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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]So happy that my kids school got a 5!  I always thought that Barnsley was great and nice to see them score so well!  Principal and staff work so hard and its nice to see the high score![/quote]

Please don't assume that the principals and staff don't work hard at lower rated schools. I have friends at 5 star schools who would die if they had to work at my 3 star school. They are used to supportive parents students who come to school regularly and are ready to learn. Heck, many of the students are already at the EOY benchmack on the first day of school. Today, I had 9 students absent out of 22 (normally it is between 7-10) and a 2nd grader throw a chair at me while cursing me out. We had to evacuate the classroom and lost 35 mins of instructional time. And it's on Tuesday![/quote] +1. Teachers in high needs schools work so much harder. I really believe their pay should reflect that too. [/quote]

+1000. I'm sure this will be controversial on this board, but as someone who has worked in schools with high SES populations, Title 1 schools and a few in between, I think a telling metric on the MD report card is progress in achieving English language proficiency. It's something that's important for parents of ALL students, not just ESOL students, to be aware of. It is a measure of how well the school differentiates and whether the staff knows and uses differentiation strategies for all students. In some schools I've worked in with high SES populations, teachers have the attitude of "well, I taught it--so the kids should get it."  Then they rely on parents to supplement. That won't work for most ELLs and won't work for any other kid who needs differentiation--whether to fill in gaps or to enrich.

Remember, the ESOL students spend the majority of the day with the classroom teachers, so teachers with strong differentiation skills will be able to help them make progress whereas in other schools the classroom teacher only relies on the ESOL teacher to provide that differentiation when strategies that benefit ESOL students actually benefit most students. The ESOL teacher can only do so much with the limited time they have with students. I want my kid in the class with the teacher who has strong differentiation skills.

I think it's kind of funny that teachers in schools with high SES populations truly believe they deserve all the accolades and gifts they receive when they wouldn't last a week at a focus or Title 1 school. Yes, I know some have paid their dues and need a break and I don't begrudge them that. I've certainly done that as well. But I understand what a cushy position I'm in when I'm working in a school with a high SES population because the majority of kids will meet the EOY benchmark with very little differentiation and I'm under no illusion that it's all because of what I've done for them but I can't say that's the same for all.  [/quote]

+1. I have had similar experiences in various schools and that’s a good point. [/quote] + 1000 I heart this post. I love how you explain the significance of the ESL score interms of how this matters to all students. [/quote]

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