Big proposed class size increases for Title 1 and focus schools next year

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Wow Taylor has some serious cojones to do this to low income elementary schools when outcomes are so bad.

And his budget one pager makes it look like he is adding funding to increase equity when he is almost certainly reducing funding for low income schools.

SMH

Outcomes are going to be bad no matter what. It doesn't matter if the class sizes are 5, 10, 20, or 30. Staffing should be the same as all the other schools.

If class size doesn't matter then why do you want smaller class sizes for your kid?

Less class clowns per class = less teacher distraction = more attention on rach student.

So the poorest kids with the worst outcomes don't need extra attention but yours do?

I am having a hard time understanding the issue with poor families. I come from another country with much less wealth than US. Education was seen as a priority in all families, poor or wealthy. There was a push from inside the family to be be good in school. If one misbehaves, one is disciplined at home. Here we have so much entitlement. If so much money was invested in smaller classrooms, where are the results? How do we have so many failing students?

Exactly. It doesn't matter how small the classes are in the low performing schools. It is a complete waste of resources.

It's not, though. Yes, there are absolutely kids who are borderline impossible to reach, or whose daily life is so traumatic and/or chaotic that they struggle to function in school.

But we don't really have any choice but to try to reach them, because the alternative is creating a permanent underclass with no possibility to escape generational poverty. Like the PP, I came here from a country that is broadly poorer than the United States and where educational standards are generally higher.

However, my country is also happy to leave entire ethnic groups in poverty forever. Also to decide a child's educational path starting at 6, and their lifelong professional/academic path at 13.

That system is only better if you're at the top of it, and it's also fundamentally unstable for society.

Everyone agrees we should try to reach/help those kids. This is not like your home country where we collectively choose to leave groups of kids behind. But school funding and resources aren’t unlimited, so someone needs to decide how much we can afford to allocate in one direction because it will obviously affect what we can spend on other priorities and budget items. There are plenty of people in this county (and on this board) who would gladly put 50 kids in each classroom at Whitman so kids in high farms schools could have a teacher for every 10 kids. Obviously that’s an extreme example but the truth is there isn’t great consensus on where to draw the line. The amount of poverty in the county is relatively new, unprecedented, and increasing rapidly. It’s tricky to calibrate the scale tilting in a county that was only recently mostly middle to UMC.

MCPS literally gets money from the state based on the number of FARMS kids in the state and doesn't spend all of it to serve FARMS kids. The notion that let's use this money to decrease class sizes for non-poor kids is preposterous and blatantly self serving. If class sizes don't matter, why do you want smaller class sizes for your kid?

The high performing schools don't need smaller class sizes. The smaller class sizes for low performing schools is not working. The class size is not why they are low performing. That money should be spent a different way.

You say it's not working because there is still an achievement gap. I think it absolutely helps, but it is not remotely enough.

DP. The reasons for the achievement gap are not things schools can change.

NP. I think something can be done but it’s a lot of money and political will. Many kids will have to be in school’s custody to receive IEP services, and there needs to be a lot of mentoring and tutoring available. Should start in infancy too, talking to kids, taking them on field trips, other enrichment.
Some need to be straight up taken from their dysfunctional families but it’s mostly for those raised in generational poverty, not Hispanic immigrant kids.

This county needs to figure out ways to help the Hispanic immigrant children as that is the growing trend in the county.

Ideally stop taking so many. Plan B is massive public education campaigns for the parents, on subjects from nutrition to special education to higher education.
Lots of bilingual public education workers to do that, too. It just needs money and some ingenuity in putting the campaign together. These parents are much more amenable to education than the generational poverty ones.

[Anonymous]

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

Rich parents don't send their kids there, a few middle class moms and dads do. Desperate for a house they convince themselves that they are clever and come up with circle logic to placate themselves that they aren't screwing their kids over so Mom can have quartz counter tops. You'll hear lines like easier to stand out, smaller class sizes, better food at international night, better rounded experiences but what they really get is a bunch of friends who can't read and write, an overwhelmed teacher, lame birthday parties and their child being the one who doesn't fit in. Can you make it work, sure but most don't.

Everyone looks down on a worse school but they become irrational in understanding that their school is one of them. You ask the Avg Eastern Middle school parent when no one is looking and they will ramble on about MoCo being better than PG but there are plenty of Middle schools in PG better than Eastern and there is very little that differentiates that school from it's neighbors in Langley Park

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

Rich parents don't send their kids there, a few middle class moms and dads do. Desperate for a house they convince themselves that they are clever and come up with circle logic to placate themselves that they aren't screwing their kids over so Mom can have quartz counter tops. You'll hear lines like easier to stand out, smaller class sizes, better food at international night, better rounded experiences but what they really get is a bunch of friends who can't read and write, an overwhelmed teacher, lame birthday parties and their child being the one who doesn't fit in. Can you make it work, sure but most don't.

Everyone looks down on a worse school but they become irrational in understanding that their school is one of them. You ask the Avg Eastern Middle school parent when no one is looking and they will ramble on about MoCo being better than PG but there are plenty of Middle schools in PG better than Eastern and there is very little that differentiates that school from it's neighbors in Langley Park

Ooph. You told a serious truth here. As a parent who did this with my first child, I will not make that mistake with my second.

If your kid is from a good home but in a bad school in MCPS, get them out.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

Rich parents don't send their kids there, a few middle class moms and dads do. Desperate for a house they convince themselves that they are clever and come up with circle logic to placate themselves that they aren't screwing their kids over so Mom can have quartz counter tops. You'll hear lines like easier to stand out, smaller class sizes, better food at international night, better rounded experiences but what they really get is a bunch of friends who can't read and write, an overwhelmed teacher, lame birthday parties and their child being the one who doesn't fit in. Can you make it work, sure but most don't.

Everyone looks down on a worse school but they become irrational in understanding that their school is one of them. You ask the Avg Eastern Middle school parent when no one is looking and they will ramble on about MoCo being better than PG but there are plenty of Middle schools in PG better than Eastern and there is very little that differentiates that school from it's neighbors in Langley Park

What makes the difference is having good teachers and admin. Being at a rich school with bad teachers is worthless.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

Rich parents don't send their kids there, a few middle class moms and dads do. Desperate for a house they convince themselves that they are clever and come up with circle logic to placate themselves that they aren't screwing their kids over so Mom can have quartz counter tops. You'll hear lines like easier to stand out, smaller class sizes, better food at international night, better rounded experiences but what they really get is a bunch of friends who can't read and write, an overwhelmed teacher, lame birthday parties and their child being the one who doesn't fit in. Can you make it work, sure but most don't.

Everyone looks down on a worse school but they become irrational in understanding that their school is one of them. You ask the Avg Eastern Middle school parent when no one is looking and they will ramble on about MoCo being better than PG but there are plenty of Middle schools in PG better than Eastern and there is very little that differentiates that school from it's neighbors in Langley Park

What makes the difference is having good teachers and admin. Being at a rich school with bad teachers is worthless.

Partially true but people underestimate the amount a community raises it's kids. Example; picture what style clothes you wish your kid would wear, now and what is your 15 or 16 year old wearing. Now multiply that over 1000s of micro decision points. Some the parents can influence 99%, some as low as 1%, but what the parents can select is the environment. To your point a bad teacher can gunk up a kids progress and even set them back, but find me a rational person who think poor schools with poor outcomes has a stronger concentration of good teachers than motivated communities with ample resources. We actually know these stats and affluent school's have more experience, education and time at the school on avg not to mention better production. Sure it's the kids mainly but you don't think good teachers are drawn to that or are you the type that thinks Michelle Pfeiffers are hunkering down in mass to save the paupers, life isn't that noble.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

Rich parents don't send their kids there, a few middle class moms and dads do. Desperate for a house they convince themselves that they are clever and come up with circle logic to placate themselves that they aren't screwing their kids over so Mom can have quartz counter tops. You'll hear lines like easier to stand out, smaller class sizes, better food at international night, better rounded experiences but what they really get is a bunch of friends who can't read and write, an overwhelmed teacher, lame birthday parties and their child being the one who doesn't fit in. Can you make it work, sure but most don't.

Everyone looks down on a worse school but they become irrational in understanding that their school is one of them. You ask the Avg Eastern Middle school parent when no one is looking and they will ramble on about MoCo being better than PG but there are plenty of Middle schools in PG better than Eastern and there is very little that differentiates that school from it's neighbors in Langley Park

What makes the difference is having good teachers and admin. Being at a rich school with bad teachers is worthless.

Partially true but people underestimate the amount a community raises it's kids. Example; picture what style clothes you wish your kid would wear, now and what is your 15 or 16 year old wearing. Now multiply that over 1000s of micro decision points. Some the parents can influence 99%, some as low as 1%, but what the parents can select is the environment. To your point a bad teacher can gunk up a kids progress and even set them back, but find me a rational person who think poor schools with poor outcomes has a stronger concentration of good teachers than motivated communities with ample resources. We actually know these stats and affluent school's have more experience, education and time at the school on avg not to mention better production. Sure it's the kids mainly but you don't think good teachers are drawn to that or are you the type that thinks Michelle Pfeiffers are hunkering down in mass to save the paupers, life isn't that noble.

As a parent of teens I heavily influence everything. You may allow your kids to run your home but many of us don’t. We are at what you’d consider poor schools and what we see makes the difference is the quality and skill of the teachers. These kids and families you look down on are our friends and neighbors and I’d take them over someone like you any day.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

Rich parents don't send their kids there, a few middle class moms and dads do. Desperate for a house they convince themselves that they are clever and come up with circle logic to placate themselves that they aren't screwing their kids over so Mom can have quartz counter tops. You'll hear lines like easier to stand out, smaller class sizes, better food at international night, better rounded experiences but what they really get is a bunch of friends who can't read and write, an overwhelmed teacher, lame birthday parties and their child being the one who doesn't fit in. Can you make it work, sure but most don't.

Everyone looks down on a worse school but they become irrational in understanding that their school is one of them. You ask the Avg Eastern Middle school parent when no one is looking and they will ramble on about MoCo being better than PG but there are plenty of Middle schools in PG better than Eastern and there is very little that differentiates that school from it's neighbors in Langley Park

What makes the difference is having good teachers and admin. Being at a rich school with bad teachers is worthless.

Partially true but people underestimate the amount a community raises it's kids. Example; picture what style clothes you wish your kid would wear, now and what is your 15 or 16 year old wearing. Now multiply that over 1000s of micro decision points. Some the parents can influence 99%, some as low as 1%, but what the parents can select is the environment. To your point a bad teacher can gunk up a kids progress and even set them back, but find me a rational person who think poor schools with poor outcomes has a stronger concentration of good teachers than motivated communities with ample resources. We actually know these stats and affluent school's have more experience, education and time at the school on avg not to mention better production. Sure it's the kids mainly but you don't think good teachers are drawn to that or are you the type that thinks Michelle Pfeiffers are hunkering down in mass to save the paupers, life isn't that noble.

As a parent of teens I heavily influence everything. You may allow your kids to run your home but many of us don’t. We are at what you’d consider poor schools and what we see makes the difference is the quality and skill of the teachers. These kids and families you look down on are our friends and neighbors and I’d take them over someone like you any day.

Agree 💯 teachers (and supportive admin) make all the difference at a school but as a teacher at a Title I school who has spent years studying how trauma affects the brain, there is only so much teachers can do.

I love my school and do as much as possible to help kids succeed — I attend their weekend sports events, provide tutoring resources for parents, work with our community liaison to get kids signed up for community events, etc. However, I would not feel comfortable with my children attending my school with the current admin.

Many of the kids at my school have gone through intense trauma, and many more have been exposed to SO MUCH that is not age appropriate. As a result, we see lots of behaviors that are either violent and very aggressive or behaviors that are not age appropriate (explicit sexual references, bringing edibles to school, threatening and cussing out teachers, etc.).

That, combined with the fact that most kids at my school require a high amount of support academically, is enough to make me think twice about having my kids educated in that environment. Sadly, more often than not, many of the kids coming from “stable” families eventually will either start to emulate the behaviors of the other students because it’s mainstream and accepted, or are bullied because they don’t fit in.

Moot point because my kids are older now, but what would need to change for me to feel comfortable with my kids attending my current school?

-Admin need to be flexible and creative, considering non-traditional learning environments (flexible mixed grade level grouping).

-Consider differentiating reading and math starting in second grade. It could be something as simple as having all students stay in class together for the first 45 min of reading so (in theory) even low students are exposed to rich academic language and discussions, and then they split into ability groups for the remaining 75 minutes of ELA. Have at least one para to help out in the low groups. Ability groupings should be flexible with movement up or down quarterly as needed.

-Allow teachers to adjust curriculum pacing so students could actually develop foundational skills.

-Compacted math should only consist of kids capable of doing the work and are ready for a challenge. We take the top 15 kids from 4th grade for our 4/5 math class, and the top 15 kids from 5th for our 5/6 math. Currently, we only have about 5-8 kids in each compacted math class that belong there. As a result, the teacher spends time remediating foundational skills — not the point of a compacted math class!

-Enforce real consequences for bullying, violent and aggressive behavior. We have multiple classes each week that have to relocate because of a violent and dangerous student. Even kindergartners throw tables and use scissors as weapons.

—Bring the fun back into school. Allow teachers to be creative with teaching content (how can you teach science to kids without hands on experiments?!?). Allow class celebrations and the occasional movie afternoon at the end of the quarter (versus EVerY miNuTE mUst be deVOteD to leArNinG!!!).

There are other issues with MCPS that seem to compound the challenges at my school:
-The curriculum is wayyyy too hard for the majority of my students.

-MCPS has too many useless “content coaches” we are required to meet with weekly (um great ideas on paper buddy but please demonstrate a lesson on dividing by fractions to my class when 80% have NO idea how to divide whole numbers!).

-There needs to be a newcomer evaluation process that allows transition time for students new to this country. If they can pass a grade level assessment, great! They go straight to their home school. If not, they attend a specialized center for 3-6 months to acclimate to the culture, language, letter/sound correspondence, etc. They don’t need to pass the test to leave the center but this will allow them time to transition.

-There needs to be a quicker process to place students in environments where they can receive the correct amount of support to be successful (behavior or academic). Our school does not have an LFI or autism program, yet we have many autistic students entering K that are non-verbal, not potty trained, violent, etc. or older aggressive students that need a BIP. Not fair to the remaining students, especially the kids who receive special ed services.

-Our SpEd teachers are now spending more than half their time managing these kids that require SO MUCH extra support, and that takes away from the time they are able to spend with students on their actual caseload.

-As mentioned by other PP’s, the parent education piece is vital. In general, I’ve found that immigrant parents at my school tend to be more wayyy more receptive to strategies and ideas to help their kids versus the parents that have been locked in generational poverty cycles. While there may be some overlap, MCPS needs to recognize and address these issues to further educate and empower families.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

Rich parents don't send their kids there, a few middle class moms and dads do. Desperate for a house they convince themselves that they are clever and come up with circle logic to placate themselves that they aren't screwing their kids over so Mom can have quartz counter tops. You'll hear lines like easier to stand out, smaller class sizes, better food at international night, better rounded experiences but what they really get is a bunch of friends who can't read and write, an overwhelmed teacher, lame birthday parties and their child being the one who doesn't fit in. Can you make it work, sure but most don't.

Everyone looks down on a worse school but they become irrational in understanding that their school is one of them. You ask the Avg Eastern Middle school parent when no one is looking and they will ramble on about MoCo being better than PG but there are plenty of Middle schools in PG better than Eastern and there is very little that differentiates that school from it's neighbors in Langley Park

I don't have any issue with PGCPS and think they are doing many things right, but you need to show your work here. Which specific (public, non-charter) middle schools in PGCPS perform better than Eastern? Because the Maryland School Report Card begs to differ that there are "plenty." The only schools in PGCPS that outperform Eastern are either whole-school magnets or charter schools.

The highest ranking neighborhood MS in PG seems to be Samuel Ogle. It gets a 56.3 percent on the Maryland Report Card. Eastern gets a 53.2.

These are both bad scores! But that is showing us that the very best MS in PGCPS is about as good as one of the highest needs MS in MCPS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

Rich parents don't send their kids there, a few middle class moms and dads do. Desperate for a house they convince themselves that they are clever and come up with circle logic to placate themselves that they aren't screwing their kids over so Mom can have quartz counter tops. You'll hear lines like easier to stand out, smaller class sizes, better food at international night, better rounded experiences but what they really get is a bunch of friends who can't read and write, an overwhelmed teacher, lame birthday parties and their child being the one who doesn't fit in. Can you make it work, sure but most don't.

Everyone looks down on a worse school but they become irrational in understanding that their school is one of them. You ask the Avg Eastern Middle school parent when no one is looking and they will ramble on about MoCo being better than PG but there are plenty of Middle schools in PG better than Eastern and there is very little that differentiates that school from it's neighbors in Langley Park

What makes the difference is having good teachers and admin. Being at a rich school with bad teachers is worthless.

Partially true but people underestimate the amount a community raises it's kids. Example; picture what style clothes you wish your kid would wear, now and what is your 15 or 16 year old wearing. Now multiply that over 1000s of micro decision points. Some the parents can influence 99%, some as low as 1%, but what the parents can select is the environment. To your point a bad teacher can gunk up a kids progress and even set them back, but find me a rational person who think poor schools with poor outcomes has a stronger concentration of good teachers than motivated communities with ample resources. We actually know these stats and affluent school's have more experience, education and time at the school on avg not to mention better production. Sure it's the kids mainly but you don't think good teachers are drawn to that or are you the type that thinks Michelle Pfeiffers are hunkering down in mass to save the paupers, life isn't that noble.

As a parent of teens I heavily influence everything. You may allow your kids to run your home but many of us don’t. We are at what you’d consider poor schools and what we see makes the difference is the quality and skill of the teachers. These kids and families you look down on are our friends and neighbors and I’d take them over someone like you any day.

Agree 💯 teachers (and supportive admin) make all the difference at a school but as a teacher at a Title I school who has spent years studying how trauma affects the brain, there is only so much teachers can do.

I love my school and do as much as possible to help kids succeed — I attend their weekend sports events, provide tutoring resources for parents, work with our community liaison to get kids signed up for community events, etc. However, I would not feel comfortable with my children attending my school with the current admin.

Many of the kids at my school have gone through intense trauma, and many more have been exposed to SO MUCH that is not age appropriate. As a result, we see lots of behaviors that are either violent and very aggressive or behaviors that are not age appropriate (explicit sexual references, bringing edibles to school, threatening and cussing out teachers, etc.).

That, combined with the fact that most kids at my school require a high amount of support academically, is enough to make me think twice about having my kids educated in that environment. Sadly, more often than not, many of the kids coming from “stable” families eventually will either start to emulate the behaviors of the other students because it’s mainstream and accepted, or are bullied because they don’t fit in.

Moot point because my kids are older now, but what would need to change for me to feel comfortable with my kids attending my current school?

-Admin need to be flexible and creative, considering non-traditional learning environments (flexible mixed grade level grouping).

-Consider differentiating reading and math starting in second grade. It could be something as simple as having all students stay in class together for the first 45 min of reading so (in theory) even low students are exposed to rich academic language and discussions, and then they split into ability groups for the remaining 75 minutes of ELA. Have at least one para to help out in the low groups. Ability groupings should be flexible with movement up or down quarterly as needed.

-Allow teachers to adjust curriculum pacing so students could actually develop foundational skills.

-Compacted math should only consist of kids capable of doing the work and are ready for a challenge. We take the top 15 kids from 4th grade for our 4/5 math class, and the top 15 kids from 5th for our 5/6 math. Currently, we only have about 5-8 kids in each compacted math class that belong there. As a result, the teacher spends time remediating foundational skills — not the point of a compacted math class!

-Enforce real consequences for bullying, violent and aggressive behavior. We have multiple classes each week that have to relocate because of a violent and dangerous student. Even kindergartners throw tables and use scissors as weapons.

—Bring the fun back into school. Allow teachers to be creative with teaching content (how can you teach science to kids without hands on experiments?!?). Allow class celebrations and the occasional movie afternoon at the end of the quarter (versus EVerY miNuTE mUst be deVOteD to leArNinG!!!).

There are other issues with MCPS that seem to compound the challenges at my school:
-The curriculum is wayyyy too hard for the majority of my students.

-MCPS has too many useless “content coaches” we are required to meet with weekly (um great ideas on paper buddy but please demonstrate a lesson on dividing by fractions to my class when 80% have NO idea how to divide whole numbers!).

-There needs to be a newcomer evaluation process that allows transition time for students new to this country. If they can pass a grade level assessment, great! They go straight to their home school. If not, they attend a specialized center for 3-6 months to acclimate to the culture, language, letter/sound correspondence, etc. They don’t need to pass the test to leave the center but this will allow them time to transition.

-There needs to be a quicker process to place students in environments where they can receive the correct amount of support to be successful (behavior or academic). Our school does not have an LFI or autism program, yet we have many autistic students entering K that are non-verbal, not potty trained, violent, etc. or older aggressive students that need a BIP. Not fair to the remaining students, especially the kids who receive special ed services.

-Our SpEd teachers are now spending more than half their time managing these kids that require SO MUCH extra support, and that takes away from the time they are able to spend with students on their actual caseload.

-As mentioned by other PP’s, the parent education piece is vital. In general, I’ve found that immigrant parents at my school tend to be more wayyy more receptive to strategies and ideas to help their kids versus the parents that have been locked in generational poverty cycles. While there may be some overlap, MCPS needs to recognize and address these issues to further educate and empower families.

Differentiation is important but any child not reading, writing or doing basic math by 2nd grade needs evaluated and helped. Early intervention has proven time and time again to work and could prevent future issues.

[Anonymous]

MCPS presented briefly on this at the work session today and it was just infuriating to hear them summarize it as them "improving" class sizes (because average class sizes across the district decrease) and pat themselves on the back about it, while totally ignoring the kids who are going to have larger class sizes as a result. Not even any lip service paid to "difficult choices" or whatever. (Probably because they want this to stay under the radar as long as possible in hopes they can sneak it through without pushback.)

Is anyone signed up to testify at the 1/15 budget hearing on this? I can't make it but I hope lots of people sign up to testify against it. Signups are here: https://docs.google.com/forms/d/e/1FAIpQLSdZT...P_4orQEFNKg/viewform

[Anonymous]

Anonymous wrote:MCPS presented briefly on this at the work session today and it was just infuriating to hear them summarize it as them "improving" class sizes (because average class sizes across the district decrease) and pat themselves on the back about it, while totally ignoring the kids who are going to have larger class sizes as a result. Not even any lip service paid to "difficult choices" or whatever. (Probably because they want this to stay under the radar as long as possible in hopes they can sneak it through without pushback.)

Is anyone signed up to testify at the 1/15 budget hearing on this? I can't make it but I hope lots of people sign up to testify against it. Signups are here: https://docs.google.com/forms/d/e/1FAIpQLSdZT...P_4orQEFNKg/viewform

Whoops, this is the correct link: https://docs.google.com/forms/d/e/1FAIpQLSdZTdWmK1FzQBV_sQJ2dofLNOb3okTWrjHY5OKP_4orQEFNKg/viewform Looks like they are only taking signups for the 1/27 hearing at this point, though.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

Or, fix the schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Does anyone ever think how MCPS is failing the Non-Farms students at Title 1 schools? By keeping their performance low and lacking MCPS is only fulfilling its blind equity agenda. If you want equity, invent a time machine, and go back to USSR.

Nobody of importance ever thinks that, unfortunately. Parents need to look out for their kids and not send them to such schools.

Rich parents don't send their kids there, a few middle class moms and dads do. Desperate for a house they convince themselves that they are clever and come up with circle logic to placate themselves that they aren't screwing their kids over so Mom can have quartz counter tops. You'll hear lines like easier to stand out, smaller class sizes, better food at international night, better rounded experiences but what they really get is a bunch of friends who can't read and write, an overwhelmed teacher, lame birthday parties and their child being the one who doesn't fit in. Can you make it work, sure but most don't.

Everyone looks down on a worse school but they become irrational in understanding that their school is one of them. You ask the Avg Eastern Middle school parent when no one is looking and they will ramble on about MoCo being better than PG but there are plenty of Middle schools in PG better than Eastern and there is very little that differentiates that school from it's neighbors in Langley Park

What makes the difference is having good teachers and admin. Being at a rich school with bad teachers is worthless.

Partially true but people underestimate the amount a community raises it's kids. Example; picture what style clothes you wish your kid would wear, now and what is your 15 or 16 year old wearing. Now multiply that over 1000s of micro decision points. Some the parents can influence 99%, some as low as 1%, but what the parents can select is the environment. To your point a bad teacher can gunk up a kids progress and even set them back, but find me a rational person who think poor schools with poor outcomes has a stronger concentration of good teachers than motivated communities with ample resources. We actually know these stats and affluent school's have more experience, education and time at the school on avg not to mention better production. Sure it's the kids mainly but you don't think good teachers are drawn to that or are you the type that thinks Michelle Pfeiffers are hunkering down in mass to save the paupers, life isn't that noble.

As a parent of teens I heavily influence everything. You may allow your kids to run your home but many of us don’t. We are at what you’d consider poor schools and what we see makes the difference is the quality and skill of the teachers. These kids and families you look down on are our friends and neighbors and I’d take them over someone like you any day.

Agree 💯 teachers (and supportive admin) make all the difference at a school but as a teacher at a Title I school who has spent years studying how trauma affects the brain, there is only so much teachers can do.

I love my school and do as much as possible to help kids succeed — I attend their weekend sports events, provide tutoring resources for parents, work with our community liaison to get kids signed up for community events, etc. However, I would not feel comfortable with my children attending my school with the current admin.

Many of the kids at my school have gone through intense trauma, and many more have been exposed to SO MUCH that is not age appropriate. As a result, we see lots of behaviors that are either violent and very aggressive or behaviors that are not age appropriate (explicit sexual references, bringing edibles to school, threatening and cussing out teachers, etc.).

That, combined with the fact that most kids at my school require a high amount of support academically, is enough to make me think twice about having my kids educated in that environment. Sadly, more often than not, many of the kids coming from “stable” families eventually will either start to emulate the behaviors of the other students because it’s mainstream and accepted, or are bullied because they don’t fit in.

Moot point because my kids are older now, but what would need to change for me to feel comfortable with my kids attending my current school?

-Admin need to be flexible and creative, considering non-traditional learning environments (flexible mixed grade level grouping).

-Consider differentiating reading and math starting in second grade. It could be something as simple as having all students stay in class together for the first 45 min of reading so (in theory) even low students are exposed to rich academic language and discussions, and then they split into ability groups for the remaining 75 minutes of ELA. Have at least one para to help out in the low groups. Ability groupings should be flexible with movement up or down quarterly as needed.

-Allow teachers to adjust curriculum pacing so students could actually develop foundational skills.

-Compacted math should only consist of kids capable of doing the work and are ready for a challenge. We take the top 15 kids from 4th grade for our 4/5 math class, and the top 15 kids from 5th for our 5/6 math. Currently, we only have about 5-8 kids in each compacted math class that belong there. As a result, the teacher spends time remediating foundational skills — not the point of a compacted math class!

-Enforce real consequences for bullying, violent and aggressive behavior. We have multiple classes each week that have to relocate because of a violent and dangerous student. Even kindergartners throw tables and use scissors as weapons.

—Bring the fun back into school. Allow teachers to be creative with teaching content (how can you teach science to kids without hands on experiments?!?). Allow class celebrations and the occasional movie afternoon at the end of the quarter (versus EVerY miNuTE mUst be deVOteD to leArNinG!!!).

There are other issues with MCPS that seem to compound the challenges at my school:
-The curriculum is wayyyy too hard for the majority of my students.

-MCPS has too many useless “content coaches” we are required to meet with weekly (um great ideas on paper buddy but please demonstrate a lesson on dividing by fractions to my class when 80% have NO idea how to divide whole numbers!).

-There needs to be a newcomer evaluation process that allows transition time for students new to this country. If they can pass a grade level assessment, great! They go straight to their home school. If not, they attend a specialized center for 3-6 months to acclimate to the culture, language, letter/sound correspondence, etc. They don’t need to pass the test to leave the center but this will allow them time to transition.

-There needs to be a quicker process to place students in environments where they can receive the correct amount of support to be successful (behavior or academic). Our school does not have an LFI or autism program, yet we have many autistic students entering K that are non-verbal, not potty trained, violent, etc. or older aggressive students that need a BIP. Not fair to the remaining students, especially the kids who receive special ed services.

-Our SpEd teachers are now spending more than half their time managing these kids that require SO MUCH extra support, and that takes away from the time they are able to spend with students on their actual caseload.

-As mentioned by other PP’s, the parent education piece is vital. In general, I’ve found that immigrant parents at my school tend to be more wayyy more receptive to strategies and ideas to help their kids versus the parents that have been locked in generational poverty cycles. While there may be some overlap, MCPS needs to recognize and address these issues to further educate and empower families.

Thank you for sharing your wisdom.

[Anonymous]

This is BS. The guidelines very clearly indicate K-2 class size increases for high FARMS schools, especially for 2nd grade. Not loving the implied gaslighting from Bethesda Today. The proposed guidelines are public. This isn't just somebody's "concern" - this is what Taylor wrote in his budget.

https://bethesdamagazine.com/2026/01/19/mcps-parents-staff-raise-concerns/
"The budget also proposes introducing a tiered approach based on poverty data to determine class sizes and school staffing guidelines. Some parents say they are concerned the new approach would increase the class sizes for Title I and higher poverty schools."

"When board members asked about the proposed changes to class sizes, Taylor said the staffing guidelines would be addressed at the board’s Jan. 29 work session with the school board and that the changes would reflect decreases in class sizes."