tag:blogger.com,1999:blog-28765366.post3407449692422193439..comments2024-03-29T02:41:52.718-07:00Comments on Seattle Schools Community Forum: Siblings and the SAPMelissa Westbrookhttp://www.blogger.com/profile/17179994245880629080noreply@blogger.comBlogger54125tag:blogger.com,1999:blog-28765366.post-86705749582154511232010-01-10T06:55:02.315-08:002010-01-10T06:55:02.315-08:00Yes, if you go to a school where ICS is really the...Yes, if you go to a school where ICS is really the old inclusion program, then well... it might be good. But even then, it's totally sucked for a lot of kids. Take North Beach.... they suspended the incoming disabled ICS Kindergartener, said he was a "criminal" and that he should NOT be there. Well now, there's an inclusion program right down the hall at North Beach, perfectly able to handle those criminal kindergarteners, but sorry, no service will be available to the criminals in ICS. If they just suspend them, maybe they will go away. Take Montlake... they stuck the incoming ICS kid in the resource room, but then cut the single resource room staff to half time. No other support staff either. Well, what's he supposed to do the other half of the time? There's an inclusion program right down the hall at Montlake. Resource room teacher didn't want to lose more kids though, afraid her caseload would drop even more, and then maybe they'd put her to quarter time. <br /><br />Sure you're smart to worry about what happens to the inclusion teacher after most of the older kids graduate. She'll need to somehow get herself to 22:1. One common tactic is to "identify" general ed kids into the program, to maintain numbers... and staff.spedvocatehttps://www.blogger.com/profile/06856421602337448025noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-18465337895987925382010-01-08T11:01:45.909-08:002010-01-08T11:01:45.909-08:00Spedvocate--you're absolutely right about ICS-...Spedvocate--you're absolutely right about ICS--I was parroting the line that has been given me by the district when I was trying to investigate--to quote Amy Briggs: "Next year all schools will be offering ICS services."--??<br /><br />So hopefully it looks like all is well in terms of my kids staying together ... I'm just nervous bec technically my kindergartener is ICS not inclusion ... she just happens to attend a school that has an existing inclusion program, which means that she is getting services quite a bit more robust than some of the ICS parents I've heard from elsewhere. What happens to the inclusion program when the kids who are in it now graduate out? Are they just going to let it wither away, like the state under end-stage Marxism?<br /><br />Totally OT, I apologize.monkeypuzzledhttps://www.blogger.com/profile/13608058123538040521noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-75137417396954900102010-01-08T08:23:42.936-08:002010-01-08T08:23:42.936-08:00Iniatives currently being enacted:
1) MAP
2) Comm...Iniatives currently being enacted:<br /><br />1) MAP<br />2) Common Curriculum (some places, more coming)<br />3) Mainstreaming ELL and SpEd<br />4) Differentiation (not much yet, but one of MAP's purposes, in addition to targeting intervention, is differentiation based on RiT scores)<br />5) RtI - Response to Intervention; "triage" of intervention for behavior and other issues, might include academic, as per MAP RIT scores<br />6) SAP - changing demographics<br />7) Changing evaluation procedures<br /><br />Other changes, not necessarily programatic, but impacting building educators:<br />* Loss of Career Offices<br />* Loss of lunch room staff (loss of any adult in a building is a loss for students that someone must make up for)<br />* Loss/transition of many staff after last year's RIF - building dynamic changes<br />* Loss/transition of Principals and APs as they are shifted around district<br />* Loss of smaller class sizes<br />* Loss of class funding = loss of "special" and "elective" programs (contraction to core)<br />* loss of benefits stability: One-year (only) CBA contract, due for renegotiation this spring<br />* loss of deep and meaningful pedagogy to mere grouped standardized test resultsseattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-50370587179271049562010-01-08T00:22:05.487-08:002010-01-08T00:22:05.487-08:00The catch in the wording of the change Libros is p...<i><br />The catch in the wording of the change Libros is proposing might be "special education services that are not available at the attendance area school." Under the new ICS model, *all* schools theoretically offer services for all but the more profoundly affected and also medically fragile students. The reality is a bit different of course. But that's a longer issue to discuss. </i><br /><br />Very interesting MonkeyP. Not really true about ALL services being available under ICS. First off... ICS isn't really everywhere, and it's a big huge secret where it really is. And secondly, there really aren't any services in ICS since it's just the resource room. See? Fooled you. Technically, the district has always claimed that "inclusion" programs are really the same as "self-contained". Amazingly, according to union rules they ARE the same and get the exact same staffing. (ridiculous of course. we all know inclusion isn't the same as self-contained) Therefore, you're only in an inclusion program if you need it (and, in fact, can't be served anywhere else.) Technically, they would argue that inclusion isn't the same as ICS. After all, inclusion has people working there.. ICS doesn't.<br /><br />Tracey Libros has long denied any special assignment needs of families with special ed kids.. for years now. Kids at McGilvra were booted out when they graduated, even if their needs could have been met there.. because.. well, you were soooooooooo lucky to ever to have been placed somewhere so elite, and after K, you should expect much worse service as a punishment. That is, BK graduates of McGilvra were routinely assigned to Madrona instead just moving into McGilvra's first grade. The current situation is to keep all the kids at McGilvra, regardless of need, even if they wish to leave, and then... not serve them, because they removed all the staff except the one resource room teacher.<br /><br />But that is all a digression. If those are indeed the new special ed rules. Great. Your younger Monkey, can attend your inclusion kid's school.spedvocatehttps://www.blogger.com/profile/06856421602337448025noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-50382855099389069492010-01-07T22:24:01.823-08:002010-01-07T22:24:01.823-08:00Seattle Cit- you gave this paraphrase of Dr. Enfie...Seattle Cit- you gave this paraphrase of Dr. Enfield: "Most teachers are fine teachers who can easily adapt to the new program. Teachers adapt to new programs all the time - all teachers are adapting to about five new initiatives this year alone." [a reference to teachers at Clevelend]<br /><br />I guess my school nurse friend's impression is wrong. She is a sub, and has worked at many schools. Her impression is that teachers everywhere are under a lot of stress.<br /><br />I wonder what these five initiatives are. Does anyone know? MAP must be one of the five.Joan NEhttps://www.blogger.com/profile/02810050976533673804noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-91941752027962568502010-01-07T21:21:15.929-08:002010-01-07T21:21:15.929-08:00Lori said...
"Having only 500 responses to ...Lori said... <br /><br />"Having only 500 responses to the 9300 surveys sent out is causing the district to cry 'we don't have enough data' to model the transition plan properly"<br /><br />Would it make sense to do another survey, but do it properly? Ask all the necessary questions. Advertise better, ask principals to encourage the families in their school to respond?. Ask principals to complete a survey as to what they know about incoming sibs in their school community?... <br /><br />On a different issue:<br /><br />From Melissa's and other's reports on NSAP, it sounds like these families are District's pawns:<br /><br />a) having an older sib (OS) who wants to stay at a non-attendance area elementary school <br />b) also having an incoming sib(IS), and that they want to place in the ES's current elementary school.<br /><br />Do I understand correctly that the NSAP gives the District freedom to use these families to fill up undesirable/unpopular schools within the transportation service area of the family's assigned Middle School?<br /><br />Do I understand that such families (and there are many, aren't there)have to choose between being a pawn, or destabilizing the OS's social/academic life?Joan NEhttps://www.blogger.com/profile/02810050976533673804noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-37159969735869050902010-01-07T19:51:05.094-08:002010-01-07T19:51:05.094-08:00SeattleParent, I haven't a clue when or if the...SeattleParent, I haven't a clue when or if the PSAT scores are up on line. I got them in paper format. Brad passed them out and said he wanted them out as soon as possible due to public records request. However, they are kinda confusing and they don't clearly specify the norming assumptions. He was clearly worried that the data was going to lead to some outcry. I told him that some of that could be alleviated by at least making the information, especially norming information, more clear. So am I the reason for the delay? God knows. I have no power, so don't look at me.Dorothy Nevillehttps://www.blogger.com/profile/17108759281089768738noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-52459156011718196182010-01-07T17:57:20.525-08:002010-01-07T17:57:20.525-08:00Hmm, I agree with Techymom that using the extra FT...Hmm, I agree with Techymom that using the extra FTE to hire "specialists" would be good, but also understand Dorothy saying it would cost more...But some teachers will no doubt leave Cleveland, and then that FTE, combined with 1.2 funding, should allow at least, say, five or six FTE to be hired who could be more knowledgeable about the specific subject matter.<br /><br />If there's the money for ANY of this...ach.seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-51124952775402150932010-01-07T17:15:02.476-08:002010-01-07T17:15:02.476-08:00Dorothy,
Are the 2008 PSAT's available for eac...Dorothy,<br />Are the 2008 PSAT's available for each of the schools online yet? What was the C&I presentation covering at the last meeting?<br />Thanks-SPhttps://www.blogger.com/profile/12726295210572942506noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-73013585720204535902010-01-07T15:51:23.110-08:002010-01-07T15:51:23.110-08:00The thing is, money for STEM is a big issue. Sure,...The thing is, money for STEM is a big issue. Sure, there are other ways to staff the school and the extended day. But I spect that simply making current staff all 1.2 employees is by far the cheapest. Keeping some at 1.0 and hiring extra part time staff will cost more. Even if, and here I agree with Techymom, it might make much more sense for the success of the program.<br /><br />Plus, aren't they simply purchasing a canned curriculum from NTN? So, why not just use the canned curriculum scripted with fidelity of implementation? You don't need experts for that. (that's a snark, in case anyone missed it.)Dorothy Nevillehttps://www.blogger.com/profile/17108759281089768738noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-73694355718429416512010-01-07T15:49:06.336-08:002010-01-07T15:49:06.336-08:00The way I took the STEM teacher discussion was tha...The way I took the STEM teacher discussion was that the teachers at Cleveland determine their own career path. I think they should get first preference if they stay, do the development and are committed to the program. However, the district should be opening this up, now, to any and all teachers. We want the most committed teachers on-board and to nameby-pamby around while Cleveland teachers decide is wrong. (There was no definite date given for when Cleveland teachers have to state their preference.) <br /><br />One board director told me about grave doubts because of the teachers. This director stated that the BioTech program at Ballard started with professionals in the industry, not teachers and the director felt like that's why it was successful. Suffice to say, this director is worried.<br /><br />As well, I concur with the pushback on STEM from the Board. I;ll write a separate thread on it.Melissa Westbrookhttps://www.blogger.com/profile/12588239576000641336noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-73686788247395896202010-01-07T15:32:16.303-08:002010-01-07T15:32:16.303-08:00Of course not everyone with those skills is a good...Of course not everyone with those skills is a good teacher, just like not every good teacher has those skills. There is a set of people who are good at both, and it would be nice to recruit a few. There are also a fair number of unemployed technical people out in the world right now, and some of them may be good at teaching (with appropriate training, of course). <br /><br />Just as it's not always possible to turn an engineer into a teacher, it's not always possible to turn a teacher into a teacher of engineering (or any other specialized field).<br /><br />It would be nice if this new technical school had a community of teachers that included both those who are stronger at teaching than technology and those who are stronger at technology than teaching.<br /><br />And, there are two ways to increase hours by 20%: Increase the hours of your existing employees or add new employees (or some combination). Hiring a couple of really strong technical people to compliment the teaching staff is one thing that could be done. Personally, I think the combination would make the school stronger. Again, that's no more an insult to teachers than it is to engineers and mathematicians.TechyMomhttps://www.blogger.com/profile/04650916001250022778noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-45243456328851521852010-01-07T15:07:39.194-08:002010-01-07T15:07:39.194-08:00"It would be very nice if all teachers in Sea..."It would be very nice if all teachers in Seattle were PhDs, but this is hard to accomplish."<br /><br />No, it most certainly would not be particularly good if all the teachers in Seattle were Ph.Ds. Getting a Ph.D is a pretty esoteric activity requiring specialized focus in a particular content area. People who have one are not particularly well suited to teach in a high school classroom. <br /><br />"Would they be qualfied to teach math or science at a community college or university?"<br /><br />We often assume that Ph.D's are qualified to do this -- but they're often not. Frankly, they're most often not. They learn on the job, and some acquire teaching experience along with the reserach required for the Ph.D. Others are naturally talented in teaching. But, we let Ph.D's who fall in none of these groups teach any way, because we value or respect their esoteric knowledge, and because we want them to teach others to learn to acquire that knowledge. <br /><br />That does not, emphatically, make them good high school teachers. The skill sets required for doing original scientific research (or building bridges) is quite different from the skill set required to communicate that information to others. It'd be fabulous if we could find people who can do both, but, honestly, those people walk on water. Most muddle at one or the other. For bridge builders, we're will to take muddly communicators who know their stuff. They wouldn't be good teachers.zbhttps://www.blogger.com/profile/13205346985598789513noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-35373550237584202672010-01-07T14:59:08.738-08:002010-01-07T14:59:08.738-08:00SC, the district does not say that kids get an &qu...SC, the district does not say that kids get an "advanced" study of LA, so there's not as much need for advanced teachers. However, getting an "advanced" and rigorous course in engineering is going to require interactions with real engineers.Dorothy Nevillehttps://www.blogger.com/profile/17108759281089768738noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-418654394356406392010-01-07T14:41:23.036-08:002010-01-07T14:41:23.036-08:00Point taken, Techymom, and perhaps I misread and m...Point taken, Techymom, and perhaps I misread and misheard the tone.<br /><br />That said, how many PhDs are teaching Language Arts? How many LA teachers are qualified to teach in college?<br /><br />I guess my point is that teachers are not, generally, PhDs. Yes, the expectation would be that they are masters in their fields, perhaps with even some real-world experience, but most of the teachers I know are masters of flexibility who can teach just about anything.<br /><br />And remember that they aren't teaching to the PhD level, they are teaching to the high school level.<br /><br />It would be very nice if all teachers in Seattle were PhDs, but this is hard to accomplish. I understand your point about this being a very specific kind of school, and we hope that the teachers have that very specific kind of knowledge, but what does this say about other schools and programs? How can we get highly trained (and salaried....a PhD is rather expensive to obtain and those with them often do other things...) specialists in every conceivable position, particularly if teaching demands that teachers adapt to new needs and demands almost yearly?seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-82195924625486291492010-01-07T14:36:04.074-08:002010-01-07T14:36:04.074-08:00Seattle Citizen. It wasn't just Harium that ra...Seattle Citizen. It wasn't just Harium that raised an eyebrow over that news. I believe that was part of DeBell's skepticism as well, but I can't recall for sure.<br /><br />I have no idea what sort of teachers are at Cleveland. But this is a brand new thing that will require a different skill set and a lot of technological agility for the teachers. It is very different from what they've been doing.<br /><br />Now Cleveland doesn't have a reputation currently for academic success. In fact, their 11th grade PSAT scores from 2008 are almost the lowest of the district. <br />(Critical Reading 33.3, Math 37.5, Writing 34.3) Like Charlie points out, the teachers could still be wonderful and doing wonderful things with these kids. We don't have enough data to tell. But teachers dedicated to working with this population and successful with this population are not necessarily the same teachers that would be successful with STEM.<br /><br />Maybe some of the best will decide that they can't work an extended day for family or personal reasons. So there ought to be flexibility with that, keeping or recruiting good teachers who might only be there 6 periods.Dorothy Nevillehttps://www.blogger.com/profile/17108759281089768738noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-81697536173476227922010-01-07T14:35:20.341-08:002010-01-07T14:35:20.341-08:00I stayed for the board meeting last night, and lea...I stayed for the board meeting last night, and learned a few things.<br /> <br />1. Transportation presented data last night in such a way as to give the impression that the district wil save a lot by having a 1-yr transition plan ("NSAP[1]") instead of having a 5-yr transition plan ("NSAP[5]"). <br /><br />If data presented last night is put in appropriate context, one realizes the following:<br /><br />Choosing NSAP[1] over NSAP[5] will save an average of $800,000 per year over the next five years<br /><br />Cost of implementing NSAP[5] is inconsequential compared to the size of the District's operating budget: $550 Million this year.<br /><br />This is, of course, not how the District presented the data. <br /><br />It was Kay who seemed to see first that the data as presented was overblowing the significance of the savings of choosing shorter duration for the transition plan.<br /><br />2. A solution for Sibling Grandfathering?<br /><br />I learned last night it is technically infeasible for the District to add the sibling grandfathering rule that parents want into the "old system." The reasoning I heard from Tracy Libros was very convincing.<br /><br />I learned that, under the old system, some of the enrollment forms are processed manually. You wil see why this may be significant for sibling grandfathering in a moment. <br /><br />Tracy testified that the District has 17 idiosyncratic enrollment tiebreaker rules. I am not sure, but I think that it is these tiebreakers that result in some forms having to be processed manually. Thus, under the old system, some percentage of the student assignments are handled manually. The Salmon Bay preference for Thornton Creek students is an example of a tiebreaker that is processed manually.<br /><br />This information leads me to the question of whether sibling grandfathering could be implemented manually. <br /><br />Of course, it will be expensive, since the # of enrollment forms that must be manually processed will greatly increase over what has been typical. <br /><br />How much is too much to pay for sibling grandfathering? If we can afford $50 Million on the BTA levy for Maria's Mistake, can't we afford even as much as several million to hire a big crew to get the manual work done within the necessary time frame?<br /><br />3. The NSAP proposes to suspend the 20% geographic set-aside for TOPS, just for the one-year transition. When asked by about this by Kay S-B, Tracy Libros was not able to give reason why the district wants to suspend the rule.<br /><br />3. Harium asked if feasible for NSAP to provide for Thornton Creek students to have Salmon Bay option. Tracy said there is no technical obstacle. She said typically only about half-a-dozen kids are affected by this. (does this sound right?)<br /> <br />4. The NSAP proposal has the effect that those students who don't have an alt school in their tranportation zone can chose an alt school, but can get yellow bus service. Harium was asked at his late nov. coffee hour to advocate for getting equitable access to alternatives, so I was listening for a question on this. He did not bring this up at the board meeting.Joan NEhttps://www.blogger.com/profile/02810050976533673804noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-2593599919185558442010-01-07T14:27:03.899-08:002010-01-07T14:27:03.899-08:00I'm sure they're very good teachers. But ...I'm sure they're very good teachers. But do they have strong science, technology, engineering and math backgrounds? Do any of them hold PhD's in these fields? Have any of them worked in scientific industry? Written software for a living? Designed a bridge, created a new drug, done original research into mathematics? Do they hold pattents? Would they be qualfied to teach math or science at a community college or university? I don't think every teacher at the school needs to have those skills, and many of the existing teachers are likely to be a good fit and do well there, but it sure would be nice to hire a few teachers who do have those skills. <br /><br />That's no insult to the Cleveland staff. Not everyone is a content expert in any field, and these technical fields require years and years of study, along with particular aptitudes.TechyMomhttps://www.blogger.com/profile/04650916001250022778noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-41522953891563991332010-01-07T14:21:44.173-08:002010-01-07T14:21:44.173-08:00i never got such a survey-- i was waiting for one....i never got such a survey-- i was waiting for one. i wonder if others didn't get one? that is a very low response rate.seattleparenthttps://www.blogger.com/profile/16174682405886497565noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-21529966963978794222010-01-07T14:00:14.515-08:002010-01-07T14:00:14.515-08:00Dorothy and Techymom,
Your comments seem to echo D...Dorothy and Techymom,<br />Your comments seem to echo Director Martin Morris: will they hire new teachers for STEM? His (and yours, seemingly) indicate that you don't feel the current Cleveland staff is "up to snuff"<br /><br />I think CAO Enfield fielded M-M's "concern" very well: there are many teachers at Cleveland, and those who might not be a good fit are talking it out with the principal, and some are leaving. But even of these, most are fine teachers, and they DESERVE superseniority.<br /><br />Most teachers are fine teachers who can easily adapt to the new program. Teachers adapt to new programs all the time - all teachers are adapting to about five new initiatives this year alone.<br /><br />Have some faith in the fine educators at Cleveland - they'll be fine.seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-27185886979417971152010-01-07T13:59:12.028-08:002010-01-07T13:59:12.028-08:00I'm pretty sure there won't be room for al...I'm pretty sure there won't be room for all north end APP sibs at Lowell, at least in K-1 next year. There is room in the higher grades. And, since they're out of cluster, they wouldn't get transportation. I do expect some kids from the Stevens attendance area who are in the Lowell walk zone and have APP sibs to end up there, but I doubt it's more than 4 or 5.<br /><br />TM only has one class per grade in the ALO, and no room for more, so probably also won't be able to accomdate many APP sibs from outside the attendance area.TechyMomhttps://www.blogger.com/profile/04650916001250022778noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-57969028986391637132010-01-07T13:58:08.612-08:002010-01-07T13:58:08.612-08:00Interesting, Maureen--I hadn't seen that yet. ...Interesting, Maureen--I hadn't seen that yet. The response I've gotten from the district is that the services my daughter receives would follow her to her attendance area school, if we wanted to move her in order to keep the kids together. <br /><br />The catch in the wording of the change Libros is proposing might be "special education services that are not available at the attendance area school." Under the new ICS model, *all* schools theoretically offer services for all but the more profoundly affected and also medically fragile students. The reality is a bit different of course. But that's a longer issue to discuss.<br /><br />Still, I feel more hopeful reading that--it gives some leverage for discussing this w/the district.monkeypuzzledhttps://www.blogger.com/profile/13608058123538040521noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-58527701251424934182010-01-07T13:39:36.956-08:002010-01-07T13:39:36.956-08:00monkeypuzzled, I'm pretty sure that isn't ...<b>monkeypuzzled</b>, I'm pretty sure that isn't your only option--Tracy Libros has proposed this change to the SAP:<br /><br /><i>–If an older sibling of an incoming Kindergarten student is assigned to a non-attendance area school for special education services (that are not available at the attendance area school),then the incoming Kindergarten student will be assigned to the older sibling’s school at the request of the family (if not assigned during Open Enrollment with sibling tiebreaker).</i><br /><br />(From slide 6 at <a href="http://www.seattleschools.org/area/board/09-10agendas/010610agenda/nsappresentation.pdf" rel="nofollow"> SAP Implementation Presentation</a> from last night's Board Meeting.<br /><br />It's pretty clear that this doesn't apply to Spectrum kids, I'm not sure about APP, sometimes they get classified as special ed, but more often not. Does anyone else know for sure?Maureenhttps://www.blogger.com/profile/18444916440000921599noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-20301101727634347982010-01-07T13:04:18.248-08:002010-01-07T13:04:18.248-08:00Blumhagn and lendlees, there is no exception being...Blumhagn and lendlees, there is no exception being made for sibs of special ed students. They are not being given priority. It's hard to believe that the option we're being given to keep our family together is to take my older daughter out of her very successful inclusion program--but there you are.monkeypuzzledhttps://www.blogger.com/profile/13608058123538040521noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-83092225751321546092010-01-07T13:00:21.252-08:002010-01-07T13:00:21.252-08:00Don't forget that all elementary schools have ...Don't forget that all elementary schools have been mandated to have a formal ALO (advanced learning opportunity) program by this fall. There will be no *need* to attend another nearby school for Spectrum in the very near future, or so goes the district's thinking. <br /><br />If all schools offer advanced learning opportunities, then your current Spectrum student can be accommodated at your reference school, if that's where they have room to keep your children together. It seems to me like this has been flying a bit under the radar, but I wonder if the long-range plan is to do away with programs like Spectrum and APP and just have every student attend their local school with the claim that children of all abilities can have their needs met? It would save a lot of money if the district didn't have to do gifted testing each fall and bus children to certain non-local schools based on test results.Lorihttps://www.blogger.com/profile/07777580098975083499noreply@blogger.com