HS Teachers, I'm curious-- do this semester's grade distributions look different from prior years?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A Separate Peace was one of our summer reading books before starting 9th grade. Ditto for my DS. I haven’t heard of the other book. Is it really a graphic novel? If so, that’s something kids can read on their own. That’s sad if that’s what they are reading in school as an assignment.

The Magic Fish is an LGBTQ+ graphic novel that takes about a half hour to read cover to cover.

I’m actually shocked that the Moms for Liberty aren’t opting out of this.

https://www.amazon.com/Magic-Fish-Trung-Nguyen/dp/1984851594/Ik

Why are you surprised there’s a brown person on the front.

Hes not brown. He’s yellow

[Anonymous]

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Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not going to try to figure out the mess of the quote thread from my original post about all my kids having zeros.

We do graded work in class every single day. Most PP assignments are assignments that are designed to be done in a single class period. the AT assignments are assignments that will be worked on over 2-3 days. Everything we do in my class can and should be completed in class with no expectation of actual homework. However, if they don't use their time in class wisely, they then have to do it at home. The issue is that a lot of these 9th graders seem to think that they don't have to finish or do anything at home.

I even tell my kids at least 3-4 times a semester that turning in an incomplete assignment can still potentially earn them a 50% which is better than a 0. They still won't do it. They complete 70% of the assignment in class and then throw it away when they leave the room. It's weird but hopefully they get the wake up call they need

Do you at least expect your English students to read the books on their own? Or are you giving them time in class for that too? This sounds like very low standards and expectations, but I realize that is built into the MCPS-written curriculum.

As a matter of fact, I am an English teacher and yes we do the reading in class. PDF and Audiobook versions of the book are available on Canvas for students to follow along at home but it's not required. Sadly, we don't actually require the students to read the entire book but rather selected close reading passages. If they choose to read the rest of the book that's on them.

That is pathetic.

It really is. I hate that i have to do it this way but its the only way we can ensure the kids read ANY of the book. One of my colleagues required kids to read at home and not shockingly only 1 of 20 kids in the class made it past page 6 before giving up.

Do they have a paper copy of the book or just a pdf? If just the latter, it’s not surprising that they don’t read all of it.

[Anonymous]

Anonymous wrote:From what I’ve heard, UMD and the state had to pressure MCPS to do something about their ridiculous grade inflation because UMD was admitting MCPS students with high GPAs who can barely write a paragraph and need remediation in middle school math

IMHO the problem wasn’t the semester grading it was not allowing or requiring high expectations and providing the necessary supports of teachers/students just. Due dates should be enforced, late work should be penalized if not excused and have a timeline for completion of excused, 1 quiz retake a quarter, papers require a rough draft be submitted and a final draft until upper high school, etc. etc. Sure there might be some grade inflation but it would not be overtaking the main point of kids getting a quality education.

Explicitly Teach kids study skills and note taking skills in 6th grade and use during MS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not going to try to figure out the mess of the quote thread from my original post about all my kids having zeros.

We do graded work in class every single day. Most PP assignments are assignments that are designed to be done in a single class period. the AT assignments are assignments that will be worked on over 2-3 days. Everything we do in my class can and should be completed in class with no expectation of actual homework. However, if they don't use their time in class wisely, they then have to do it at home. The issue is that a lot of these 9th graders seem to think that they don't have to finish or do anything at home.

I even tell my kids at least 3-4 times a semester that turning in an incomplete assignment can still potentially earn them a 50% which is better than a 0. They still won't do it. They complete 70% of the assignment in class and then throw it away when they leave the room. It's weird but hopefully they get the wake up call they need

Do you at least expect your English students to read the books on their own? Or are you giving them time in class for that too? This sounds like very low standards and expectations, but I realize that is built into the MCPS-written curriculum.

As a matter of fact, I am an English teacher and yes we do the reading in class. PDF and Audiobook versions of the book are available on Canvas for students to follow along at home but it's not required. Sadly, we don't actually require the students to read the entire book but rather selected close reading passages. If they choose to read the rest of the book that's on them.

That is pathetic.

It really is. I hate that i have to do it this way but its the only way we can ensure the kids read ANY of the book. One of my colleagues required kids to read at home and not shockingly only 1 of 20 kids in the class made it past page 6 before giving up.

Do they have a paper copy of the book or just a pdf? If just the latter, it’s not surprising that they don’t read all of it.

I personally bought 20 copies of the book for one of my classes so they could take them home. I also posted 20 minute long videos summarizing and discussing each chapter. Not a single was opened all quarter.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not going to try to figure out the mess of the quote thread from my original post about all my kids having zeros.

We do graded work in class every single day. Most PP assignments are assignments that are designed to be done in a single class period. the AT assignments are assignments that will be worked on over 2-3 days. Everything we do in my class can and should be completed in class with no expectation of actual homework. However, if they don't use their time in class wisely, they then have to do it at home. The issue is that a lot of these 9th graders seem to think that they don't have to finish or do anything at home.

I even tell my kids at least 3-4 times a semester that turning in an incomplete assignment can still potentially earn them a 50% which is better than a 0. They still won't do it. They complete 70% of the assignment in class and then throw it away when they leave the room. It's weird but hopefully they get the wake up call they need

Do you at least expect your English students to read the books on their own? Or are you giving them time in class for that too? This sounds like very low standards and expectations, but I realize that is built into the MCPS-written curriculum.

As a matter of fact, I am an English teacher and yes we do the reading in class. PDF and Audiobook versions of the book are available on Canvas for students to follow along at home but it's not required. Sadly, we don't actually require the students to read the entire book but rather selected close reading passages. If they choose to read the rest of the book that's on them.

That is pathetic.

It really is. I hate that i have to do it this way but its the only way we can ensure the kids read ANY of the book. One of my colleagues required kids to read at home and not shockingly only 1 of 20 kids in the class made it past page 6 before giving up.

Why are we so allergic to failing kids who refuse to do the work? Let them deal with the consequences of not reading.

Trust me. Im the one who failed 40% of my students this semester. Only like 12% got an A.

And this is exactly what should be happening. I’m completely fine with giving kids multiple ways to read the book( paperback, large print, audiobook, pdf), based on their needs. But then we come to class to work. Class can be boring packets to see who did the work everyday with folks getting grades, or it can be engaging conversation and seminar approach with occasional written assignments. Totally up to the students.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A Separate Peace was one of our summer reading books before starting 9th grade. Ditto for my DS. I haven’t heard of the other book. Is it really a graphic novel? If so, that’s something kids can read on their own. That’s sad if that’s what they are reading in school as an assignment.

The Magic Fish is an LGBTQ+ graphic novel that takes about a half hour to read cover to cover.

I’m actually shocked that the Moms for Liberty aren’t opting out of this.

https://www.amazon.com/Magic-Fish-Trung-Nguyen/dp/1984851594/Ik

Why are you surprised there’s a brown person on the front.

Hes not brown. He’s yellow

Not to mom’s of liberty.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not going to try to figure out the mess of the quote thread from my original post about all my kids having zeros.

We do graded work in class every single day. Most PP assignments are assignments that are designed to be done in a single class period. the AT assignments are assignments that will be worked on over 2-3 days. Everything we do in my class can and should be completed in class with no expectation of actual homework. However, if they don't use their time in class wisely, they then have to do it at home. The issue is that a lot of these 9th graders seem to think that they don't have to finish or do anything at home.

I even tell my kids at least 3-4 times a semester that turning in an incomplete assignment can still potentially earn them a 50% which is better than a 0. They still won't do it. They complete 70% of the assignment in class and then throw it away when they leave the room. It's weird but hopefully they get the wake up call they need

Do you at least expect your English students to read the books on their own? Or are you giving them time in class for that too? This sounds like very low standards and expectations, but I realize that is built into the MCPS-written curriculum.

As a matter of fact, I am an English teacher and yes we do the reading in class. PDF and Audiobook versions of the book are available on Canvas for students to follow along at home but it's not required. Sadly, we don't actually require the students to read the entire book but rather selected close reading passages. If they choose to read the rest of the book that's on them.

That is pathetic.

It really is. I hate that i have to do it this way but its the only way we can ensure the kids read ANY of the book. One of my colleagues required kids to read at home and not shockingly only 1 of 20 kids in the class made it past page 6 before giving up.

Do you feel this way about dyslexic students??

It’s because of those students we read in class exclusively and not at home. I do small groups with my students who need it

It’s not because of those students it’s because it’s the best way to teach.

It’s not pathetic that they can’t read a whole book in the same amount of time you need them to to teach it, btw.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not going to try to figure out the mess of the quote thread from my original post about all my kids having zeros.

We do graded work in class every single day. Most PP assignments are assignments that are designed to be done in a single class period. the AT assignments are assignments that will be worked on over 2-3 days. Everything we do in my class can and should be completed in class with no expectation of actual homework. However, if they don't use their time in class wisely, they then have to do it at home. The issue is that a lot of these 9th graders seem to think that they don't have to finish or do anything at home.

I even tell my kids at least 3-4 times a semester that turning in an incomplete assignment can still potentially earn them a 50% which is better than a 0. They still won't do it. They complete 70% of the assignment in class and then throw it away when they leave the room. It's weird but hopefully they get the wake up call they need

Do you at least expect your English students to read the books on their own? Or are you giving them time in class for that too? This sounds like very low standards and expectations, but I realize that is built into the MCPS-written curriculum.

As a matter of fact, I am an English teacher and yes we do the reading in class. PDF and Audiobook versions of the book are available on Canvas for students to follow along at home but it's not required. Sadly, we don't actually require the students to read the entire book but rather selected close reading passages. If they choose to read the rest of the book that's on them.

That is pathetic.

It really is. I hate that i have to do it this way but its the only way we can ensure the kids read ANY of the book. One of my colleagues required kids to read at home and not shockingly only 1 of 20 kids in the class made it past page 6 before giving up.

Do they have a paper copy of the book or just a pdf? If just the latter, it’s not surprising that they don’t read all of it.

I personally bought 20 copies of the book for one of my classes so they could take them home. I also posted 20 minute long videos summarizing and discussing each chapter. Not a single was opened all quarter.

That sucks, you definitely should not have had to do that. We desperately need real, paper books and:

- remedial classes for 9th graders who can’t read a 100pp 4th-grade level book
- “on-level” for 9th graders who are able but don’t want to
- “honors” for kids able and willing to read 9th graders who are level books

[Anonymous]

^ 9th grade level books

[Anonymous]

I spend like 20% of my income on my students. I buy them supplies, books, meals etc. Even bought a kid new shoes.

Its just money. I will make more and I cant take it with me when i die. Which will be sometime soon

[Anonymous]

Anonymous wrote:The downside is when a kid has a tough first quarter in a class, gets a B (84.5)for whatever reason then tries really hard and has a 93 for the second quarter, but still ends up with a B for the semester as if they hadn’t tried hard the last half. Sort of demoralizing for that kid. Seems like they could find a way to do this where an A above a certain level means the semester remains a A? That is upward trajectory of effort and skills, is it not? Makes some kids feel like “ why did I put in so much more effort if I still end up with the B?” (Or C in some other cases for others other there I am sure)

In the past, the final exam helped in this respect. If a student had a B and an A (either order), the final exam decided the semester grade. Teachers would help students learn the concepts so that they could do well on the final. Last year, it was simply about doing the assignment.

[Anonymous]

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Anonymous wrote:First year teacher here so i cant compare to previous years but 40% of my 9th graders failed semester 1 of Honors English 9

??? Are you in a low-income neighborhood?

I am outside the Beltway. That is all i will say

That's unusually low. If it's in-line with your school's previous achievement, it's not you. If it's not, it's you. Be prepared to document how you did things.

It was because of zeros. We had 12 AT assignments and 12 PP assignments in Q2. 24 assignments. The kids who failed on average had 18 missing assignments. I even disobeyed the grading policy and had unlimited deadlines. Nothing. Even the

I hope you reached out to your team lead or department head to assist you in managing this. You have terrible or even catastrophic stats and really need to figure out how to work through this if you expect to keep your job. I’m not a teacher but it seems like there have to be strategies beyond extending due dates to get kids to a passing level.

Teacher here at a different school. This is not that unusual actually. Assuming that the previous teacher is at a low income/high immigrant school, you will be shocked at how appalling attendance can be. Two years ago, I had a kid who attended 5 days of school out of a full year and administrators pressured me to pass her so she could graduate. That stuff is harder to pull off now - as it should be.

You're right that I am shocked. It doesn't surprise me that some kids have bad attendance and, probably in most cases, consequently bad grades. But the numbers are what shock me. Especially given that it's an honors course. I don't understand why kids who have poor attendance would even be signing up for honors classes. Regardless, at this point, though, I would think that at least some of that would be weeded out by the attendance policy that calls for disenrollment after a certain number of absences - which actually happened to one of my kids who had to be out for medical reasons.

You mention that part of what shocks you is that this is an Honors Course. I am also a 9th grade English teacher in MCPS. Keep in mind that, at the majority of schools, Honors English is the only course offered. I've been teaching in MCPS for 28 years. I started in middle school, and for the first decade of my teaching career, the material I was teaching to 7th and 8th grade honors students was significantly more challenging than the current "honors" 9th grade curriculum. High achieving students are at such a disadvantage under the current system because there is such a wide disparity in the abilities of students that we are practically teaching the "honors" course at a remedial level.

The powers that be would tell you that "differentiation is key", but in a class of 30 students, you cannot possibly teach anyone at a level that is truly honors. In a given section, I might have half a dozen students who are diligent, high achieving students. In addition, I might have 6-8 IEP students, 3-4 ESL (English as a second language - remember these kids are being put directly into our English classes for the most part), and a handful of 504 students. Over half the class has some set of accommodations that I am legally bound to meet, along with others who probably need accommodations but have yet to be identified as such. Trust me when I say that it is the bright, capable students who want to be challenged that are falling through the cracks. If you are the parent of such a student, I highly recommend having them take as many AP courses as possible because they are the only "real" honors classes being offered in many cases.

And have you seen the literature on the new English curriculum? The novel choices in Quarter 1 include All American Boys, A Separate Peace, and a graphic novel. While the subjects may be appropriate for 9th graders, the reading level of these books is about 6th grade or so. Compare this to the literary quality of books like To Kill a Mockingbird, Romeo and Juliet, and Of Mice and Men.

And no one is reading A Separate Peace. It's ridiculous.

The new curriculum for MS is harder than the 9th grade English curriculum for "honors" courses. Pathetic.

We gave our 9th graders the option to read A Separate Peace and 100% of them chose to read the graphic novel The Magic Fish instead

Well of course (most) kids aren't going to choose to read A Separate Peace over a graphic novel on their own! That's why there are teachers to assign them books.

Agree - why would teachers give kids this option?

The inmates are running the asylum.

The idea is that students will be more engaged in the learning if they are given options. The idea is also that students inherently care about school, want to learn, and enjoy being challenged.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I kept a running tally all semester of how many times I had to tell each student to get off their phone, put headphones away, get off youtube or games, etc. Last week I checked to see which students would fall a percentage point short of the next higher semester grade. Students who had less than 3 strikes, I made sure I found that extra percentage point somewhere in their MP2 grade and bumped them up.

Is it fair to the student who barely missed an A but had a phone addiction? Maybe not. Do I care? Nope. Sometimes it pays to follow the rules

Teacher here. I like this approach. I bumped up a few kids who were on the edge of a higher grade if they actively engaged in class (asked and answered questions consistently, etc.,) and a few who showed strong effort and a genuine interest in learning

Do you just give them a higher grade than deserves on assignments? Because extra credit is not allowed under the grading regulation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A Separate Peace was one of our summer reading books before starting 9th grade. Ditto for my DS. I haven’t heard of the other book. Is it really a graphic novel? If so, that’s something kids can read on their own. That’s sad if that’s what they are reading in school as an assignment.

The Magic Fish is an LGBTQ+ graphic novel that takes about a half hour to read cover to cover.

I’m actually shocked that the Moms for Liberty aren’t opting out of this.

https://www.amazon.com/Magic-Fish-Trung-Nguyen/dp/1984851594/Ik

Why are you surprised there’s a brown person on the front.

Obviously becauee it’s an LGBT book.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I kept a running tally all semester of how many times I had to tell each student to get off their phone, put headphones away, get off youtube or games, etc. Last week I checked to see which students would fall a percentage point short of the next higher semester grade. Students who had less than 3 strikes, I made sure I found that extra percentage point somewhere in their MP2 grade and bumped them up.

Is it fair to the student who barely missed an A but had a phone addiction? Maybe not. Do I care? Nope. Sometimes it pays to follow the rules

Teacher here. I like this approach. I bumped up a few kids who were on the edge of a higher grade if they actively engaged in class (asked and answered questions consistently, etc.,) and a few who showed strong effort and a genuine interest in learning

Do you just give them a higher grade than deserves on assignments? Because extra credit is not allowed under the grading regulation.

Yes. A 18 out of 20 becomes a 19. A 45 out of 50 becomes a 47. I'm not giving an A on an assignment to a kid who originally had a D or anything like that.