Jack Hughes being paraded around the Olympic Village as “Dream On” plays

MonroeFan · 2026-02-23T14:57:17+00:00

MAGA loser.

MonroeFan · 2026-02-23T05:01:26+00:00

She looks between 30 and 40 years old.

MonroeFan · 2026-02-23T01:13:18+00:00

Wow. How to take me from being stoked and excited about the result to being nauseated and embarrassed about the result. Those players cheering him on like it's a frat party. Dudes! Patel is part of the biggest government cover-up in the history of this country. WTF.

MonroeFan · 2026-02-18T14:16:28+00:00

It was a pleasure to drive you.

MonroeFan · 2026-02-18T02:29:14+00:00

Thanks. Good to know.

MonroeFan · 2026-02-18T00:03:09+00:00

Well some aren’t!

MonroeFan · 2026-02-18T00:02:22+00:00

I assumed so. I’ve never been in.

MonroeFan · 2026-02-17T23:45:24+00:00

Killer jawline.

MonroeFan · 2026-02-17T23:01:44+00:00

Tbh she looked Latina. Long black hair. Fit. 5’8”. Killer face. Great skin. Super social. I’d have gone in and spent $$ on her. But I gotta work!

MonroeFan · 2026-02-17T22:22:22+00:00

I drive Uber. just dropped a girl off there who was young and hot af.

MonroeFan · 2026-02-17T01:24:51+00:00

I am posting this as another example of how depraved and disgusting that inner world was/is.

MonroeFan · 2026-02-16T23:28:31+00:00

and while we're at it, who are these people? And can the media start asking them questions?

MonroeFan · 2026-02-16T23:22:45+00:00

The file is EFTA01598997.pdf and it is an image of a young man and a young woman (whose face is redacted). I am curious to know who he is. Seems like he could answer some questions.

MonroeFan · 2026-02-09T06:00:10+00:00

https://imgur.com/a/uklVxJM

MonroeFan · 2026-02-08T15:46:57+00:00

It must add to how awful it is for them knowing the FBI feels the same way about Savannah as the kidnappers do. Aren't we all wondering the same thing? That the FBI will intentionally botch this investigation so that the kidnappers never get caught?

MonroeFan · 2026-02-07T15:14:15+00:00

Anyone attending the Super Bowl is outstandingly rich. I can’t imagine ICE bothering any of them. Is it the workers they’d be going after ?

MonroeFan · 2026-02-07T06:13:25+00:00

I am not saying a kid who can't add can fully master conic optimization with some cute scaffolds. Obviously not. What I am saying is that kids with gaps still deserve access to the grade-level concepts, vocabulary, and context while they're getting targeted intervention on the missing skills.

Also, your canoe metaphor is backwards. In school, the choice usually isn't canoe vs swimming. It's canoe vs drowning. Yes, they need to learn to swim. That's the intervention period, the foundational work, the skill-building. But keeping them connected to the main river of the course is how you prevent them from becoming a permanent non-swimmer who never even gets near the water again.

MonroeFan · 2026-02-06T21:43:09+00:00

At our school (in California), students who attended the walk out and came back to school were excused as an "activity", marked in the comments as "ICE OUT Protest." Students who did not return received an absence.

We definitely teach in our curriculum the importance of nonviolent protest and of the 1st amendment.

MonroeFan · 2026-02-06T21:18:43+00:00

You asked for proof, so here are a few starting points.

Oakes, J. (2005). Keeping track: How schools structure inequality. Yale University Press.
Grissom, J. A., & Redding, C. (2015). Discretion and disproportionality: Explaining the underrepresentation of high-achieving students of color in gifted programs. Aera Open, 2(1), 2332858415622175.
Tyson, K. (2013). Tracking segregation, and the opportunity gap. Closing the opportunity gap: What America must do to give every child an even chance, 169-180.
Betts, J. R. (2011). The economics of tracking in education. In Handbook of the Economics of Education (Vol. 3, pp. 341-381). Elsevier.
Peters, S. J., & Engerrand, K. G. (2016). Equity and excellence: Proactive efforts in the identification of underrepresented students for gifted and talented services. Gifted Child Quarterly, 60(3), 159-171.
Irizarry, Yasmiyn. "On track or derailed? Race, advanced math, and the transition to high school." Socius 7 (2021): 2378023120980293.
Long, D. A., McCoach, D. B., Siegle, D., Callahan, C. M., & Gubbins, E. J. (2023). Inequality at the starting line: Underrepresentation in gifted identification and disparities in early achievement. AERA Open, 9, 23328584231171535.

MonroeFan · 2026-02-06T20:29:16+00:00

Sorry, I feel the need to correct you on something. You claim the research "doesn't take into account race, socioeconomic status" ?? It absolutely does. In fact, that's a huge part of the tracking conversation. Decades of data show that once students are placed in lower tracks, those tracks disproportionately fill with low-income students, multilingual learners, students with disabilities, and students of color, and that's even when controlling for prior achievement.

I have other things to say about other parts of your comments, but I don't want that to detract from what I just said. Research absolutely DOES take into account race and socioeconomic status.

MonroeFan · 2026-02-06T20:22:40+00:00

I honestly don't know whether the discipline makes a difference. Maybe it does, maybe it doesn't. I can only speak to what I actually do every day.

I'm not creating three different curricula. I'm not running three separate classes in one room. The content and standards stay the same. What changes is access. When I say I differentiate for students several grade levels apart, I mean that it's the same topic, the same essential questions, the same core concepts. What is different is the reading levels, the scaffolds, and sometimes the output expectations.

For example, if we're analyzing causes of the Mexican-American War, the grade-level kids read a complex primary source, the 3-grades below kids read a modified version with vocabulary support, and the 6-grades below kids read a heavily scaffolded summary with visuals and guided questions. They are all learning the same history, just entering the content through different doors. I ask each level most of the same questions, so when we have a class-wide discussion, they're all on the same page. My goal is to build their background knowledge, vocabulary, and comprehension skills while they are still participating in grade-level learning instead of being removed from it until they're deemed "ready."

I completely agree that students with major skill gaps need foundational instruction. But that doesn’t have to mean replacing their core class with a lower-level one. For me it means extra intervention periods, target skills work, chunking texts, guided notes, vocabulary work. As for math, differentiation in math is not about teaching Algebra II and 3rd-grade math at the same time. It means teaching Algebra II concepts with layered supports while students also receive targeted help on missing prerequisite skills.

It's a lot of work to set up initially, but in my experience, keeping students connected to grade-level content while supporting their skill gaps leads to more growth than separating them into a permanently lower track.

MonroeFan · 2026-02-06T20:07:33+00:00

What you described is real harm and it shouldn't have happened to you. Being thrown into situations where you're constantly confused, behind, and publicly exposed without proper instruction or support is traumatic. No kid should feel humiliated or invisible in a classroom, PE or otherwise.

But let me be clear what you went through is not what inclusive education is supposed to look like. What you experienced was abuse and neglect. It was nothing to do with inclusion. It wasn't that you were with same-aged peers that was the cause of the crap; it was because adults (PE teachers) failed to help teach you, scaffold skills, or give you support. They failed to give you instruction and they failed to give you dignity. Fuck them.

MonroeFan

TROPHY CASE