Reply to Ludlow-Taylor getting a new a new Principal

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]I'm not sure why parents are so obsessed with pull outs. If the teacher is capable of giving children differentiated materials inside the classroom does it matter if the kid is doing appropriately challenging materials in their classroom or down the hall? I swear I think it is a status thing than anything else

Another school in Virginia has a system where they pair two teachers together with a reading specialist, special education teacher or ESOL teacher (depends on the classroom) so that way they have a more robust group of  students to group by ability. So if there was only two advanced students in the class they might go across the hall for part of their reading time to work with similarly advanced peers.[/quote]

You don't have a kid in the upper grades at a Hill public school, do you?  Giving children differentiated materials inside the classroom isn't nearly enough for "advanced" kids at diverse schools like Watkins, where students who haven't acquired basic skills in failing DCPS schools lottery into the upper grades.  DCPS isn't in the habit of providing the staff support to help teachers differentiate effectively; they definitely don't have a system of pairing teachers together.  It's all hit and miss with what a school principal will do for upper grades advanced learners.

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I posted this before in the thread about G&T/pull-outs, but here goes: If, based on what you see happening in your own child's actual classroom, you think your kid would be best served by pull-outs, that's one thing.

It's completely different, in my view, to use the idea of G&T/pull-outs as a litmus test for whether or not a principal supports IB/high-SES kids (excuse me, I mean advanced learners).

G&T/pull-outs are one way to manage kids with diverse abilities, but they are not the only way. If a principal says her staff is able to differentiate successfully, and if you have zero evidence to the contrary (because I don't think anyone has posted here claiming their child in the upper grades at LT was not educated appropriately -- the examples of failed differentiation I've seen cited on DCUM seem to be from Watkins or other schools), and if the DC-CAS scores back up the principal's claim, then why do people (many of whose kids are still in ECE!) still keep insisting G&T/pullouts are the only acceptable option?[/quote]

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