Follow through grading

[Anonymous]

Anonymous wrote:

Anonymous wrote:HS teacher here. You should bring it up with the head of the math department or the appropriate assistant principal. Teacher should not be double penalizing students for wrong answers. AP tests are careful not to apply multiple penalties.

Agree on contacting resource teacher and assistant principal. This is an ANCIENT form of scoring that hasn't been used in education in 75 years. Not sure if it is the case but there are many math teachers who are lateral entry into the profession and do not have the education/experience on how to assign/score work. They may be teaching as they were taught. I would think other parents have similar issues with this type of assignment as you do. Make contact and I would expect a quick resolution.

You don't know what you're talking about. I don't agree with how the teacher is doing this but it's not ancient and it's not outrageous and does not show ignorance by the teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:When I was in school (a MCPS W school) this was normal. My undiagnosed dyscalculia and I severely struggled.

No solutions, just sympathy, OP — I would definitely raise it. If you haven’t emailed the teacher and have just relied on your daughter, I would do that first. Ask for a rationale, and then cc the department chair/RT on your response to their response (or the follow up if they don’t respond)!

My advice is the same if the teacher renegs, the. You just cc up the chain as a thank you.

Ok, Karen, would you like to speak to the manager?

Teachers can’t set up question that depend on one another as intermediate steps, because of snowflake kids and their helicopter parents. You want to know what their rationale is? Let me take a wild guess, it’s so they verify that your precious learned the material covered in class.

Ok, Karen? The PP said they had dyscalculia and struggled. Why are you so unsympathetic to their points?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When I was in school (a MCPS W school) this was normal. My undiagnosed dyscalculia and I severely struggled.

No solutions, just sympathy, OP — I would definitely raise it. If you haven’t emailed the teacher and have just relied on your daughter, I would do that first. Ask for a rationale, and then cc the department chair/RT on your response to their response (or the follow up if they don’t respond)!

My advice is the same if the teacher renegs, the. You just cc up the chain as a thank you.

Ok, Karen, would you like to speak to the manager?

Teachers can’t set up question that depend on one another as intermediate steps, because of snowflake kids and their helicopter parents. You want to know what their rationale is? Let me take a wild guess, it’s so they verify that your precious learned the material covered in class.

Ok, Karen? The PP said they had dyscalculia and struggled. Why are you so unsympathetic to their points?

She cant use her undiagnosed dyscalculia to blame the teacher for setting up a quiz for another child and advise some silly escalation to the department chair. There’s some bizarre implication that this type of grading is unfair to dyscalculia affected students. One can make this argument for literally any quiz grade or any math related outcome that is not to the liking of the parent.

Typical Karen behavior is entitlement and escalation to the manager when she doesn’t get it her way.

The whole story sounds like a Karen to me.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When I was in school (a MCPS W school) this was normal. My undiagnosed dyscalculia and I severely struggled.

No solutions, just sympathy, OP — I would definitely raise it. If you haven’t emailed the teacher and have just relied on your daughter, I would do that first. Ask for a rationale, and then cc the department chair/RT on your response to their response (or the follow up if they don’t respond)!

My advice is the same if the teacher renegs, the. You just cc up the chain as a thank you.

Ok, Karen, would you like to speak to the manager?

Teachers can’t set up question that depend on one another as intermediate steps, because of snowflake kids and their helicopter parents. You want to know what their rationale is? Let me take a wild guess, it’s so they verify that your precious learned the material covered in class.

Ok, Karen? The PP said they had dyscalculia and struggled. Why are you so unsympathetic to their points?

She cant use her undiagnosed dyscalculia to blame the teacher for setting up a quiz for another child and advise some silly escalation to the department chair. There’s some bizarre implication that this type of grading is unfair to dyscalculia affected students. One can make this argument for literally any quiz grade or any math related outcome that is not to the liking of the parent.

Typical Karen behavior is entitlement and escalation to the manager when she doesn’t get it her way.

The whole story sounds like a Karen to me.

PP here. I’m now a teacher in MCPS. Fun fact! If it is an undiagnosed LD, like mine was, after grades and teacher communication, escalation is one of the next steps in starting to get the school documentation needed for getting an assessment. Not saying this is what the OP is looking for or should do, but there it is.

Also, yes, this type of grading *is* unfair to certain LDs. Just like kids with dyslexia often have “don’t grade handwritten spelling” or “allow spellcheck” accommodations. A accommodation might be calculator use, extended time, additional scratch paper, or as a last resort adjusted grading - but all of these require communication.

Do you teach or just parent?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When I was in school (a MCPS W school) this was normal. My undiagnosed dyscalculia and I severely struggled.

No solutions, just sympathy, OP — I would definitely raise it. If you haven’t emailed the teacher and have just relied on your daughter, I would do that first. Ask for a rationale, and then cc the department chair/RT on your response to their response (or the follow up if they don’t respond)!

My advice is the same if the teacher renegs, the. You just cc up the chain as a thank you.

Ok, Karen, would you like to speak to the manager?

Teachers can’t set up question that depend on one another as intermediate steps, because of snowflake kids and their helicopter parents. You want to know what their rationale is? Let me take a wild guess, it’s so they verify that your precious learned the material covered in class.

Ok, Karen? The PP said they had dyscalculia and struggled. Why are you so unsympathetic to their points?

She cant use her undiagnosed dyscalculia to blame the teacher for setting up a quiz for another child and advise some silly escalation to the department chair. There’s some bizarre implication that this type of grading is unfair to dyscalculia affected students. One can make this argument for literally any quiz grade or any math related outcome that is not to the liking of the parent.

Typical Karen behavior is entitlement and escalation to the manager when she doesn’t get it her way.

The whole story sounds like a Karen to me.

Also, if you reread - my first suggestion was data gathering from the teacher and not relying on her daughter’s interpretation of the situation 🙄 Seemingly the opposite of escalation to the manager.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When I was in school (a MCPS W school) this was normal. My undiagnosed dyscalculia and I severely struggled.

No solutions, just sympathy, OP — I would definitely raise it. If you haven’t emailed the teacher and have just relied on your daughter, I would do that first. Ask for a rationale, and then cc the department chair/RT on your response to their response (or the follow up if they don’t respond)!

My advice is the same if the teacher renegs, the. You just cc up the chain as a thank you.

Ok, Karen, would you like to speak to the manager?

Teachers can’t set up question that depend on one another as intermediate steps, because of snowflake kids and their helicopter parents. You want to know what their rationale is? Let me take a wild guess, it’s so they verify that your precious learned the material covered in class.

Ok, Karen? The PP said they had dyscalculia and struggled. Why are you so unsympathetic to their points?

She cant use her undiagnosed dyscalculia to blame the teacher for setting up a quiz for another child and advise some silly escalation to the department chair. There’s some bizarre implication that this type of grading is unfair to dyscalculia affected students. One can make this argument for literally any quiz grade or any math related outcome that is not to the liking of the parent.

Typical Karen behavior is entitlement and escalation to the manager when she doesn’t get it her way.

The whole story sounds like a Karen to me.

PP here. I’m now a teacher in MCPS. Fun fact! If it is an undiagnosed LD, like mine was, after grades and teacher communication, escalation is one of the next steps in starting to get the school documentation needed for getting an assessment. Not saying this is what the OP is looking for or should do, but there it is.

Also, yes, this type of grading *is* unfair to certain LDs. Just like kids with dyslexia often have “don’t grade handwritten spelling” or “allow spellcheck” accommodations. A accommodation might be calculator use, extended time, additional scratch paper, or as a last resort adjusted grading - but all of these require communication.

Do you teach or just parent?

NP. I completely agree this type of grading is unfair to students with certain disabilities but I also agree OP's tone was a bit obnoxious and Karen-like.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When I was in school (a MCPS W school) this was normal. My undiagnosed dyscalculia and I severely struggled.

No solutions, just sympathy, OP — I would definitely raise it. If you haven’t emailed the teacher and have just relied on your daughter, I would do that first. Ask for a rationale, and then cc the department chair/RT on your response to their response (or the follow up if they don’t respond)!

My advice is the same if the teacher renegs, the. You just cc up the chain as a thank you.

Ok, Karen, would you like to speak to the manager?

Teachers can’t set up question that depend on one another as intermediate steps, because of snowflake kids and their helicopter parents. You want to know what their rationale is? Let me take a wild guess, it’s so they verify that your precious learned the material covered in class.

Ok, Karen? The PP said they had dyscalculia and struggled. Why are you so unsympathetic to their points?

She cant use her undiagnosed dyscalculia to blame the teacher for setting up a quiz for another child and advise some silly escalation to the department chair. There’s some bizarre implication that this type of grading is unfair to dyscalculia affected students. One can make this argument for literally any quiz grade or any math related outcome that is not to the liking of the parent.

Typical Karen behavior is entitlement and escalation to the manager when she doesn’t get it her way.

The whole story sounds like a Karen to me.

PP here. I’m now a teacher in MCPS. Fun fact! If it is an undiagnosed LD, like mine was, after grades and teacher communication, escalation is one of the next steps in starting to get the school documentation needed for getting an assessment. Not saying this is what the OP is looking for or should do, but there it is.

Also, yes, this type of grading *is* unfair to certain LDs. Just like kids with dyslexia often have “don’t grade handwritten spelling” or “allow spellcheck” accommodations. A accommodation might be calculator use, extended time, additional scratch paper, or as a last resort adjusted grading - but all of these require communication.

Do you teach or just parent?

Like I said, don’t use your learning disability to suggest the grading is unfair to the OPs child. You can use your LD to suggest op seeks a possible LD diagnostics for the child, but that’s not what you said.

Supposing OPs child is diagnosed, you have no way of knowing if this grading is unfair for her particular LD, or what accommodations are put in her plan to support her learning.

One thing I disagree with is adjusted grading and calculator use, you’re just setting the child up for failure later on. If you are indeed a teacher I am disappointed you even suggest that. Kids are not only taught division in school to find the result of an operation, but also to understand how an algorithm works, how it is implemented and how to troubleshoot errors.