Reply to Experience with Macfarland?

Forum Index » DC Public and Public Charter Schools

Reply to "Experience with Macfarland?"

Subject:

Emoticons





More smilies

Text Color: Font: Close Marks

[quote=Anonymous][quote=Anonymous]"Differentiation" happens in middle and high schools by putting kids at different levels in different classes.  This looks different from differentiation in a traditional elementary school, where a teacher is expected to meet kids at different levels simultaneously.  Obviously elementary schools, theoretically, could sort students within a grade level by ability as well, but I don't think that happens anywhere in the country anymore, and reflects a general policy position that the balance should tip toward mixing kids in elementary, both for the social reasons and so that a kid doesn't get stuck on the wrong "track" at an early age.  Most schools, outside of DCPS, still do differentiate at the MS and HS levels, however (which makes sense if you believe the balance should tip toward academics by HS) by offering various levels of classes (remedial, basic, honors, AP, etc).  But DCPS does not do this as a general rule at the MS level and does so in HS only to the extent you are up for AP.  It is not because they can't-- they do plenty of standardized testing and could easily sort kids that way.  It is because they don't want to.

So, when your kid is in Middle School, expect them to have most of their classes with the general population.  It is just logical that if the average kid is at a higher level at your school, the teacher is going to be able to teach the class to a higher level.  And when I say "higher level," I basically mean not below grade level.  I would not expect anywhere close to grade level instruction at a school where the majority of kids are performing well below grade level.

At Deal, I would say that the classes seem to be taught at "grade level," with an added level of rigor because of the IB requirements, which is nice.  Deal also offers math up to Algebra II, and kids who are on this advanced path will obviously not physically be in math classes with students on the standard Math 6, 7, 8 track.  Deal also allows you to pick your foreign language (required for grades 6-8), with certain languages having a reputation for attracting more serious students.  But ELA, social studies, science, and specials will all be "gen ed."

I understand that SH used to offer some "honors" (ie, not below grade level) classes in various subjects but now offers only an advanced math class and the option to select a foreign language starting in 7th.  I understand that Hardy is similar to Deal.  It seems like EH and Jefferson have a non-transparent way of sorting kids, which they can do because they barely have a critical mass who can perform at or above grade level.  I'm not sure a school could or would do this sort of sorting for only a small handful of grade-level or above kids.

Hope this helps.

[/quote]

I would add that some elementary schools in DC do try to differentiate within the class and meet the kids where they are.

DS is in an immersion charter in 3rd grade.  The advanced math kids get pulled out to 4th grade math.  This is a pull out.

There are reading groups in English and Spanish and in both a wide variation where kids are.  I know because DS is in the highest group. So for instance in Spanish, they have someone come in and do more of a book club to his group with reading.  This is called a push in.  His group also did a project where they went and read a book/story time to the lower grades and answered any questions the kids had.

Is above effective and how do I assess that?  I look at MAP scores which is a really good adaptive test.  And his scores show that he is doing well against other kids in the country.  If he was not doing well, his scores would go down or stagnate.  Now once you score really high, then there is not much room to improve and if he consistently scores high as he goes up in the grades, then that tells me he is learning higher material going up in the grades.

Now if you don’t have a critical number of kids above grade level, at grade level, and below grade level, you cannot divide into ability groups.  Also if there is only 1 or 2 kids performing outside of majority lower performing groups, I suspect some schools just put them on the computer which I don’t agree with.  That is not an adequate substitute.  But logistically, it’s the easiest.

I’m sure some other elementariness in the city does above too.  The key is finding schools with a critical number of kids at and above grade level.  [/quote]

Options

	Disable HTML in this message
	Disable BB Code in this message
	Disable smilies in this message

Review message

Search Recent Topics Hottest Topics