Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yuck - didn't realize we had creepy MAGA lobbyists in APS. Hillsdale types.

??? What is this in reference to?

DP. I’m going to report it soon unless pp comes back to explain how this relates to the topic.

Anonymous wrote:

Anonymous wrote:Yuck - didn't realize we had creepy MAGA lobbyists in APS. Hillsdale types.

??? What is this in reference to?

Anonymous wrote:Yuck - didn't realize we had creepy MAGA lobbyists in APS. Hillsdale types.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Someone is promising to post pictures of the superior maps on AEM shortly.

Maps are so incomplete - they do not really show the impacts on individual schools. All of the people proposing scenarios are guilty of the same crimes they accuse Staff of committing. It is really a complex issue that can't be fully appreciated by numbers of students at each school and a map.

Is this a new map or just one of the other maps we've already seen? Also kind of suspicious that they had all kinds of time to post their power point but can't get around to actually posting their "better" map.

Sounds like it's coming.

I can't wait to see the data. Having looked at the #s myself I find a few of their points hard to believe, particularly about the # of walkers.

Is this the “community developed” map in the email string from the McKinley parents posted on the APS engage page? Or is this a new option?

Per AEM, it's a new map based on joint effort from ATS, McKinley, and Key.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Someone is promising to post pictures of the superior maps on AEM shortly.

Maps are so incomplete - they do not really show the impacts on individual schools. All of the people proposing scenarios are guilty of the same crimes they accuse Staff of committing. It is really a complex issue that can't be fully appreciated by numbers of students at each school and a map.

Is this a new map or just one of the other maps we've already seen? Also kind of suspicious that they had all kinds of time to post their power point but can't get around to actually posting their "better" map.

Sounds like it's coming.

I can't wait to see the data. Having looked at the #s myself I find a few of their points hard to believe, particularly about the # of walkers.

Is this the “community developed” map in the email string from the McKinley parents posted on the APS engage page? Or is this a new option?

Per AEM, it's a new map based on joint effort from ATS, McKinley, and Key.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Someone is promising to post pictures of the superior maps on AEM shortly.

Maps are so incomplete - they do not really show the impacts on individual schools. All of the people proposing scenarios are guilty of the same crimes they accuse Staff of committing. It is really a complex issue that can't be fully appreciated by numbers of students at each school and a map.

Is this a new map or just one of the other maps we've already seen? Also kind of suspicious that they had all kinds of time to post their power point but can't get around to actually posting their "better" map.

Sounds like it's coming.

I can't wait to see the data. Having looked at the #s myself I find a few of their points hard to believe, particularly about the # of walkers.

Is this the “community developed” map in the email string from the McKinley parents posted on the APS engage page? Or is this a new option?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Someone is promising to post pictures of the superior maps on AEM shortly.

Maps are so incomplete - they do not really show the impacts on individual schools. All of the people proposing scenarios are guilty of the same crimes they accuse Staff of committing. It is really a complex issue that can't be fully appreciated by numbers of students at each school and a map.

Is this a new map or just one of the other maps we've already seen? Also kind of suspicious that they had all kinds of time to post their power point but can't get around to actually posting their "better" map.

Sounds like it's coming.

I can't wait to see the data. Having looked at the #s myself I find a few of their points hard to believe, particularly about the # of walkers.

Anonymous wrote:

Anonymous wrote:
Someone is promising to post pictures of the superior maps on AEM shortly.

Maps are so incomplete - they do not really show the impacts on individual schools. All of the people proposing scenarios are guilty of the same crimes they accuse Staff of committing. It is really a complex issue that can't be fully appreciated by numbers of students at each school and a map.

Is this a new map or just one of the other maps we've already seen? Also kind of suspicious that they had all kinds of time to post their power point but can't get around to actually posting their "better" map.

Anonymous wrote:
Someone is promising to post pictures of the superior maps on AEM shortly.

Maps are so incomplete - they do not really show the impacts on individual schools. All of the people proposing scenarios are guilty of the same crimes they accuse Staff of committing. It is really a complex issue that can't be fully appreciated by numbers of students at each school and a map.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not a parent who will be impacted, but I keep wondering WHY APS doesn't know how many Key families would move if it moved to the ATS location. It seems pretty darn easy to survey the current K-4 families and ask. They aren't committed to whatever they choose, but APS could at least have a ballpark number. That's one piece of data that makes me feel like they are being a bit sloppy and have just dug into this position, regardless of whether this whole cascade is the right one.

ASFS is vastly overcrowded, and I agree a building is needed, but APS is claiming not to know how many kids will stay behind.

The problem with doing a survey now is that you will get parents saying what they think will get them the best result vs. a real picture. If you want to keep Key on Key and they ask if you will move with the program, you say no, right? That doesn't mean that you won't move when the time comes.

Also, some parents apparently don't understand the move, that there will be transportation and that the students currently at ATS are moving out. I know it sounds ridiculous; but some parents do not realize their kids will get a bus to school and think they are being added to the students at ATS. The strong AEM Key advocates keep talking ABOUT and TO these families to garner support and petition signatures; but apparently aren't doing much talking WITH them to make sure they know what really will happen.

So, if you ask parents now, they may say "no" but when they realize these other things, they may say "yes."

I am sure this is going on a lot. Also Key uses 13 buses already - that is 4 more than Claremont and the same amount as ATS which has virtually zero walkers. If the Key folks are correct that there are tons of families who walk from near Key those kids will able to be easily picked up and routed to ATS which isn't that far. In 2017-2018 78% of Key students were bus eligible - with only 165 of all students no qualifying for busing and don't assume those are all proximity. I know one APS employee who got their kid in even though it isn't their zoned immersion school but had to provide busing.
What APS DOES know is that for every student outside the Key/ASFS attendance zone transferred into Key, one neighborhood seat opens regardless of how many current students opt to stay at a neighborhood Key. I don't know the exact numbers; but 260 students currently attend Key from outside what the neighborhood attendance zone is, then a minimum of 260 seats open up when those students relocate with immersion to ATS. Even if they drop out, they go back to their own neighborhood schools and do not keep occupying a seat in the new Key neighborhood school. It is most unlikely that nobody within the attendance zone will move with the program; so a lot more seats than just those 260 become available for neighborhood seats. Compare that to not moving the program: zero neighborhood seats open up.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If a family lives in an affordable housing complex it will be managed by AHC or APAH and have its own after school set up. I need to dig up the data on % use of extended day. The bus per am and pm usage alone shows the argument about walkers is either non existent or very very small.

Really? How does that work?

There are after school programs run in the building— people volunteer to help the kids with homework, etc. I’m not sure, but I think it’s free, but only open to residents of the building. Volunteers or the program coordinators pick the kids up from their bus stop.
I know this is the case for Woodbury park and at least one other building run by ahc.

Since English proficiency is the key to addressing the achievement gap, these programs should be focusing on that. There are many ELL students who are not in immersion for many reasons (don't want it, prefer to go to a closer school, are not native SPanish speakers but still ELL, etc.) and they need and deserve the English language instruction they need to catch-up to their peers. It isn't a lack of intelligence, it's a language barrier.

I am 100% you are not hispanic - of course AHC and APAH know this. These are non profits set up specifically to help the residents they are serving. They work with other non profits like Bu Gata to address the needs in their developments.

And it isn't just about Hispanic people. Arlington has a LOT of other English Language Learners who don't speak Spanish but still need to aquire a sufficient level of english proficiency. I' 100% you're not one of those groups.

Yes - I'm suggesting that perhaps more English-learning efforts could be beneficial, not just tutoring in math or homework assistance.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If a family lives in an affordable housing complex it will be managed by AHC or APAH and have its own after school set up. I need to dig up the data on % use of extended day. The bus per am and pm usage alone shows the argument about walkers is either non existent or very very small.

Really? How does that work?

There are after school programs run in the building— people volunteer to help the kids with homework, etc. I’m not sure, but I think it’s free, but only open to residents of the building. Volunteers or the program coordinators pick the kids up from their bus stop.
I know this is the case for Woodbury park and at least one other building run by ahc.

Since English proficiency is the key to addressing the achievement gap, these programs should be focusing on that. There are many ELL students who are not in immersion for many reasons (don't want it, prefer to go to a closer school, are not native SPanish speakers but still ELL, etc.) and they need and deserve the English language instruction they need to catch-up to their peers. It isn't a lack of intelligence, it's a language barrier.

I am 100% you are not hispanic - of course AHC and APAH know this. These are non profits set up specifically to help the residents they are serving. They work with other non profits like Bu Gata to address the needs in their developments.

Anonymous wrote:Someone is promising to post pictures of the superior maps on AEM shortly.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If a family lives in an affordable housing complex it will be managed by AHC or APAH and have its own after school set up. I need to dig up the data on % use of extended day. The bus per am and pm usage alone shows the argument about walkers is either non existent or very very small.

Really? How does that work?

There are after school programs run in the building— people volunteer to help the kids with homework, etc. I’m not sure, but I think it’s free, but only open to residents of the building. Volunteers or the program coordinators pick the kids up from their bus stop.
I know this is the case for Woodbury park and at least one other building run by ahc.

Since English proficiency is the key to addressing the achievement gap, these programs should be focusing on that. There are many ELL students who are not in immersion for many reasons (don't want it, prefer to go to a closer school, are not native SPanish speakers but still ELL, etc.) and they need and deserve the English language instruction they need to catch-up to their peers. It isn't a lack of intelligence, it's a language barrier.