UPDATE: New CHS Guidance Director Uses Access & Equity Plan to Force my Daughter to Stay in AP Class

susan1014 said:

What in the world does it mean to say "additional supports will be provided within the classroom setting"?

Who knows?

But its ironic when there may be no resource to move down a level there are resources to provide additional supports.

I'm missing the irony. I don't know the answer to susan1014's question, either, but Ms. Aaron indicated that the resources she was referring to concerned scheduling (class size, class availability). In-class support sounds to me like a different set of resources. If, again, I understood her correctly.

My kid's Geometry teacher said in an email that CHS math teachers are now offering students opportunities for unit recovery that allows them to revisit a unit they were not proficient in by having them demonstrate mastery on formative assessments at a pace more suited to them. Thi could be what Mrs. Aaron was referring to.

That sounds terrific, but it does not seem like it's suitable for the OP's daughter. They should just let her drop down to AB. Is Dr Beattys still there? I wonder what her view would be (my wild guess is that she would think it's more important to grasp calc than to half-grasp BC).

If there is even a slight bit of this that has to do, as the OP suggested in their original post, the access and equity program, it's prima facie evidence that employees are managing to the letter and not the spirit of the program.

There is no circumstance where the answer to a student concern can be met with "that'll mess up our numbers....and when I say 'our' numbers, I mean my bosses numbers, not your grades or educational attainment. Take one for the team, and when I say 'team'......"

Stay on them. Looks like you may be the only one primarily focused on your kid's education.

I think the points raised by Principal Aaron regarding class size management are valid. However, I am wondering if there is any information on the number of students:

1. Who selected a level higher than what was recommended.

2. Who wish to transfer to a low level because they are struggling at a higher level.

If the number of transfer requests is low, then it would seem to me that class size concerns are more of a possible problem than a real problem. Also, I would think transfer requests could be reviewed on a case by case basis since some classes may have openings where others do not.

I have had this experience this year and last year regarding a change in class, this year it had to do with level and teaching style. I agree, they did not work out the strategies fully and it is affecting the students. I have always had a sense that this district has difficulty "finding an identity, dealing with race and a wide array of socio-economic status and lives in the shadow of Millburn.

The personnel cuts are hurting the students, it doesn't allow students to develop strong relationships with faculty if the can't meet before and after school, There are at least 3 supervisory positions opened. I'm assuming that they are not looking to replace them or they would have for this year.

Sadly, we need to brace ourselves, more students will be hurt by this policy and then, if brought to the Board collectively maybe they will listen

These are some of the risks of letting students/parents choose to put a student in an advanced course instead of a relying on a teacher recommendation/testing. Moving anyone from one class to another after the school year begins is not that easy since it may impact multiple classes in the student schedule. They staff based on expected class size. If say, 5-10% of students in advanced level courses wanted to down shift, this could cause scheduling chaos. I sympathize with the OP but I also sympathize with the staff who don't have the resources to accommodate everyone who realized they made a mistake in their choice. Are any schools as flexible as this community expects them to be?

To circle back to the original post- schedule and staff weren't the original reasons given for the inability to move. The equity program was.

I'm sure scheduling could be an issue, but it's the original statement that is the problem. If the administration wants to use scheduling as an escape hatch they can do so. No need to do it for them.

tjohn said:

I think the points raised by Principal Aaron regarding class size management are valid. However, I am wondering if there is any information on the number of students:

1. Who selected a level higher than what was recommended.

2. Who wish to transfer to a low level because they are struggling at a higher level.

From The Village Green:

(Editor’s Note: A district spokeswoman said that the district should be able to provide information on the number of students who opted for a higher level sometime this week, as well as answer questions about how many students have subsequently asked to move down a level, and what supports and accommodations are in place or in the works for students opting up or down.)

NizhoniGrrrl said:

These are some of the risks of letting students/parents choose to put a student in an advanced course instead of a relying on a teacher recommendation/testing. Moving anyone from one class to another after the school year begins is not that easy since it may impact multiple classes in the student schedule. They staff based on expected class size. If say, 5-10% of students in advanced level courses wanted to down shift, this could cause scheduling chaos. I sympathize with the OP but I also sympathize with the staff who don't have the resources to accommodate everyone who realized they made a mistake in their choice. Are any schools as flexible as this community expects them to be?

Do we know that the OP's daughter ignored a recommendation to take the lower level class?

BaseballMom said:

Is Dr Beattys still there?

She retired in December. The new STEM supervisor is Jameel Misbahaddin.

As a public service to Emmanuel Arguelles: Mr. Arguelles is not the supervisor. Repeat: Mr. Arguelles is not the supervisor. (He filled in after Dr. Beattys left, but the message that he is no longer in the role apparently has been slow to reach parents, who keep emailing him with issues as if he were. He was good-humored about it on Back to School Night, but since I contributed to the misapprehension on an earlier Education thread, this is my penance.)

I know for a fact there were other kids that got their schedules changed during the 1st week of school. I guess some reasons are more valid than others, according to the school administrators.

yahooyahoo said:

I know for a fact there were other kids that got their schedules changed during the 1st week of school. I guess some reasons are more valid than others, according to the school administrators.

The school makes no bones about its belief that some reasons are more valid than others.

DaveSchmidt said:

I'm missing the irony. I don't know the answer to susan1014's question, either, but Ms. Aaron indicated that the resources she was referring to concerned scheduling (class size, class availability). In-class support sounds to me like a different set of resources. If, again, I understood her correctly.

I don't. One thing I know is schools having worked in the programming office at NTHS in NYC and assisting the AP for Administration in certain tasks.

One thing we always found easy is the rescheduling of students. We did over 100 a year.

Giving extra resources in class isn't easy, more difficult than rescheduling. All students need resources and when you give extra to one, you take from another.

This also applied to other school I've deal with - WC Bryant, G Westinghouse, Jan Addams and the of happy memory Central Commercial HS.

But maybe CHS is so very, very special.

Or things have changed.

ps - also, students didn't have to fill out a form. It was talk to teacher, go to guidance (often without talking to teacher), guidance would send a note to programming, programming would then put the new schedule in the HR teacher's mailbox to be given to the student. Three days.

BG9 said:

One thing we always found easy is the rescheduling of students. We did over 100 a year.

We might get a better idea when the drop-down figures come out (though they're only a portion of the rescheduling total), but if over 100 requests a year are deemed a manageable norm, I'd be surprised if CHS wasn't indeed very special.

On day 3 or 4 of school. my child asked to move up a level (with our full support). The request was denied by the GC, Director of Guidance and Principal for the same reasons given to the OP. Frustrating.

Just to clarify, CHS knows that there' s a Calc AB class that my daughter could join without affecting any other class (it would take up one of her 3 unasked-for study halls). The class is under-filled and its teacher approves of her joining (just as the BC teacher approves of her moving). She was not in any way counseled against taking the BC class last spring.

She realized within the first week that she was in over her head and asked for an appropriate and feasible alternative that was approved by both Calc teachers and her guidance counselor.

The reasons this is dragging into its THIRD week is 1) CHS rushed into a policy (which overall I support) without thinking it through and 2) the Director of Guidance and/or the administration decided that their only response would be a categorical refusal to let her transfer. Either she has to stay in a class she can't manage or drop out of math entirely in her senior year.

- edited for grammar

cypress said:

On day 3 or 4 of school. my child asked to move up a level (with our full support). The request was denied by the GC, Director of Guidance and Principal for the same reasons given to the OP. Frustrating.

A&E Lite.

Rivoli said:

Just to clarify, CHS knows that there' s a Calc AB class that my daughter could join without affecting any other class (it would take up one of her 3 unasked-for study halls). The class is under-filled and its teacher approves of her joining (just as the BC teacher approves of her moving). She was not in any way counseled against taking the BC class last spring.

She realized within the first week that she was in over head and asked for an appropriate and feasible alternative that was approved by both Calc teachers and her guidance counselor.

The reasons this is dragging into its THIRD week is 1) CHS rushed into a policy (which overall I support) without thinking it through and 2) the Director of Guidance and/or the administration decided that their only response would be a categorical refusal to let her transfer. Either she has stay in a class she couldn't manage or drop out of math entirely in her senior year.

I'm at a loss for words.

Assuming they'll let her officially change after first quarter, what would happen if she just started attending the AB class? It's during a currently scheduled study hall anyway, and the teacher agreed to have her. Then she won't be behind. She can treat the BC class as s study hall, quietly doing work.

Because her grade in the BC class could affect her college admission.

shoshannah said:

Assuming they'll let her officially change after first quarter, what would happen if she just started attending the AB class? It's during a currently scheduled study hall anyway, and the teacher agreed to have her. Then she won't be behind. She can treat the BC class as s study hall, quietly doing work.

so is the decision being made by the new director of guidance or the principal? In either case it seems inflexible and not meeting the needs of the students.

spontaneous said:

Because her grade in the BC class could affect her college admission.

shoshannah said:

Assuming they'll let her officially change after first quarter, what would happen if she just started attending the AB class? It's during a currently scheduled study hall anyway, and the teacher agreed to have her. Then she won't be behind. She can treat the BC class as s study hall, quietly doing work.

Ah, good point. Forgot about that.

Maybe she can talk about this experience in her college essay? Being faced with a challenge and having no way out but forward? It really stinks that they won't let her change her schedule. With all the details you've provided it really makes no sense. Now that she has no alternative she will need to plow ahead and make the best of it. Using the challenge as an essay topic would also explain any dip in her math grade and show her ability to adapt and persevere.

I just hope that she doesn't develop anxiety attacks or depression over this situation. In that situation, she could have to see a mental health professional briefly, who might write a letter describing the adverse effects on her psychology for continuing in the class. I wonder how the school would respond then.

I just don't understand this. But, I must say that dealings with the Guidance department were not high on my family's list among our mostly very positive experiences at CHS.

As a Mom of 3 grown children who has never dealt with this policy, but has dealt with a world of trouble at the schools, I say don't give up. There was a time when I was at the school almost everyday to get my kids what they needed. I suspect you can't just go to school to fight for them anymore (ala Beverly Goldberg), but you can and should continue the fight. I agree with those who say there are always exceptions. This is your stance: 'You don't get to ruin my daughter's records and/or chances in college. I won't allow it.' Keep fighting. Don't give up. Don't give in. You are her best advocate. You can go as far as you need to go to get this resolved. I hate the saying, "the squeaky wheel gets the oil", but it's a cliche for a reason.

DaveSchmidt said:

From Ms. Aaron's remarks on Back to School Night, courtesy of The Village Green:

The new Access and Equity Policy was intended to allow students to select courses at the level of academic rigor of their choice. Now that school is underway it is important that we utilize all of the available resources to support students in their selected level. We are in the process of establishing guidelines that would allow a student to discuss the advantages and/or disadvantages of moving down a level after the first marking period. Please realize that just as budgeting, staffing, teacher certification, classroom size and facilities all impacted scheduling, the same holds true when we explore possible options of moving down a level. Resources are limited. If a student is unable to move down a level, additional supports will be provided within the classroom setting. These guidelines will be reviewed, modified and updated on a regular basis as we continue to move forward with the implementation of the new Access and Equity Policy.

Rivoli said:

Just to clarify, CHS knows that there' s a Calc AB class that my daughter could join without affecting any other class (it would take up one of her 3 unasked-for study halls). The class is under-filled and its teacher approves of her joining (just as the BC teacher approves of her moving). She was not in any way counseled against taking the BC class last spring.

She realized within the first week that she was in over her head and asked for an appropriate and feasible alternative that was approved by both Calc teachers and her guidance counselor.

The reasons this is dragging into its THIRD week is 1) CHS rushed into a policy (which overall I support) without thinking it through and 2) the Director of Guidance and/or the administration decided that their only response would be a categorical refusal to let her transfer. Either she has to stay in a class she can't manage or drop out of math entirely in her senior year.

- edited for grammar

@Rivoli , has there been any resolution for your daughter?

Honestly I just think this is crazy. Going from BC to AB is not like she's asking to drop down multiple levels. I agree with Jasmo - I'd get a letter a from a doctor saying this is causing distress. There should be more flexibility for seniors - that grade is going to be important on her applications.

eliz said:

There should be more flexibility for seniors - that grade is going to be important on her applications.

Another honest question, from a parent of another senior: If the rest of the transcript is solid, how important to a selective college is a low grade in the first quarter of a highly challenging senior-year class?