TPMS is killing the arts, the magnet program, and the autism program

[Anonymous]

Anonymous wrote:

Anonymous wrote:I initially did not like the TPMS decision, but when I found out that the TPMS teachers were teaching more than their contractually required load without any commensurate pay boost, I really feel -- like who are we (parents) or anyone really to ask (mostly) women to work without pay? Don't we do that enough to women in their personal and professional lives? How is it even a conversation to try to keep the current structure without compensation?

Yes, there can be a discussion centered around how to break out the blocks and teaching in a way that meets the teacher contract and how to provide afterschool activities that fill in the blanks and what structure helps the most kids learn the most, but asking teachers to continue doing extra work without pay is a complete non-starter.

I say this as a parent who had one kid go to Eastern magnet, which has the 1 elective, daily classes structure, and 1 kid who went to TPMS magnet with the block and 2 elective structure. I know very well what the TPMS kids will miss and what other kids have.

Teachers dropping one class to remain in compliance is 1 thing however, their agenda stretched way past that. They also wanted to get rid of the block schedule (when most students and parents prefer it) and manipulated the situation with bogus surveys and hidden results to ensure “the data” supports their desires. And while they were doing this behind the scenes, they were recruiting students and families with the 2 elective block system and pushing students in to taking foreign languages (when every other middle school discourages their 6th graders from doing so.) I’m sorry, but when the administration and staff chose to approach the situation with deceit and dishonesty in an effort to be manipulative of the school community, they lost any support on my end.

Very difficult to do 5/8 without hiring additional staff so 5/7 was necessary.

[Anonymous]

For a long time, the real goal has been to kill these programs. The easiest way to do that is sabotage them little by little over time.

[Anonymous]

Anonymous wrote:For a long time, the real goal has been to kill these programs. The easiest way to do that is sabotage them little by little over time.

Sounds like MCPS 101.

[Anonymous]

Anonymous wrote:For a long time, the real goal has been to kill these programs. The easiest way to do that is sabotage them little by little over time.

The magnet is just a small part of the school so they are looking at the overall school and not the small number of kids in the magnet program. Its interesting the parents complaing are not even in the down county area but want their kids in down county schools.

[Anonymous]

Anonymous wrote:It seems like the advocacy request should be for more teachers and/or more compensation for the teachers who are working beyond their contract. It isn’t reasonable to demand teachers work for free.

But then the question becomes, why should only TPMS students get 8 classes when most other MCPS students get 7? All students must take their 4 core classes, PE, and 2 electives. The choice of how to spend the 2 electives is language, arts, tech, other and in the case of the magnet an extra magnet period. It is all a choice.

It would be wonderful for all middle school students to take 4 core, PE, and 3 electives.

So we should ask for that: 3 electives for all. Or at a minimum compensation for the TPMS teachers providing extra.

It is tone deaf to expect the county to rally to protect a magnet school when most MCPS middle school students are getting a lot less than they need from school.

Agree. We're at a different middle school, without a magnet program, and each sixth grader takes 4 core, PE/health, 1 language (or remedial reading), 1 elective (5 days a week of music, tech, or art). That's it. I was surprised and disappointed that the school limits each student to one elective. Agree 100 percent that we should advocate for all MCPS to offer more electives and to provide the resources necessary for that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I initially did not like the TPMS decision, but when I found out that the TPMS teachers were teaching more than their contractually required load without any commensurate pay boost, I really feel -- like who are we (parents) or anyone really to ask (mostly) women to work without pay? Don't we do that enough to women in their personal and professional lives? How is it even a conversation to try to keep the current structure without compensation?

Yes, there can be a discussion centered around how to break out the blocks and teaching in a way that meets the teacher contract and how to provide afterschool activities that fill in the blanks and what structure helps the most kids learn the most, but asking teachers to continue doing extra work without pay is a complete non-starter.

I say this as a parent who had one kid go to Eastern magnet, which has the 1 elective, daily classes structure, and 1 kid who went to TPMS magnet with the block and 2 elective structure. I know very well what the TPMS kids will miss and what other kids have.

Teachers dropping one class to remain in compliance is 1 thing however, their agenda stretched way past that. They also wanted to get rid of the block schedule (when most students and parents prefer it) and manipulated the situation with bogus surveys and hidden results to ensure “the data” supports their desires. And while they were doing this behind the scenes, they were recruiting students and families with the 2 elective block system and pushing students in to taking foreign languages (when every other middle school discourages their 6th graders from doing so.) I’m sorry, but when the administration and staff chose to approach the situation with deceit and dishonesty in an effort to be manipulative of the school community, they lost any support on my end.

Not to mention the ABYSMAL communication where they still haven’t directly told the school community as a whole what this means and about the loss of the elective. There is currently another “survey” open and they didn’t even bother to text families about it or include it in the weekly newsletter despite a very tight deadline.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I initially did not like the TPMS decision, but when I found out that the TPMS teachers were teaching more than their contractually required load without any commensurate pay boost, I really feel -- like who are we (parents) or anyone really to ask (mostly) women to work without pay? Don't we do that enough to women in their personal and professional lives? How is it even a conversation to try to keep the current structure without compensation?

Yes, there can be a discussion centered around how to break out the blocks and teaching in a way that meets the teacher contract and how to provide afterschool activities that fill in the blanks and what structure helps the most kids learn the most, but asking teachers to continue doing extra work without pay is a complete non-starter.

I say this as a parent who had one kid go to Eastern magnet, which has the 1 elective, daily classes structure, and 1 kid who went to TPMS magnet with the block and 2 elective structure. I know very well what the TPMS kids will miss and what other kids have.

Teachers dropping one class to remain in compliance is 1 thing however, their agenda stretched way past that. They also wanted to get rid of the block schedule (when most students and parents prefer it) and manipulated the situation with bogus surveys and hidden results to ensure “the data” supports their desires. And while they were doing this behind the scenes, they were recruiting students and families with the 2 elective block system and pushing students in to taking foreign languages (when every other middle school discourages their 6th graders from doing so.) I’m sorry, but when the administration and staff chose to approach the situation with deceit and dishonesty in an effort to be manipulative of the school community, they lost any support on my end.

Very difficult to do 5/8 without hiring additional staff so 5/7 was necessary.

This is BS. Other schools manage it. Why not TPMS? There are four other schools that do this successfully.

[Anonymous]

In my experience most teachers don’t like block schedule. If there are projects, experiments, etc. block schedule works well, but for every other topic the period is just too darn long for most kids at that age.

It’s also important to mention that there has been a huge change in kids since just before the pandemic. Sustained attention spans are way lower general self-centeredness/lack of social skills are much common and problematic. 90 minutes together is often just too long now for kids that age. Combine that with the vast differences in abilities exacerbated by the poverty, the pandemic, and modern student problems block schedules are much harder to support from a teaching perspective.

[Anonymous]

Anonymous wrote:

Anonymous wrote:For a long time, the real goal has been to kill these programs. The easiest way to do that is sabotage them little by little over time.

The magnet is just a small part of the school so they are looking at the overall school and not the small number of kids in the magnet program. Its interesting the parents complaing are not even in the down county area but want their kids in down county schools.

The parents complaining are local to TKPK AND from further afield.

And, importantly the magnet is about one-third of the school so in no way is that “a small part”.

Plus this impacts everyone not just magnet kids and will undermine elective choices and the arts for everyone. It’s not magnet vs everyone else, this is one school.

[Anonymous]

Anonymous wrote:In my experience most teachers don’t like block schedule. If there are projects, experiments, etc. block schedule works well, but for every other topic the period is just too darn long for most kids at that age.

It’s also important to mention that there has been a huge change in kids since just before the pandemic. Sustained attention spans are way lower general self-centeredness/lack of social skills are much common and problematic. 90 minutes together is often just too long now for kids that age. Combine that with the vast differences in abilities exacerbated by the poverty, the pandemic, and modern student problems block schedules are much harder to support from a teaching perspective.

And many love the block schedule so that there is enough time for kids to get deeply engaged in a project - which kids are capable of from a very young age. 45 minute classes mean 10 mins of settling in, 10 mins of finishing up and only 25 mins of actual learning. It also helps leave more time for homework.

[Anonymous]

Anonymous wrote:In my experience most teachers don’t like block schedule. If there are projects, experiments, etc. block schedule works well, but for every other topic the period is just too darn long for most kids at that age.

It’s also important to mention that there has been a huge change in kids since just before the pandemic. Sustained attention spans are way lower general self-centeredness/lack of social skills are much common and problematic. 90 minutes together is often just too long now for kids that age. Combine that with the vast differences in abilities exacerbated by the poverty, the pandemic, and modern student problems block schedules are much harder to support from a teaching perspective.

HS Teacher here. This is a good post. Kids before and after covid are very different. Attention span has gone down the tubes. Phones are a scourge. Block periods with middle schoolers sounds very challenging. Many kids especially boys are not ready for extended engagement in middle school. You need to meet kids where they are. Yes, some kids prefer block periods but it makes sense to go with the majority of students

[Anonymous]

Anonymous wrote:

Anonymous wrote:In my experience most teachers don’t like block schedule. If there are projects, experiments, etc. block schedule works well, but for every other topic the period is just too darn long for most kids at that age.

It’s also important to mention that there has been a huge change in kids since just before the pandemic. Sustained attention spans are way lower general self-centeredness/lack of social skills are much common and problematic. 90 minutes together is often just too long now for kids that age. Combine that with the vast differences in abilities exacerbated by the poverty, the pandemic, and modern student problems block schedules are much harder to support from a teaching perspective.

And many love the block schedule so that there is enough time for kids to get deeply engaged in a project - which kids are capable of from a very young age. 45 minute classes mean 10 mins of settling in, 10 mins of finishing up and only 25 mins of actual learning. It also helps leave more time for homework.

I agree with wha you are saying but it doesn’t change the reality that many students can’t handle it anymore and most classes are not doing projects every day. A lot of students will just rush through the project work and then misbehave for most of the period. It’s fine when it’s a few kids, but what teachers often see now is that it may be the majority of the class tempted to this behavior. Better to “chunk” and have the assignment split of several days in this case rather than one long period. It’s actually a common accommodation as well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I initially did not like the TPMS decision, but when I found out that the TPMS teachers were teaching more than their contractually required load without any commensurate pay boost, I really feel -- like who are we (parents) or anyone really to ask (mostly) women to work without pay? Don't we do that enough to women in their personal and professional lives? How is it even a conversation to try to keep the current structure without compensation?

Yes, there can be a discussion centered around how to break out the blocks and teaching in a way that meets the teacher contract and how to provide afterschool activities that fill in the blanks and what structure helps the most kids learn the most, but asking teachers to continue doing extra work without pay is a complete non-starter.

I say this as a parent who had one kid go to Eastern magnet, which has the 1 elective, daily classes structure, and 1 kid who went to TPMS magnet with the block and 2 elective structure. I know very well what the TPMS kids will miss and what other kids have.

Teachers dropping one class to remain in compliance is 1 thing however, their agenda stretched way past that. They also wanted to get rid of the block schedule (when most students and parents prefer it) and manipulated the situation with bogus surveys and hidden results to ensure “the data” supports their desires. And while they were doing this behind the scenes, they were recruiting students and families with the 2 elective block system and pushing students in to taking foreign languages (when every other middle school discourages their 6th graders from doing so.) I’m sorry, but when the administration and staff chose to approach the situation with deceit and dishonesty in an effort to be manipulative of the school community, they lost any support on my end.

Very difficult to do 5/8 without hiring additional staff so 5/7 was necessary.

This is BS. Other schools manage it. Why not TPMS? There are four other schools that do this successfully.

The max number of staff allocated by the county isn’t any school’s choice. If it was, all schools would ask for more staff so that they could reduce class sizes and offer more electives.

Allocations are by student numbers. If you fall just under a certain number of students, you lose an allocation and the principal needs to cut a position.

[Anonymous]

Anonymous wrote:

Anonymous wrote:In my experience most teachers don’t like block schedule. If there are projects, experiments, etc. block schedule works well, but for every other topic the period is just too darn long for most kids at that age.

It’s also important to mention that there has been a huge change in kids since just before the pandemic. Sustained attention spans are way lower general self-centeredness/lack of social skills are much common and problematic. 90 minutes together is often just too long now for kids that age. Combine that with the vast differences in abilities exacerbated by the poverty, the pandemic, and modern student problems block schedules are much harder to support from a teaching perspective.

And many love the block schedule so that there is enough time for kids to get deeply engaged in a project - which kids are capable of from a very young age. 45 minute classes mean 10 mins of settling in, 10 mins of finishing up and only 25 mins of actual learning. It also helps leave more time for homework.

I teach 45 minute periods. It doesn’t take me 10 minutes to start, nor does it take 10 minutes to finish up. I can get a solid 35 minute lesson in every single day.

And that’s all the students can handle. I taught block over a decade ago. Students could handle it then, but most can’t now. Many simply don’t have the sustained attention anymore.

[Anonymous]

Anonymous wrote:

Anonymous wrote:MCPS did a lot of money-business behind the scenes with the Magnet Program around 2018-2019 but the lawsuits got little to no focus because of covid, so this is the inevitable result. Specifically TPMS stopped being special in 2019 when the Lottery kicked in. If no one cared in 2018-2019 when this was all happening, I don't know why anyone cares now?

There was no lottery in 2019. The first year that kids were selected by partial lottery was 2021-2022. This is not relevant to the current discussion.

I believe it is relevant. TPMS has been circling the drain for a while now.

2021-22 was the year MCPS turned over TPMS "lottery" selection results to the Court and MCPS was able to quickly bury a lawsuit.
https://bethesdamagazine.com/2022/08/01/lawsuit-challenging-mcps-magnet-admissions-dismissed/

I believe making admissions "lottery" meant MCPS couldn't be held accountable for making selections inconsistent with the Magnet selection criteria, not that anyone at MCPS would ever play favorites. It was an exceptionally timely transition to a 15% lottery during covid, since in a separate action MCPS didn't follow their own 2019 TPMS Magnet selection guidelines for the class of 2020-21. If the evidence from that case had turned up in the other lawsuit, I think it would've been embarrassing for the MCPS BOE and especially McKnight and Wolfe?