Some Arlington Public Schools parents are unhappy with proposed budget cuts that would lead to fewer weekly world language instructional hours.
The proposed 2019 APS budget includes a number of reductions that aim to resolve the “$16 million in reductions this year in the face of our continuing growing enrollment needs,” wrote APS assistant superintendent Linda Erdos in an email to ARLnow.
The budget proposal includes the following FLES, or Foreign Language in the Elementary Schools, teacher reductions:
The planning factor formula for FLES (Foreign Language in the Elementary Schools) teachers is changed. This results in a reduction of 11.5 FLES teacher positions as follows: a 0.50 reduction each at Abington, Arlington Science Focus, Arlington Traditional, Ashlawn, Barrett, Drew, Carlin Springs, Henry, Jamestown, Long Branch, McKinley, Discovery, Nottingham, Oakridge, Randolph, Taylor and Tuckahoe and a 1.0 reduction each at Glebe, Claremont, and Key. The new planning factor allocates a 0.5 teacher up to 100 students, a 1.0 teacher for 101 to 215 students, a 1.5 teacher for 216 to 340 students, a 2.0 teacher for 341 to 470 students, 2.5 teachers for 471 to 610 students, and 3.0 teachers for 611 to 770 students, and 3.5 teachers for 771 to 930 students.
Instructional time would be reduced alongside the staff reductions.
“Staff will work out the model and schedules with principals so it’s equitable for all elementary schools,” wrote Erdos.
One Arlington parent, Kelly Alexis, emailed those she referred to as “Friends of FLES,” imploring that they take time to support the program by contacting School Board members themselves and asking for more information as to how this cut was agreed upon.
Alexis also sent the following email to School Board members regarding the potential reduction:
Dear School Board Members,
I am certain that all of you share the goal of providing equitable and quality education to our elementary school children, though I do not see a unified vision.
Looking at the proposed cuts that include FLES, Arts and more, and hearing School Board members question the need for such programs, it is clear to me there is no unified vision or focus on instruction for our youngest learners and as a whole for APS. When the need for FLES is questioned even though APS has set as a strategic goal to have APS students proficient in two languages upon graduation we have an instructional management issue.
More cuts in instruction will not solve this problem, ignoring the need for ES students to have exposure to World Language will not improve test scores.
What is the School Board’s instructional vision? The Superintendents proposed budget’s FY19 Elementary School priorities are disturbing and miss the “whole child”, social and emotional well being and World Language completely, how does that even happen?* As a county we can easily put ourselves in the position to pit program against program though it will take a School Board with vision and fortitude to stick with its own strategic goals meeting the essential and basic needs of our students and ensuring that program are delivered with consistency and equity.
APS or School Board members must be able to explain to the community how they have evaluated every proposed budget addition or budget cut against that vision, and how they have arrived at each of their decisions in the context of that vision. You cannot continue to cut staff and access to language instruction without communicating how these actions “refine” and I assume improve (how?) World Language delivery as stated in the budget.
We cannot throw out or reduce programs such as FLES due to arbitrary questions without looking at the facts. Putting FLES against recess is ridiculous and short sighted, why not provide both? If we are going to throw out programs due to inconsistent feedback and program delivery then 1:1 should be at the top of the list. Lets review the data and look at the best practies set forth by ACTFL and see how we measure up to meet the needs of our World Language goals.
We must provide APS students appropriate resources to ensure safe learning environments, strong social emotional supports and instruction that is developmentally appropriate and evidence based. We know early exposure to language provides tremendous learning benefits, its proven with years of study. World Language acquisition is a vital skill and early exposure is essential.
We know that many APS programs are not perfect, though I feel APS is not trying hard enough and this budget process is showing true colors on priorities – SOL’s and devices in young hands prevail while humanities and Art take a back seat.
Our youngest learners deserve better and APS owes us an explanation NOW, before you cut staff and vital instructional programs through this budget process, of what your vision is in regards to FLES, 1:1 and instruction overall that does not involve an SOL test score.
Thank you for your time,
The School Board has one remaining work session to discuss and make changes to the proposed budget, on Tuesday, April 3. The School Board is set to adopt the proposed budget at the School Board meeting on Thursday, April 5.
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