Anonymous wrote:So sad that in the introduction to this document Jason Kamras has the gall to blame poor PARCC scores on inadequately trained teachers. Yeah, that's it. Bring in LEAP and coach 'em up.

Oh, yeah, and I see on p. 16 they actually say "use partners like Fillmore Arts Center" in order to meet LEAP requirements, at a time when DCPS is trying to kill Fillmore altogether. These fools don't know what they are doing.

You just figuring this out???

And how rich Kamras is blaming inadequately trained teachers. Bowser needs to get rid of this circus at Central Office and get REAL educational leaders in there! Who's ever heard of a school superintendent with just 2 years of teaching (Spanish to boot), no school leadership experience and no doctorate degree?

Anonymous wrote:

Anonymous wrote:So sad that in the introduction to this document Jason Kamras has the gall to blame poor PARCC scores on inadequately trained teachers. Yeah, that's it. Bring in LEAP and coach 'em up.

Oh, yeah, and I see on p. 16 they actually say "use partners like Fillmore Arts Center" in order to meet LEAP requirements, at a time when DCPS is trying to kill Fillmore altogether. These fools don't know what they are doing.

+1

Use Fillmore? Is that a joke? Kermis says yes to Fillmore, Kaya and budget team says no. Go figure.

Anonymous wrote:

Anonymous wrote:TFA and DCTF are part of the problem! Where is the data showing that quality teachers have been honed from these social experiments?

Anonymous wrote:

Anonymous wrote:So sad that in the introduction to this document Jason Kamras has the gall to blame poor PARCC scores on inadequately trained teachers. Yeah, that's it. Bring in LEAP and coach 'em up.

Oh, yeah, and I see on p. 16 they actually say "use partners like Fillmore Arts Center" in order to meet LEAP requirements, at a time when DCPS is trying to kill Fillmore altogether. These fools don't know what they are doing.

Considering they have TFA and DCTF and have been doing IMPACT for more than 5 years, this is a sorry state of affairs. In the 40/40 schools this will lead to even worse results as students will be unsupervised or being read to by students who aren't even proficient themselves.

Crazy that you find more out on DCUM than you do from DCPS!

Totally agree! From a DCPS teacher! This is just typical DCPS.

Isn't that ridiculous? Worst school district ever!

Anonymous wrote:

Anonymous wrote:TFA and DCTF are part of the problem! Where is the data showing that quality teachers have been honed from these social experiments?

Anonymous wrote:

Anonymous wrote:So sad that in the introduction to this document Jason Kamras has the gall to blame poor PARCC scores on inadequately trained teachers. Yeah, that's it. Bring in LEAP and coach 'em up.

Oh, yeah, and I see on p. 16 they actually say "use partners like Fillmore Arts Center" in order to meet LEAP requirements, at a time when DCPS is trying to kill Fillmore altogether. These fools don't know what they are doing.

Considering they have TFA and DCTF and have been doing IMPACT for more than 5 years, this is a sorry state of affairs. In the 40/40 schools this will lead to even worse results as students will be unsupervised or being read to by students who aren't even proficient themselves.

Crazy that you find more out on DCUM than you do from DCPS!

Anonymous wrote:TFA and DCTF are part of the problem! Where is the data showing that quality teachers have been honed from these social experiments?

Anonymous wrote:

Anonymous wrote:So sad that in the introduction to this document Jason Kamras has the gall to blame poor PARCC scores on inadequately trained teachers. Yeah, that's it. Bring in LEAP and coach 'em up.

Oh, yeah, and I see on p. 16 they actually say "use partners like Fillmore Arts Center" in order to meet LEAP requirements, at a time when DCPS is trying to kill Fillmore altogether. These fools don't know what they are doing.

Considering they have TFA and DCTF and have been doing IMPACT for more than 5 years, this is a sorry state of affairs. In the 40/40 schools this will lead to even worse results as students will be unsupervised or being read to by students who aren't even proficient themselves.

Crazy that you find more out on DCUM than you do from DCPS!

TFA and DCTF are part of the problem! Where is the data showing that quality teachers have been honed from these social experiments?

Anonymous wrote:

Anonymous wrote:So sad that in the introduction to this document Jason Kamras has the gall to blame poor PARCC scores on inadequately trained teachers. Yeah, that's it. Bring in LEAP and coach 'em up.

Oh, yeah, and I see on p. 16 they actually say "use partners like Fillmore Arts Center" in order to meet LEAP requirements, at a time when DCPS is trying to kill Fillmore altogether. These fools don't know what they are doing.

Considering they have TFA and DCTF and have been doing IMPACT for more than 5 years, this is a sorry state of affairs. In the 40/40 schools this will lead to even worse results as students will be unsupervised or being read to by students who aren't even proficient themselves.

Anonymous wrote:Kamras is just making it all up as he goes along.

+1

Anonymous wrote:So sad that in the introduction to this document Jason Kamras has the gall to blame poor PARCC scores on inadequately trained teachers. Yeah, that's it. Bring in LEAP and coach 'em up.

Oh, yeah, and I see on p. 16 they actually say "use partners like Fillmore Arts Center" in order to meet LEAP requirements, at a time when DCPS is trying to kill Fillmore altogether. These fools don't know what they are doing.

+1

Kamras is just making it all up as he goes along.

Anonymous wrote:So sad that in the introduction to this document Jason Kamras has the gall to blame poor PARCC scores on inadequately trained teachers. Yeah, that's it. Bring in LEAP and coach 'em up.

Oh, yeah, and I see on p. 16 they actually say "use partners like Fillmore Arts Center" in order to meet LEAP requirements, at a time when DCPS is trying to kill Fillmore altogether. These fools don't know what they are doing.

Considering they have TFA and DCTF and have been doing IMPACT for more than 5 years, this is a sorry state of affairs. In the 40/40 schools this will lead to even worse results as students will be unsupervised or being read to by students who aren't even proficient themselves.

So sad that in the introduction to this document Jason Kamras has the gall to blame poor PARCC scores on inadequately trained teachers. Yeah, that's it. Bring in LEAP and coach 'em up.

Oh, yeah, and I see on p. 16 they actually say "use partners like Fillmore Arts Center" in order to meet LEAP requirements, at a time when DCPS is trying to kill Fillmore altogether. These fools don't know what they are doing.

Thoughts on reading this:
1. This looks like a complete budget and scheduling nightmare.
2. At the larger schools, the team ratios seem impossible to achieve.
3. The things they suggest having kids do while teachers are training during the day are crazy. Just have older students read to younger kids? Is that supposed to be the same quality experience as having a teacher in the room actually teaching? Basically the school will now be finding ways to provide childcare during teacher training on a regular basis. And for this, they want to lengthen school days and school years?
4. That is really bold to suggest that schools use Fillmore Arts make it work, given that they are trying to get rid of Fillmore.

Goodness, who is suppose to understand this an implement? Hope our principal has some help.

Anonymous wrote:LEAP Team Design Guide for Elementary and Middle Schools (February 2016)
https://volafile.io/r/uzQgC7

WOW, thanks so much for posting this whoever you are!

LEAP Team Design Guide for Elementary and Middle Schools (February 2016)
https://volafile.io/r/uzQgC7