were true. If parents volunteering aren’t helpful, why should she support it? As a parent, I don’t necessarily want a parent I don’t know in the classroom on a regular basis. Why would I? They’re not necessarily someone who would be helpful. This isn’t a coop preschool. There’s a fine line between parental involvement and entitlement, and I’d rather less involvement if it also comes with less entitlement, as it seems to at OTES.

You don't sound very involved so you have no idea what many of us are talking about or know. Theres a reason for minimal PTA involvement. There use to be a very active PTA and it usually starts out with a lot of parents going and after a few meetings its a handful of people. I've tried to volunteer and gave up.

There are lots of kids who need extra support in the classroom where a parent could be helpful, beyond cleaning and copying. There is usually a designated SN classroom and usually the focus is on the highest needs kids. In older grades without immersion, kids are often translating for other kids who don't speak English. There is also a lot of drama when there are centers and the teachers live the kids in charge of each other while they work with one group.

I have to disagree with you. The focus is more on the kids who are struggling and/or are almost achieving at grade-level expectations. It’s also not true that kids in the older grades spend most of their time translating for kids who don’t speak English. The number of kids that speak little English is quite low. The thing is parents aren’t really qualified to work with the kids who need the most help. These are the kids who are “double dosed” each day. They are receiving a specific type of intervention based on their needs. These groups must be taught by a staff member who has received training in the intervention being provided. Parents just aren’t needed the way they were years ago, as things have changed.

That hasn't been our experience at all. Have you been in the classrooms and seen what is going on? My kids regularly tell me other kids translate. Who do you think is doing it for the ESOL kids when the teacher doesn't speak their language. We've had kids on both ends - SN and high achieving and neither has had their needs fully met. A lot of teaching is done by paraprofessionals and they have absolutely no background in SN and some of the parents do have more training and experience. For us, we couldn't get basic supports in place like reading. But, great if you did. They really vary by child and family. Some kids get a lot of supports and others of us, even after hiring advocates get very little. Most of the high achieving kids are supplemented at home. I'm not sure what you mean about double dosed as at best kids get 30 minutes of group support with 5-8 kids in a group a few times a week.

In what grades are there multiple students who do not speak any English? Paraprofessionals do receive training if they are providing a specific intervention. If it’s a reading intervention, they have been trained in providing that intervention. There is also a focus teacher who provides support for certain students. The reading specialist also services small groups of kids. Of course, different families have different perspectives. That’s true of every school in the county. I just don’t fully understand why some stay at home moms are so determined to “volunteer” in the classroom. What exactly do they feel they are qualified to do? As a PP said before, it’s not a coop nursery school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wonder if the parents complaining have run for the PTA or even go to the PTA meetings. Do you try to organize get togethers with other families from the school? Do you do anything to that effect? You get out what you put into it. I wish there were more PTA involvement from parents, but I can’t complain because I haven’t put much into it. I’m currently considering ways to change that, but I’m also not out there criticizing it, either.

As for the principal not supporting her teachers: there wouldn’t be the teacher longevity there is if that were true. If parents volunteering aren’t helpful, why should she support it? As a parent, I don’t necessarily want a parent I don’t know in the classroom on a regular basis. Why would I? They’re not necessarily someone who would be helpful. This isn’t a coop preschool. There’s a fine line between parental involvement and entitlement, and I’d rather less involvement if it also comes with less entitlement, as it seems to at OTES.

You don't sound very involved so you have no idea what many of us are talking about or know. Theres a reason for minimal PTA involvement. There use to be a very active PTA and it usually starts out with a lot of parents going and after a few meetings its a handful of people. I've tried to volunteer and gave up.

There are lots of kids who need extra support in the classroom where a parent could be helpful, beyond cleaning and copying. There is usually a designated SN classroom and usually the focus is on the highest needs kids. In older grades without immersion, kids are often translating for other kids who don't speak English. There is also a lot of drama when there are centers and the teachers live the kids in charge of each other while they work with one group.

I have to disagree with you. The focus is more on the kids who are struggling and/or are almost achieving at grade-level expectations. It’s also not true that kids in the older grades spend most of their time translating for kids who don’t speak English. The number of kids that speak little English is quite low. The thing is parents aren’t really qualified to work with the kids who need the most help. These are the kids who are “double dosed” each day. They are receiving a specific type of intervention based on their needs. These groups must be taught by a staff member who has received training in the intervention being provided. Parents just aren’t needed the way they were years ago, as things have changed.

That hasn't been our experience at all. Have you been in the classrooms and seen what is going on? My kids regularly tell me other kids translate. Who do you think is doing it for the ESOL kids when the teacher doesn't speak their language. We've had kids on both ends - SN and high achieving and neither has had their needs fully met. A lot of teaching is done by paraprofessionals and they have absolutely no background in SN and some of the parents do have more training and experience. For us, we couldn't get basic supports in place like reading. But, great if you did. They really vary by child and family. Some kids get a lot of supports and others of us, even after hiring advocates get very little. Most of the high achieving kids are supplemented at home. I'm not sure what you mean about double dosed as at best kids get 30 minutes of group support with 5-8 kids in a group a few times a week.

In what grades are there multiple students who do not speak any English? Paraprofessionals do receive training if they are providing a specific intervention. If it’s a reading intervention, they have been trained in providing that intervention. There is also a focus teacher who provides support for certain students. The reading specialist also services small groups of kids. Of course, different families have different perspectives. That’s true of every school in the county. I just don’t fully understand why some stay at home moms are so determined to “volunteer” in the classroom. What exactly do they feel they are qualified to do? As a PP said before, it’s not a coop nursery school.

How much training do you think the paraprofessionals have in each of the SN they serve, especially given how many types there are. My child was mandated help but never got the 1-1 because other kids had higher needs. A lot of parents like to be involved in their kids education. OTES is a perfect school for a parent like you. It has nothing to do with SAHP as many parents in the area have flexible jobs and work at home. Lots of the SAHP had careers before kids and some do have more training than the paraprofessionals and teachers. I'm glad you are having a better experience than us. Not going to argue about the translator issue as you clearly aren't involved enough, but it is probably an issue at a lot of schools. We have had to spend a lot of money privately on tutoring to make sure one of our kids got what they needed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wonder if the parents complaining have run for the PTA or even go to the PTA meetings. Do you try to organize get togethers with other families from the school? Do you do anything to that effect? You get out what you put into it. I wish there were more PTA involvement from parents, but I can’t complain because I haven’t put much into it. I’m currently considering ways to change that, but I’m also not out there criticizing it, either.

As for the principal not supporting her teachers: there wouldn’t be the teacher longevity there is if that were true. If parents volunteering aren’t helpful, why should she support it? As a parent, I don’t necessarily want a parent I don’t know in the classroom on a regular basis. Why would I? They’re not necessarily someone who would be helpful. This isn’t a coop preschool. There’s a fine line between parental involvement and entitlement, and I’d rather less involvement if it also comes with less entitlement, as it seems to at OTES.

You don't sound very involved so you have no idea what many of us are talking about or know. Theres a reason for minimal PTA involvement. There use to be a very active PTA and it usually starts out with a lot of parents going and after a few meetings its a handful of people. I've tried to volunteer and gave up.

There are lots of kids who need extra support in the classroom where a parent could be helpful, beyond cleaning and copying. There is usually a designated SN classroom and usually the focus is on the highest needs kids. In older grades without immersion, kids are often translating for other kids who don't speak English. There is also a lot of drama when there are centers and the teachers live the kids in charge of each other while they work with one group.

I have to disagree with you. The focus is more on the kids who are struggling and/or are almost achieving at grade-level expectations. It’s also not true that kids in the older grades spend most of their time translating for kids who don’t speak English. The number of kids that speak little English is quite low. The thing is parents aren’t really qualified to work with the kids who need the most help. These are the kids who are “double dosed” each day. They are receiving a specific type of intervention based on their needs. These groups must be taught by a staff member who has received training in the intervention being provided. Parents just aren’t needed the way they were years ago, as things have changed.

That hasn't been our experience at all. Have you been in the classrooms and seen what is going on? My kids regularly tell me other kids translate. Who do you think is doing it for the ESOL kids when the teacher doesn't speak their language. We've had kids on both ends - SN and high achieving and neither has had their needs fully met. A lot of teaching is done by paraprofessionals and they have absolutely no background in SN and some of the parents do have more training and experience. For us, we couldn't get basic supports in place like reading. But, great if you did. They really vary by child and family. Some kids get a lot of supports and others of us, even after hiring advocates get very little. Most of the high achieving kids are supplemented at home. I'm not sure what you mean about double dosed as at best kids get 30 minutes of group support with 5-8 kids in a group a few times a week.

In what grades are there multiple students who do not speak any English? Paraprofessionals do receive training if they are providing a specific intervention. If it’s a reading intervention, they have been trained in providing that intervention. There is also a focus teacher who provides support for certain students. The reading specialist also services small groups of kids. Of course, different families have different perspectives. That’s true of every school in the county. I just don’t fully understand why some stay at home moms are so determined to “volunteer” in the classroom. What exactly do they feel they are qualified to do? As a PP said before, it’s not a coop nursery school.

How much training do you think the paraprofessionals have in each of the SN they serve, especially given how many types there are. My child was mandated help but never got the 1-1 because other kids had higher needs. A lot of parents like to be involved in their kids education. OTES is a perfect school for a parent like you. It has nothing to do with SAHP as many parents in the area have flexible jobs and work at home. Lots of the SAHP had careers before kids and some do have more training than the paraprofessionals and teachers. I'm glad you are having a better experience than us. Not going to argue about the translator issue as you clearly aren't involved enough, but it is probably an issue at a lot of schools. We have had to spend a lot of money privately on tutoring to make sure one of our kids got what they needed.

So you are more qualified than the teachers, and that is why you feel you should be able to work with students in your child’s classroom? How do you know what degrees and training your child’s teacher may have? When it comes to a student with an IEP, classroom teachers, special educators, and paraprofessionals can all be service providers when it comes to providing support. Random parents can NOT be service providers.

It sounds like you expect every paraprofessional to be overly familiar with every type of learning disability a child may possess. Is this correct? I’m honestly trying to understand your comment. You also seem very bothered if bilingual students may help to explain information to their classmates. Do you have a bilingual child who spends extraordinary amounts of time translating information throughout the school day? Again, I’m trying to understand where you’re coming from. If my kid was able to explain something to another child in a way that helped that child, I would be glad that my child could help a new classmate who probably feels scared and overwhelmed. I don’t see how this is a real problem.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wonder if the parents complaining have run for the PTA or even go to the PTA meetings. Do you try to organize get togethers with other families from the school? Do you do anything to that effect? You get out what you put into it. I wish there were more PTA involvement from parents, but I can’t complain because I haven’t put much into it. I’m currently considering ways to change that, but I’m also not out there criticizing it, either.

As for the principal not supporting her teachers: there wouldn’t be the teacher longevity there is if that were true. If parents volunteering aren’t helpful, why should she support it? As a parent, I don’t necessarily want a parent I don’t know in the classroom on a regular basis. Why would I? They’re not necessarily someone who would be helpful. This isn’t a coop preschool. There’s a fine line between parental involvement and entitlement, and I’d rather less involvement if it also comes with less entitlement, as it seems to at OTES.

You don't sound very involved so you have no idea what many of us are talking about or know. Theres a reason for minimal PTA involvement. There use to be a very active PTA and it usually starts out with a lot of parents going and after a few meetings its a handful of people. I've tried to volunteer and gave up.

There are lots of kids who need extra support in the classroom where a parent could be helpful, beyond cleaning and copying. There is usually a designated SN classroom and usually the focus is on the highest needs kids. In older grades without immersion, kids are often translating for other kids who don't speak English. There is also a lot of drama when there are centers and the teachers live the kids in charge of each other while they work with one group.

I have to disagree with you. The focus is more on the kids who are struggling and/or are almost achieving at grade-level expectations. It’s also not true that kids in the older grades spend most of their time translating for kids who don’t speak English. The number of kids that speak little English is quite low. The thing is parents aren’t really qualified to work with the kids who need the most help. These are the kids who are “double dosed” each day. They are receiving a specific type of intervention based on their needs. These groups must be taught by a staff member who has received training in the intervention being provided. Parents just aren’t needed the way they were years ago, as things have changed.

That hasn't been our experience at all. Have you been in the classrooms and seen what is going on? My kids regularly tell me other kids translate. Who do you think is doing it for the ESOL kids when the teacher doesn't speak their language. We've had kids on both ends - SN and high achieving and neither has had their needs fully met. A lot of teaching is done by paraprofessionals and they have absolutely no background in SN and some of the parents do have more training and experience. For us, we couldn't get basic supports in place like reading. But, great if you did. They really vary by child and family. Some kids get a lot of supports and others of us, even after hiring advocates get very little. Most of the high achieving kids are supplemented at home. I'm not sure what you mean about double dosed as at best kids get 30 minutes of group support with 5-8 kids in a group a few times a week.

In what grades are there multiple students who do not speak any English? Paraprofessionals do receive training if they are providing a specific intervention. If it’s a reading intervention, they have been trained in providing that intervention. There is also a focus teacher who provides support for certain students. The reading specialist also services small groups of kids. Of course, different families have different perspectives. That’s true of every school in the county. I just don’t fully understand why some stay at home moms are so determined to “volunteer” in the classroom. What exactly do they feel they are qualified to do? As a PP said before, it’s not a coop nursery school.

How much training do you think the paraprofessionals have in each of the SN they serve, especially given how many types there are. My child was mandated help but never got the 1-1 because other kids had higher needs. A lot of parents like to be involved in their kids education. OTES is a perfect school for a parent like you. It has nothing to do with SAHP as many parents in the area have flexible jobs and work at home. Lots of the SAHP had careers before kids and some do have more training than the paraprofessionals and teachers. I'm glad you are having a better experience than us. Not going to argue about the translator issue as you clearly aren't involved enough, but it is probably an issue at a lot of schools. We have had to spend a lot of money privately on tutoring to make sure one of our kids got what they needed.

So you are more qualified than the teachers, and that is why you feel you should be able to work with students in your child’s classroom? How do you know what degrees and training your child’s teacher may have? When it comes to a student with an IEP, classroom teachers, special educators, and paraprofessionals can all be service providers when it comes to providing support. Random parents can NOT be service providers.

It sounds like you expect every paraprofessional to be overly familiar with every type of learning disability a child may possess. Is this correct? I’m honestly trying to understand your comment. You also seem very bothered if bilingual students may help to explain information to their classmates. Do you have a bilingual child who spends extraordinary amounts of time translating information throughout the school day? Again, I’m trying to understand where you’re coming from. If my kid was able to explain something to another child in a way that helped that child, I would be glad that my child could help a new classmate who probably feels scared and overwhelmed. I don’t see how this is a real problem.

Yes, I expect anyone working with a specific diagnosis to understand it. Yes, the translating is more than just some minimal information or welcoming in a new child. It should be done by a translator or an adult. If anything, we need more ESOL help given the population. Yes, there are parents at our school with equal to more professional training. Why is any of this a surprise? Its probably similar at many schools. This is a focus school.

[Anonymous]

I went to a dcps school that had a ton of ESL kids. The kids all helped each other and I thought it was a good experience for me. I was a native speaker and good at school, so the teachers would often pair me with a bilingual kid and the two of us together would go through the lesson again with the Spanish only kids. I liked doing this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I wonder if the parents complaining have run for the PTA or even go to the PTA meetings. Do you try to organize get togethers with other families from the school? Do you do anything to that effect? You get out what you put into it. I wish there were more PTA involvement from parents, but I can’t complain because I haven’t put much into it. I’m currently considering ways to change that, but I’m also not out there criticizing it, either.

As for the principal not supporting her teachers: there wouldn’t be the teacher longevity there is if that were true. If parents volunteering aren’t helpful, why should she support it? As a parent, I don’t necessarily want a parent I don’t know in the classroom on a regular basis. Why would I? They’re not necessarily someone who would be helpful. This isn’t a coop preschool. There’s a fine line between parental involvement and entitlement, and I’d rather less involvement if it also comes with less entitlement, as it seems to at OTES.

You don't sound very involved so you have no idea what many of us are talking about or know. Theres a reason for minimal PTA involvement. There use to be a very active PTA and it usually starts out with a lot of parents going and after a few meetings its a handful of people. I've tried to volunteer and gave up.

There are lots of kids who need extra support in the classroom where a parent could be helpful, beyond cleaning and copying. There is usually a designated SN classroom and usually the focus is on the highest needs kids. In older grades without immersion, kids are often translating for other kids who don't speak English. There is also a lot of drama when there are centers and the teachers live the kids in charge of each other while they work with one group.

I have to disagree with you. The focus is more on the kids who are struggling and/or are almost achieving at grade-level expectations. It’s also not true that kids in the older grades spend most of their time translating for kids who don’t speak English. The number of kids that speak little English is quite low. The thing is parents aren’t really qualified to work with the kids who need the most help. These are the kids who are “double dosed” each day. They are receiving a specific type of intervention based on their needs. These groups must be taught by a staff member who has received training in the intervention being provided. Parents just aren’t needed the way they were years ago, as things have changed.

That hasn't been our experience at all. Have you been in the classrooms and seen what is going on? My kids regularly tell me other kids translate. Who do you think is doing it for the ESOL kids when the teacher doesn't speak their language. We've had kids on both ends - SN and high achieving and neither has had their needs fully met. A lot of teaching is done by paraprofessionals and they have absolutely no background in SN and some of the parents do have more training and experience. For us, we couldn't get basic supports in place like reading. But, great if you did. They really vary by child and family. Some kids get a lot of supports and others of us, even after hiring advocates get very little. Most of the high achieving kids are supplemented at home. I'm not sure what you mean about double dosed as at best kids get 30 minutes of group support with 5-8 kids in a group a few times a week.

In what grades are there multiple students who do not speak any English? Paraprofessionals do receive training if they are providing a specific intervention. If it’s a reading intervention, they have been trained in providing that intervention. There is also a focus teacher who provides support for certain students. The reading specialist also services small groups of kids. Of course, different families have different perspectives. That’s true of every school in the county. I just don’t fully understand why some stay at home moms are so determined to “volunteer” in the classroom. What exactly do they feel they are qualified to do? As a PP said before, it’s not a coop nursery school.

How much training do you think the paraprofessionals have in each of the SN they serve, especially given how many types there are. My child was mandated help but never got the 1-1 because other kids had higher needs. A lot of parents like to be involved in their kids education. OTES is a perfect school for a parent like you. It has nothing to do with SAHP as many parents in the area have flexible jobs and work at home. Lots of the SAHP had careers before kids and some do have more training than the paraprofessionals and teachers. I'm glad you are having a better experience than us. Not going to argue about the translator issue as you clearly aren't involved enough, but it is probably an issue at a lot of schools. We have had to spend a lot of money privately on tutoring to make sure one of our kids got what they needed.

So you are more qualified than the teachers, and that is why you feel you should be able to work with students in your child’s classroom? How do you know what degrees and training your child’s teacher may have? When it comes to a student with an IEP, classroom teachers, special educators, and paraprofessionals can all be service providers when it comes to providing support. Random parents can NOT be service providers.

It sounds like you expect every paraprofessional to be overly familiar with every type of learning disability a child may possess. Is this correct? I’m honestly trying to understand your comment. You also seem very bothered if bilingual students may help to explain information to their classmates. Do you have a bilingual child who spends extraordinary amounts of time translating information throughout the school day? Again, I’m trying to understand where you’re coming from. If my kid was able to explain something to another child in a way that helped that child, I would be glad that my child could help a new classmate who probably feels scared and overwhelmed. I don’t see how this is a real problem.

Yes, I expect anyone working with a specific diagnosis to understand it. Yes, the translating is more than just some minimal information or welcoming in a new child. It should be done by a translator or an adult. If anything, we need more ESOL help given the population. Yes, there are parents at our school with equal to more professional training. Why is any of this a surprise? Its probably similar at many schools. This is a focus school.

Again, how do you know the educational background of the teachers at your child’s school? What exactly is your professional training? Is it in the field of elementary education? Have you been trained on the curriculum? Do you have experience teaching the standards and differentiating instruction for diverse learners? Are you able to provide accommodations as outlined on a child’s IEP? Obviously, this confidential information would never be shared with a parent. Please share what in what grade level students are spending the majority of their nstructional day translating for another student.

[Anonymous]

20:45/all the other times you've posted: public school is not for you. I don't believe half of what you're claiming to be true, but regardless, your expectations for what a public school is capable of providing are way, way off.

I'm involved enough to know you're either deliberately fabricating or your reality testing is quite poor. And I think the principal is right to not want you volunteering in one of the classrooms.

[Anonymous]

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Anonymous wrote:I wonder if the parents complaining have run for the PTA or even go to the PTA meetings. Do you try to organize get togethers with other families from the school? Do you do anything to that effect? You get out what you put into it. I wish there were more PTA involvement from parents, but I can’t complain because I haven’t put much into it. I’m currently considering ways to change that, but I’m also not out there criticizing it, either.

As for the principal not supporting her teachers: there wouldn’t be the teacher longevity there is if that were true. If parents volunteering aren’t helpful, why should she support it? As a parent, I don’t necessarily want a parent I don’t know in the classroom on a regular basis. Why would I? They’re not necessarily someone who would be helpful. This isn’t a coop preschool. There’s a fine line between parental involvement and entitlement, and I’d rather less involvement if it also comes with less entitlement, as it seems to at OTES.

You don't sound very involved so you have no idea what many of us are talking about or know. Theres a reason for minimal PTA involvement. There use to be a very active PTA and it usually starts out with a lot of parents going and after a few meetings its a handful of people. I've tried to volunteer and gave up.

There are lots of kids who need extra support in the classroom where a parent could be helpful, beyond cleaning and copying. There is usually a designated SN classroom and usually the focus is on the highest needs kids. In older grades without immersion, kids are often translating for other kids who don't speak English. There is also a lot of drama when there are centers and the teachers live the kids in charge of each other while they work with one group.

I have to disagree with you. The focus is more on the kids who are struggling and/or are almost achieving at grade-level expectations. It’s also not true that kids in the older grades spend most of their time translating for kids who don’t speak English. The number of kids that speak little English is quite low. The thing is parents aren’t really qualified to work with the kids who need the most help. These are the kids who are “double dosed” each day. They are receiving a specific type of intervention based on their needs. These groups must be taught by a staff member who has received training in the intervention being provided. Parents just aren’t needed the way they were years ago, as things have changed.

That hasn't been our experience at all. Have you been in the classrooms and seen what is going on? My kids regularly tell me other kids translate. Who do you think is doing it for the ESOL kids when the teacher doesn't speak their language. We've had kids on both ends - SN and high achieving and neither has had their needs fully met. A lot of teaching is done by paraprofessionals and they have absolutely no background in SN and some of the parents do have more training and experience. For us, we couldn't get basic supports in place like reading. But, great if you did. They really vary by child and family. Some kids get a lot of supports and others of us, even after hiring advocates get very little. Most of the high achieving kids are supplemented at home. I'm not sure what you mean about double dosed as at best kids get 30 minutes of group support with 5-8 kids in a group a few times a week.

In what grades are there multiple students who do not speak any English? Paraprofessionals do receive training if they are providing a specific intervention. If it’s a reading intervention, they have been trained in providing that intervention. There is also a focus teacher who provides support for certain students. The reading specialist also services small groups of kids. Of course, different families have different perspectives. That’s true of every school in the county. I just don’t fully understand why some stay at home moms are so determined to “volunteer” in the classroom. What exactly do they feel they are qualified to do? As a PP said before, it’s not a coop nursery school.

How much training do you think the paraprofessionals have in each of the SN they serve, especially given how many types there are. My child was mandated help but never got the 1-1 because other kids had higher needs. A lot of parents like to be involved in their kids education. OTES is a perfect school for a parent like you. It has nothing to do with SAHP as many parents in the area have flexible jobs and work at home. Lots of the SAHP had careers before kids and some do have more training than the paraprofessionals and teachers. I'm glad you are having a better experience than us. Not going to argue about the translator issue as you clearly aren't involved enough, but it is probably an issue at a lot of schools. We have had to spend a lot of money privately on tutoring to make sure one of our kids got what they needed.

So you are more qualified than the teachers, and that is why you feel you should be able to work with students in your child’s classroom? How do you know what degrees and training your child’s teacher may have? When it comes to a student with an IEP, classroom teachers, special educators, and paraprofessionals can all be service providers when it comes to providing support. Random parents can NOT be service providers.

It sounds like you expect every paraprofessional to be overly familiar with every type of learning disability a child may possess. Is this correct? I’m honestly trying to understand your comment. You also seem very bothered if bilingual students may help to explain information to their classmates. Do you have a bilingual child who spends extraordinary amounts of time translating information throughout the school day? Again, I’m trying to understand where you’re coming from. If my kid was able to explain something to another child in a way that helped that child, I would be glad that my child could help a new classmate who probably feels scared and overwhelmed. I don’t see how this is a real problem.

Yes, I expect anyone working with a specific diagnosis to understand it. Yes, the translating is more than just some minimal information or welcoming in a new child. It should be done by a translator or an adult. If anything, we need more ESOL help given the population. Yes, there are parents at our school with equal to more professional training. Why is any of this a surprise? Its probably similar at many schools. This is a focus school.

NP. Sorry I lost track but which school are you talking about here? OTES, Flora Singer, or Rock Creek?

[Anonymous]

In our school (not one of the ones named in this post) I do know of a parent with substantial professional experience in elementary ed and curriculum who volunteered in the classroom/working with students one year. But that was an outlier experience. Most parents who volunteer do photocopying and filing worksheets to go home in kids’ cubbies and hanging up student work on bulletin boards, etc. some teachers like it and some don’t and don’t offer the option. In most classes you can come in and do something special for your kid’s birthday like read a book to the class (in the younger grades). Some teachers have “mystery readers” where a parent comes in and reads a chapter of a read aloud book the class is listening to. In my experience at 2 ESs in MCPS it’s very teacher dependent and not all teachers like it or do it. If you want an extra conference about your kid you can get one by specifically requesting one.