Anonymous wrote:Anonymous wrote:Putting all the students with IEPs in one class might violate Least Restrictive Environment.Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:It takes us hours every spring to figure out classes for the following year.
You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?
Yes! Unless they have a specific need (ELL, IEP, Gifted) that would require they be in a specific class
Do ESs put all the kids with IEPs in one classroom? (That seems unfair for the teacher considering the extra time they would need to attend IEP meetings.)
I think that there is a difference between those with iEPs for some issues that require an all day supervision.
Anonymous wrote:Putting all the students with IEPs in one class might violate Least Restrictive Environment.Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:It takes us hours every spring to figure out classes for the following year.
You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?
Yes! Unless they have a specific need (ELL, IEP, Gifted) that would require they be in a specific class
Do ESs put all the kids with IEPs in one classroom? (That seems unfair for the teacher considering the extra time they would need to attend IEP meetings.)
Putting all the students with IEPs in one class might violate Least Restrictive Environment.Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:It takes us hours every spring to figure out classes for the following year.
You keep saying this but then what about all the new kids that show up over the summer? Do you just randomly throw them in wherever?
Yes! Unless they have a specific need (ELL, IEP, Gifted) that would require they be in a specific class
Do ESs put all the kids with IEPs in one classroom? (That seems unfair for the teacher considering the extra time they would need to attend IEP meetings.)
Anonymous wrote:I am pretty sure my child is in the class with the sped students. Her class is the only class with a FT sped teacher.
Last year, there was one class that seemed to have all the ESOL kids.
Anonymous wrote:Or, to put it another way, every class (besides level IV) is equally slow. Welcome to FCPS!Anonymous wrote:Anonymous wrote:Do they ever make a "slow" class or do they usually put a good mix of ability? We are new to FCPS 2nd grade well regarded school and I can't tell if my kid got a "slow" class or if the kids in the grade in general are just way behind. Kid claimed a lot of other kids missed what I would consider to be a kindergarten level brain teaser.
You moved here from a different public school system?
There are no "slow" classes.
Anonymous wrote:How does that work? Did the teacher effectively teach two different lessons each class? Sounds like a nightmare, unless the teacher focuses on one to the detriment of the other.Anonymous wrote:Anonymous wrote:Do they ever make a "slow" class or do they usually put a good mix of ability? We are new to FCPS 2nd grade well regarded school and I can't tell if my kid got a "slow" class or if the kids in the grade in general are just way behind. Kid claimed a lot of other kids missed what I would consider to be a kindergarten level brain teaser.
Kid claims at that age are pretty suspect IME--if one kid misses it, they over-generalize etc. Kids don't have a good handle on the overall distribution, for most kids in ways that favor themselves being smarter than everyone else. Also, post summer, many kids are just getting back in to listening to a teacher, following directions and are distracted and the teachers do a lot of "low ball" questions etc to build confidence.
That said, sometimes schools arrange it that the kids who have an IEP that requires some pull-out times are more concentrated in one class for scheduling purposes--this also sometimes allows there to be a more dedicated aide to handle their IEPs. Depends on how the school structures it. In my kid's 2nd grade class it was kind of bimodal--there were a lot of kids who had IEPs who needed extra help and a lot of kids who ended up going on to AAP in 3rd grade and not that much in the middle.
Anonymous wrote:Anonymous wrote:Do they ever make a "slow" class or do they usually put a good mix of ability? We are new to FCPS 2nd grade well regarded school and I can't tell if my kid got a "slow" class or if the kids in the grade in general are just way behind. Kid claimed a lot of other kids missed what I would consider to be a kindergarten level brain teaser.
You have to be able to take what your child says with a grain of salt. Children will tell white lies, exaggerate, misremember and take things out of context all the time.
As several teachers have said in the past "I promise not to believe half of the things your child says to me about you, if you will promise to do the same for me."
Anonymous wrote:Do they ever make a "slow" class or do they usually put a good mix of ability? We are new to FCPS 2nd grade well regarded school and I can't tell if my kid got a "slow" class or if the kids in the grade in general are just way behind. Kid claimed a lot of other kids missed what I would consider to be a kindergarten level brain teaser.
Anonymous wrote:How does that work? Did the teacher effectively teach two different lessons each class? Sounds like a nightmare, unless the teacher focuses on one to the detriment of the other.Anonymous wrote:Anonymous wrote:Do they ever make a "slow" class or do they usually put a good mix of ability? We are new to FCPS 2nd grade well regarded school and I can't tell if my kid got a "slow" class or if the kids in the grade in general are just way behind. Kid claimed a lot of other kids missed what I would consider to be a kindergarten level brain teaser.
Kid claims at that age are pretty suspect IME--if one kid misses it, they over-generalize etc. Kids don't have a good handle on the overall distribution, for most kids in ways that favor themselves being smarter than everyone else. Also, post summer, many kids are just getting back in to listening to a teacher, following directions and are distracted and the teachers do a lot of "low ball" questions etc to build confidence.
That said, sometimes schools arrange it that the kids who have an IEP that requires some pull-out times are more concentrated in one class for scheduling purposes--this also sometimes allows there to be a more dedicated aide to handle their IEPs. Depends on how the school structures it. In my kid's 2nd grade class it was kind of bimodal--there were a lot of kids who had IEPs who needed extra help and a lot of kids who ended up going on to AAP in 3rd grade and not that much in the middle.