above grade level reading and math but still a P

[Anonymous]

Anonymous wrote:
If your child KNOWS they are reading above grade level they don't expect to get a higher grade than their friend in class that is reading and struggling with simpler material?

If you have mastered grade level material and are performing ABOVE grade level should you not get a grade that reflects that? What kind of message does that send kids, or even more telling, when the get out of ESPIN land and get to real grades in higher levels how do you shift their expectations to perform at the highest level possible? They are being trained to meet the middle and not be rewarded with a higher grade for higher achievement.

Are you asking about my child? My child is reading above grade level. She doesn't know what grade her friend in class is getting, and she doesn't care.

The message she is getting is to do her best.

When she gets to middle school, I expect (or, anyway, I hope) that what she will do is her best.

[Anonymous]

My kids know who is at the top or bottom of their class. The compare themselves, just like when they play soccer and don't keep score, the kids keep score.

Competition is inherent in children, like it or not.

[Anonymous]

I think the P system is great! Every child gets one!

[Anonymous]

Anonymous wrote:I think the P system is great! Every child gets one!

How do you know this? I read it on DCUM all the time. But then when people actually report their children's actual grades, it turns out that not every child gets one. (Or rather, they may get one, but they don't get all Ps.)

[Anonymous]

Anonymous wrote:My kids know who is at the top or bottom of their class. The compare themselves, just like when they play soccer and don't keep score, the kids keep score.

Competition is inherent in children, like it or not.

Competition may be inherent in children, but the idea that learning is something you do for grades is not. Children get that idea from somewhere. From home, perhaps?

[Anonymous]

I"ll admit last year my child was kind of frustrated that there was no way to get an ES in stuff he is good at like math and spelling. He has gotten used to it though and was happy with his straight P report card. He just wants to learn and do his best.

I have to admit I have grown to kind of like the report card since it takes the pressure off.

[Anonymous]

We are probably the least competitive people I know but my kids do know who is at the top and who is at the bottom. I was actually quite surprised when they told me about who needed extra help how and how they felt they ranked. They do constantly compare themselves to everyone.

You can la-de-da all this "everyone does their best bullshit" until about 2nd or 3rd grade, then developmentally they ARE noticing their peers and comparing themselves.

This straight P strategy is going to backfire big time, the common core playing to the middle mentality is meant to produce tech workers who all do good jobs, not great.

I have friends with older kids, wait till you get to that level, where your kids are coming from a highly competitive college selection pool already and every little grade point counts.

If your kid is used to just "doing their best" and their grades do not reflect that when they excel and put in extra effort, it is just setting them up for failure later.

Bare minimum effort gives a smart kid a P, extra effort gives a smart kid a P. What is a smart kid going to do... Bare minimum.

[Anonymous]

Anonymous wrote:We got report cards today and DC's reading level is off the K-2 reading chart and does enriched math but only receive a P for reading & math. How come?

Did you ever ask the teacher why your child got a P? I would be curious what he/she would say about it.

[Anonymous]

As far as reading, your child's grade on the report card is based on his or her demonstration of understanding of the reading standards and indicators at their instructional level. Therefore, if the standard the teacher is working on calls for students to be able to identify and describe the story elements from a text, and your child is reading at a level P, he or she will be given a level P text and then asked to identify the characters, setting, problem and solution. Another student in the same class might be reading below grade level and be given the same task using a text at their reading level. If both students are successful, both would earn a P. It has nothing to do with reading level. It's also possible a child could be reading above grade level and get an I or N for the same reason.

A poster who said she was a teacher gave this explanation in this thread earlier.

[Anonymous]

My 4th grader is at an HGC. His teacher said at Back to School night that for a student to get an ES, they need to do work that is at the ES level for a 6th grader.

[Anonymous]

Anonymous wrote:

As far as reading, your child's grade on the report card is based on his or her demonstration of understanding of the reading standards and indicators at their instructional level. Therefore, if the standard the teacher is working on calls for students to be able to identify and describe the story elements from a text, and your child is reading at a level P, he or she will be given a level P text and then asked to identify the characters, setting, problem and solution. Another student in the same class might be reading below grade level and be given the same task using a text at their reading level. If both students are successful, both would earn a P. It has nothing to do with reading level. It's also possible a child could be reading above grade level and get an I or N for the same reason.

A poster who said she was a teacher gave this explanation in this thread earlier.

I'd still want to talk to my kid's teacher if I was concerned. Could be something specific to the child.

[Anonymous]

My 4th grader is at an HGC. His teacher said at Back to School night that for a student to get an ES, they need to do work that is at the ES level for a 6th grader.

This doesn't support the guidelines state that ES is only given for exceptional work at grade level. Our principal has stated that MCPS will not accelerate and will not give ES to students who simply demonstrate that they above grade level on their own. The argument on why ES is never given in math is that demonstrating anything beyond what is on the worksheet is above grade level and doesn't count. MCPS is passel of fools.

[Anonymous]

Anonymous wrote:

My 4th grader is at an HGC. His teacher said at Back to School night that for a student to get an ES, they need to do work that is at the ES level for a 6th grader.

This doesn't support the guidelines state that ES is only given for exceptional work at grade level. Our principal has stated that MCPS will not accelerate and will not give ES to students who simply demonstrate that they above grade level on their own. The argument on why ES is never given in math is that demonstrating anything beyond what is on the worksheet is above grade level and doesn't count. MCPS is passel of fools.

MCPS has put out "ES opportunity" questions. I've seen them; the teacher showed me. Why would they do that if "ES were never given in math"?

[Anonymous]

DS is in 2nd grade and got 2 ES on his report card. One for writing opinion and one for math. He also got an I for some writing and for something else. I was told that ES questions are at the bottom of every test worksheet. If a child gets them right (this is for math) on all tests he would get an ES. Any P's or I's would drop him back to a P. More than two I's and he would get an I

[Anonymous]

In order to average an ES in a particular subject, a student would need to get more than half ES grades in that particular subject, and the rest Ps. However, in many subjects like math for example, it seems impossible to average an ES because there are very few opportunities to get one on an assigment. This is what I have noticed at my son's school. I'm wondering if it's the same at other schools.