The past two years have brought many challenges to our schools, our children and our educators. Irwin faced these difficulties admirably. One of the changes resulting from the challenges of the pandemic was the removal of criteria for entry into Irwin, a magnet school for Gifted and Talented children. This lessening of entry criteria has created problems for educators, and TD as well as non-TD students.

With these admission changes, Irwin’s outstanding teachers are now having to teach two curricula in order to meet the needs of a diverse group of learners in addition to the plethora of additional pandemic mandates (monitoring masking, additional cleaning and sanitizing, limiting interaction among the students, etc.) which will eventually increase burnout and the risk of educators leaving or considering leaving the profession. It is unfair to expect educators to take on this additional responsibility and continue to lead children to academic excellence without proper support and resources.

It is undisputed that children’s education has been negatively impacted by the pandemic. Without additional support from CMS, the admission criteria changes create a detrimental environment for educators and students alike, and will prove difficult to improve the academic strains the pandemic has caused.  Furthermore, many children are now struggling with mental health issues. The stretched educator bandwidth leaves little room to address these issues and ultimately the mental health of all who are involved is at stake as is the high-level quality of academic performance which Irwin has consistently achieved. The admission criteria change without the necessary resources to support that change goes against CMS’s core beliefs and commitments, namely:
• We are responsible for building and maintaining a high performing school district.
• Each student is uniquely capable and deserves an engaging, relevant, and challenging educational experience.
• Our principals and teachers make the critical difference in student achievement and building a positive school community.
• Creating safe and orderly working and learning environments.
• Securing and allocating the necessary resources to pursue our vision and mission.
• Ensuring that all students achieve their full potential.

Negative experiences for our children and educators have resulted from the pandemic and decisions made by CMS which undermine those core beliefs and commitments. Unless CMS addresses the issue of criteria for attendance at a magnet school created to meet the needs of the gifted and talented as well as supporting the school with necessary support and resources, these problems will be exacerbated and I fear that both educators and students will leave the CMS system.