This could be a problem
I knew that I had read it somewhere, so I went looking for it and I found it.
From page 107 of the .pdf of the appendices of the preliminary report on capacity management:
This, essentially, grants everything that Director Maier's amendment would have granted and more, since it also applies to future students.
Since this was not altered from the preliminary report and since the preliminary report was included in the final report by reference and since the final report was included in the Board Motion by reference, this is now the assignment plan for APP.
In short, families can choose between Lowell and Thurgood Marshall - or between Hamilton and Washington - and could get an out-of-region assignment on a "space available" basis. The critical question would be the definition of "space available".
No matter how it is defined, there is an excellent chance that there will be 50 seats of "space available" at Lowell for south-end APP students. And if 50 families take that option I'm convinced it will doom any possibility of equitable programs at the two locations.
Since this is an assignment issue, the Board will have to move and approve a fix.
They better get on it before open enrollment.
From page 107 of the .pdf of the appendices of the preliminary report on capacity management:
APP students living in each specified region would be assured fo a seat in the APP program serving their region, with transportation provided. Students could apply to attend the APP program in the other region; assignment would depend on space available. School bus transportation would not be provided.
This, essentially, grants everything that Director Maier's amendment would have granted and more, since it also applies to future students.
Since this was not altered from the preliminary report and since the preliminary report was included in the final report by reference and since the final report was included in the Board Motion by reference, this is now the assignment plan for APP.
In short, families can choose between Lowell and Thurgood Marshall - or between Hamilton and Washington - and could get an out-of-region assignment on a "space available" basis. The critical question would be the definition of "space available".
No matter how it is defined, there is an excellent chance that there will be 50 seats of "space available" at Lowell for south-end APP students. And if 50 families take that option I'm convinced it will doom any possibility of equitable programs at the two locations.
Since this is an assignment issue, the Board will have to move and approve a fix.
They better get on it before open enrollment.
Comments
I'm not sure why you think this is true. I think they can pretty much define "space available" to equalize the programs, or at least only allowed transfer into the program that was less full based on the cluster draw.
The situation could be even worse for the 1st and 2nd grades, which have a smaller populations.
So, what would happened if you let folks from the general ed program self-elect into the APP classrooms in those schools, on a "space available" basis? That would provide a + for families whose kids don't quite make the APP testing cut, but who think their kids could do the work to select those general ed programs.
Here's the more specific plan: make up the APP programs based on test-in kids, based on cluster. If you end up with extra spaces in classrooms as described (they're not in neat packs of 25-28 based on cluster), make up enough classes to meet the cluster need. Then, offer extra spots to children in the general ed program at the school (Lowell or Marshall) and have a lottery to let them in.
I know that people worry about "self selection" 'cause they think that the inevitable result is a decrease in demands in the classroom to meet the average. But, I don't think this is an inevitable result if the self-selected spots are few. The kids would have to keep up with the work, and they would have to already have the relevant background.
(And, although I think cognitive testing as significant value, I do think that it is not the singular means to identify the students who would benefit from advanced learning).
Thanks for the alert.
That makes this report unlike
a) The Curriculum Audit
b) school board policy
c) the Strategic Plan
d) posted Math grade level expectations
for the above are not taken seriously by SPS admin. So my guess is we should not take the above seriously either.
Well, I guess I'm counting on other parents to be wise enough to realize this as well, and not throw their elementary school kid into a situation they can't handle.
I'm leaving open the possibility that a kid who tests just short of the requirements for the SPS (98% Cogat in 2/3 domains, 95% reading/math achievement) might nevertheless be able to do the work. I also suspect there are some who are coming into the system who haven't been formally tested. That might not be a lot of kids, but it might be enough to fill in the spots to complete classrooms.
And yes, I'm assuming that parents wouldn't want their kids to be in a learning environment that isn't appropriate for them.
Yes, I'm being even more sarcastic than usual. I don't trust these people to find the dark with their eyes closed.
Oh, it's too late now? Never mind.
Perhaps a different delivery model is appropriate. I am agnostic on that, although I am not agnostic on the question of whether or not blended classrooms should be the result of thoughtfulness and planning, rather than capacity management. But I will say it would do a great deal to undermine my confidence in the district's word if next fall, the delivery model looks different than we were told it would look.
Just wanted to check cos people misread my sarcasm, sardonicism and attempts at irony no end and then get really mad!
Marshall at least has an ALO, Spectrum or not. Marshall also has some measure of staff trained in gifted education. This moves it closer to the merged Spectrum/APP suggestion, that's all.
APP, Spectrum, IB, AP, Honors, differentiation...
and don't forget, what IS "remedial", and how is it/should IT be offered?
SpEd, 504, diagnostics, developmental pull-outs, differentiation, "staying back" (my personal bone to pick is that if a student is not "at level" in one class, they might "stay back" a grade...doesn't really make sense, does it? I prefer a grade-level-less system that merely recognizes skill level in various subjects, but try to organize THAT...)
I guarantee there are lots of other parents who are thinking similar thoughts.
The district could easily find themselves with a very small 1st grade APP class next year. It is hard to have any faith in the district's ability to manage this transition well, and the desire to stay in a school that we are comfortable with will be extremely powerful.
What happens if this continues for another 2, 3, or 4 years? Poof-- south end APP is gone.
The only hope is for the new TM APP community to reach out to new potential parents. You know that the district will do nothing, and let the chips fall where they may.
And:
Will the above stakeholders rally around a central group, and hence gain the traction necessary to have a powerful voice?
Let's see, so far we have:
This wonderful blog
ESP (is that the new acronym?
CPPS
CEASE
NAACP
AACAT
BCDI
nascent Alt blog
SpEd
APP....
Who will rally the troops, and will the troops rally?
I guess I'd rephrase it to "what IS advanced learning opportunity, how is it offered, how SHOULD it be?"
eep
I know for new APP families, it will be difficult to "take the plunge." But I do encourage you to investigate your options. The APP program has been a great experience for my second grader, and I'm not considering anything else for him next year. Keep in mind also, that the promise is for self-contained APP classrooms (no program blending). While that doesn't guarantee no APP grade blending, I feel that the most important thing at the elementary level is what happens in the classroom, not the school overall. There will be lots of APP parents at both schools who will be working hard to make this work -- they have no choice and some are even glad it's happening. And if APP is under-enrolled, maybe your kid gets lucky and gets a small class. Last year a 1/2 split had only 18 kids, and this year, there's a fourth grade class with under 20 (why, I do not know). My kid's class has 26, so a smaller 3rd grade room would be just fine with me.
But seriously, this is the moment of truth. The district has pretty much punted the hard work to the affected communities. So, which communities will come together and make lemonade? I don't know.
It's left to the design teams to to begin creating and selling their new programs. You get to decide if you believe a particular program will come together in in a short-time, a long-time, or at all - and whether it's worth investing your children and yourself in.
I think you need to talk to some of the folks here and plug in to what's happening with the design teams. Once they start rolling, people will communicate whether things are proceeding smoothly or if there's a hard road ahead.
See, nice and easy.
(yes there was sarcasm in this post)
I have a child who would benefit from this, but what a mess to design.
Currently 4th graders at Lowell "walk over" to another classroom for math or science (meaning some of us parents struggle to communicate with TWO teachers who won't publish newsletters or homework lists).
Helen Schinske
I, too, am waiting on my letter from the District for my son who will be in 1st grade next year (according to the website they are mailing today or next week - we'll see). Our older son is in his first year at Lowell (2nd grade) and will be moving to Marshall next year. If our younger son gets in, I will be sending him to Marshall as well. I recognize it's a leap of faith and that I'm a little more comfortable since our older one is already in APP. I know it's hard to look at something that isn't there and imagine your child as part of it. But I would also encourage - and any other parent you know who is in the same boat - to consider APP at Marshall. The best way, at this point, to help the program succeed is to be a part of it making it happen.
I have lots of questions, reservations and concerns, but like many other APP "South" parents, I'm committed to making the program strong. I wish I had a crystal ball to see how this is all going to work out, but I am going to take the leap of faith.
I'm guessing several other families may do the same calculus.
The Appinseattle.org website was set up during this process to help get the word out about what APP is and is not. This might be a perfect time to use the site to help spread the word that APP "South" parents are not abandoning the ship. You should send an email to them at appinseattle@yahoo.com
with the suggestion and I'll do the same.
Jeanne
I don't see how this jibes with "stand alone."
At my child's school, many children go to the math class one and two grades up because they are capable of doing the work. It works just fine.
I don't get this -- to me blended classroom means including kids who cannot do the same level of work as the other kids in the classroom. That's the model used at View Ridge for Spectrum at the lower grades (at least when I heard about it a few years ago) -- kids do different levels of work in the same classroom. If the kids "walking over" are doing the same level of work as the kids in the classroom, what are we complaining about exactly? That they only tested into the 97% percentile on two out of the three modalities on the cogAT?
Helen Schinske
No complaints from me (except as I mentioned, the difficulty in knowing what is expected from two teachers instead of just one). Our Spectrum-qualified child would benefit from such an arrangement, and it would be a major incentive to enroll in the gen ed program at Lowell next year.
Forgive me for my ignorance of process and terminology. This is a steep learning curve for me.
North Seattle Mom, I am eager to learn more about how this works in Spectrum programs in your cluster. What schools specifically, and what subjects?
It seems to work just fine since if the kid is not working out they go back to gen ed,