Reply to Dr. Duran must go

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Reply to "Dr. Duran must go"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Not PP but I’ve never see his plan for learning loss. [/quote]

He gives high-level updates at board meetings. And our school give more details at PTA meetings. 
[/quote]Nothing with actual substance.  If there was a plan or actual info, someone should be able to provide a link.  It doesn't exist.  [/quote]

There is no plan with real metrics or steps. There is only puffery.  For that reason alone Duran needs to get out.[/quote]

There are a variety of tools available for schools to come up with individual plans for each student based on their needs - each student requires different interventions. 
[/quote]

Exactly. APE doesn't understand how APS classrooms work, how many resources our schools have to provide interventions. That's the plan. Be good schools that provide interventions when needed. But then APE has an agenda of tearing down APS so they're going to stick with their "no plan" talking point.[/quote]

Yes an intervention for an ENTIRE grade level is a plan. And I’m the clueless one.

This might be a problem that screaming DEI at might not solve.

Not APE and sorry that doesn’t fit your narrative but when most of our students are behind and there is a huge learning loss the plan is just individual interventions by staff?!?!???  Sorry I think we need more than that it is a HUGE problem.[/quote]

Sorry, well, then it sounds like YOU don't understand how teaching and learning work. Maybe talk to your principal.[/quote]

Does PP even have a kid in APS? 
[/quote]

No. Or he or she is totally uninvolved and clueless.[/quote][/quote]

Just note that absolutely no one has linked to any plan in school talk messages, school board slides or posted elsewhere.  That's because it doesn't exist.  Instead, they continue to insult those who are concerned about a lack of an actual plan for catching up students who are woefully behind.

Apparently when they lose an argument their solution is to insult their opponents.  So mature.  [/quote]

I’m not your link b1tch. If you follow SB meetings you would have seen it. But clearly you haven’t so…
[/quote]No one in this entire thread has even suggested a plan beyond teachers doing what they normally do plus Dreambox and Lexia.  Nothing additional is planned.  You keep saying there's something more, but refuse to say what.  If there is more, them for goodness sake, enlighten me.  The silence is deafening.[/quote]

LOL, it's literally on the website.  You mean stuff like this:

What is accelerated learning?

Accelerated learning allows APS teachers to focus on teaching students current grade-level material, while reinforcing skills and concepts from the previous level that are necessary to master the new content. It builds on students’ prior knowledge and experiences and aims to make learning accessible.

How will we approach it?

As teachers work to accelerate student learning, they will:

1. Plan instruction utilizing reframed APS curriculum documents that emphasize the most critical skills and knowledge for each course or grade level

2. Work in Collaborative Learning Teams (CLTs) to plan meaningful and engaging instruction for all students with diverse learning needs

3. Prioritize the teaching of identified power standards which vertically align to the previous and next grade level.

4. Utilize scaffolding strategies to help students with diverse learning needs master the key concepts in grade-level content

5. Determine students’ unfinished learning and identify any learning gaps through the use of assessments (Ex: ELA will assess students’ foundational reading skills using DIBELS)

6. Address the identified key gaps during learning. This work will not be done in isolation or through a separate remediation program, but during current instruction at the appropriate time.

7. Provide targeted interventions to address significant learning gaps

8. Gather formative data to gauge students’ understanding and use it to inform ongoing planning with collaborative teams

9. Monitor student progress and provide modifications and supports based on results

10. Utilize new resources to address identified learning gaps

11. Provide targeted, explicit, and specially designed instruction to SWD to address IEP and/or Recovery Service goals

12. Monitor progress on IEP and/or Recovery Service Goals for SWD using ongoing data

13. Communicate content and language learning targets in student-friendly language accessible to students’ English Language Proficiency (ELP) levels

14. Provide instruction appropriately scaffolded for English Learners in alignment with their ELP levels

Students will:

1. Receive grade-level material and tasks, along with any necessary scaffolds to make the work accessible.

2. Engage in meaningful instruction that uses a variety of approaches, such as: hands-on activities, cooperative learning, and project-based learning

3. Demonstrate their understanding through various forms of assessments, including performance tasks

4. Work collaboratively with their peers to learn rigorous content

5. Engage in small group instruction to focus on specific skills and/or IEP goals

6. Set goals for content and language learning (specific for English Learners)

7. Engage in sustained reciprocal conversation targeting content and language goals (specific for English Learners)
[/quote]

Um ok. It’s clear you don’t have a corporate type job. 😂. This is the kind of fluff project documents are led with. High level ideas that have no measurable actions, timelines, or stated goals.  And common sense should tell you that teachers simply don’t have the time - as in literally not enough school hours - to actually create, implement, track and measure outcomes for each individual student. They couldn’t do that pre covid so it’s crazy to think they can do it now. [/quote]Yup.  Total nonsense.  Laying it all at the feet of classroom teachers without giving them additional resources. No wonder teachers are stressed.  How exactly are they supposed to do more small group instruction when class sizes went up this year?  When APS cut summer school for most kids who needed it so there is an even bigger learning gap in the classroom?  When APS spent nearly all of the federal funds on VLP so there's nothing left for additional supports?  Other school district have found ways to provide additional people and instructional hours.  Those are plans.  This is telling teachers to solve the problem on their own.  Duran can't be bothered. [/quote]

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