Bring Back Loss of Credit for Skipping Class!

[Anonymous]

MCPS is too busy dealing with adults and misbehavior at the school level and at Central Office. It is disgusting. These "adults" should resign, leave now and go somewhere else to deal with their sexual tensions and scandals. Bring the focus back to what matters, the students, quality curriculum and no nonsense grading. And Parents come back to parenting your own kids!

[Anonymous]

This isn't about MCPS. This is about the fact that there is no place for all these kids to go who aren't interested in studying. If you fail them for skipping, then they are back in the class next year being disruptive and disrespectful to a new set of students and teachers. If you fail them out entirely, they won't be able to get jobs.

If a kid is skipping or vaping all day, that's on the parents. They haven't done their job. They haven't instilled a hard work ethic. Schools have the unfortunate responsibility of playing babysitter to society's wastrels and reprobates.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just posted above at 21:19....as far as grades go, trust me these hall walkers are failing classes at my school.

I don't say that as a matter of pride or happiness. But they sure as hell aren't passing.

The problem isn't the skipping as it relates to grades.

The problem is the sanctity of these institutions has been sullied by MCPS. It feels like the people who made these policies have either never worked in a high school before or haven't been in schools for like 10-15+ years.

It's dystopian seeing this. No joke, you parents here would just be so sad. I'm sure some of you would blame us staff. Go ahead if that floats your boat. It's just the policies of the district that leads to this.

Microcosm of society, really......

What do you think would help? What kind of policy reforms do you think would be effective? Do you need extra resources (cameras, something else)? More personnel (counselors, SRO’s, aides, volunteers, etc.)?

It’s hard for the public to know what’s needed, and MCPS clearly doesn’t know, but I think if someone could suggest a way to improve things, there’d be community support. With the upcoming election it might be a good time to try to see which candidates are actually interested in addressing the problem.

I'm the guy you replied to last night. I woke up early just to write this before I get ready to go (Frederick resident....born and raised in MoCo but can't afford to live there, at least in a place I can have my family comfortably living in....tale as old as time).

1. More accountability AND support for parents. I'm not gonna identify my high school but let's just say it's a "highly impacted" one. Way too many parents say things like "I don't know what to do to get him to go to class/get out of the halls/stop skipping/stop leaving campus." Or, "I don't know how to get him to get up on time and go to school and listen to me." Also, "I just need you all (school staff) to motivate him and make him want to go to school/class/care." I am not kidding, in my role in MCPS, they're literally by far the most common responses. They dwarf the responses of "Thank you all for the efforts you are putting in. We will work on this at home. I'm looking forward to working together on this." And before anyone says anything, like I said earlier, we bust our asses to support these kids but there's a line we have to draw before it becomes the parent giving up and dumping the kid on us.

So first thing's first, parent support groups—single mothers groups; single fathers groups; non-parental caregiver groups; parenting classes; family counseling; family tutoring; I could go on and on. Those should not only be provided, but mandated when a certain threshold of attendance and/or behavior violations have occurred. As a parent myself, I feel like I should have consequences for my child's repeated actions.

And no, not everything is an educational disability. Maybe Instagram or Facebook groups make parents think any time their kid farts they need an IEP. It's OK to accept that it's mostly NOT a disability and, instead, it's (a) choices made by the kid, (b) choices made by the parent, and (c) lack of accountability on the parent in having to pursue these things I described.

Call me what you will but it starts at home, full stop.

2. Major changes in school experience for students and parents entering Semester 6. What do I mean by this? When students enter their 6th semester—typically semester 2 of their third year (i.e. 11th grade)—if the student is way behind in credits, still having attendance issues, still walking the halls, etc. then there needs to be a systematic and mandatory district-wide process.

Let me first say that we MUST significantly fade the availability of credit recovery (Edmentum) and bring back high school plus. If a kid fails a class big time, they should NOT be allowed to do credit recovery on Edmentum. They need to retake it. If they fail by X percent (say, by 5%) and they had solid attendance then give them the option of credit recovery. But if they never went to class and just bombed it since they expected they could do it all later online in a few days on Edmentum, that's gotta end. They need to do HS+ or summer school or retake for original credit in the school year some other time. So think about this through this lens.

Any family whose student meets certain criteria like I described above when they enter that 6th semester will be mandated to have a meeting with their administrator, counselor, PPW, and any other related school staff. In that meeting there will be a discussion about what the next three (or more) semesters will look like. There will be a clear graduation pathway outlined. There will be strict adherence to withdrawing after 10 consecutive absences. There will be mandated meetings for the parent to come into the school far more often than they may be used to when their kid is skipping, etc. The stakes will rise and the expectations will too.

And then, if it's evident the student will need to come back for a 5th year, the stakes raise even more. Strict adherence to withdraw after 10 consecutive absences. Automatic parent/admin/counselor/PPW meeting after 5 consecutive absences. Regularly discuss things like Job Corps, GED, etc. Sorry folks, I know they have a right to access school until age 21, but if they want to be in HS at age 19, we're talking about an adult here. They have to feel the pain if they want to keep screwing around.

Call me what you want—a mean evil jerk—but the parents and students need to be accountable. I've been teaching/leading in high school for 15 years and I've concluded that this key component is missing. Too much responsibility on the institution/school (read: government) and not enough on the student/parent (read: individual).

3. Reading, math, executive functioning, and personal/professional skills interventions are mandatory to varying degrees for ALL students. Every single student in MCPS who enters 9th grade for the first time must be enrolled in one or more of those interventions. Full stop.

The idea that a 14 year old is a fully formed adult and doesn't even need, at a minimum, personal/professional skills training for a year is absurd. Families who push back at this since their little Johnny is a perfect little gentleman and can, at 14, just move off to the big city and have a career need to get a grip. Because that's what they're saying—their child has perfected his personal/professional skills at 14. Ridiculous! Those skills are just as important as English, math, science, social studies, etc., if not MORE important.

But not all kids are Little Perfect Johnny. I have done deep dives into the data many times....MAP-R, MAP-M, missing assignment trends, etc. Folks, these kids can't read. They can't do basic math. They can barely keep track of their assignments. And yet, we have this ridiculous zombie mindset from the Bush/Obama years that we need to push college and career readiness. THESE ARE 14 YEAR OLDS! Forget about college and career readiness if they can't read even on a 5th grade level. You'd be SHOCKED how many students—non IEP, non 504, non ESOL, non FARMS—who are in high school and read on an elementary level but have NEVER had a reading intervention.

We as a school system need to fix that. Change the mindset. Remember there are basic skills these kids don't have. Most of the kids in the halls probably can't read, at least for comprehension. Many still have decoding issues. And it's not always a reading disability. So if we want to fix the hallways, attendance, behaviors, we have to as a society and system stop wanting to just smell our own farts all day and pat ourselves on the back that our students are doing such awesome and cool stuff to become college and career ready (YAY GO US!) and wake up to the reality that not only is reading and math intervention disincentivized in high school, but also in middle school and elementary.

Call me what you want but we gotta fix that.

[/b]OK that's it.[/b] I could keep going but these three things are keys to fixing these issues IMO. Time to get ready to get on the road! Have a great Friday and weekend!!

I think ALL of these are great ideas with some context.

1) I agree there definitely needs to be more accountability and support from parents/families. I don’t agree that the system for this needs to come from the school system but instead from DHHS and the community. This needs to be something that the school system is flagging and then referring out. I do think these needs to be something that the Counselors and Social Work teams, raise up through the Well Being teams and The Medical Officer so it is worked on at the county level with the appropriate partnerships and visibility needed. Schools and school systems are not community centers and we as a society desperately need to stop balancing all of childhood burdens in their zone. Or if we are going to, greatly revamp what these buildings look like and how they operate and the staff that is contained within.

2) Agree. Maybe this is something that can be suggested as part of the new partnership with Workforce Montgomery as part of the Blueprint.

3)🙌. Please tell this to whoever needs to hear it. I’ve said that this needs to happen in 6th grade. Every sixth grader should be required to take a Study Skills/Executive Functioning/Leadership Development Course for one semester. During which they will also work on a worthwhile SSL Project as a class.

The school system needs to hire several days analyst. Because not everyone is deep diving into the data and thereby they are not asking the right questions or putting the right things in place. At lot of the data is there, it just needs to be brought to light clearly and in a way people can consume. We also need to find better ways to deal with Special Education. It needs to be more streamlined and efficient for all involved. It’s needs more people. It’s need to be an intervention and preventative system and not a reactionary system. And it needs to be communicated as such to remove stigma. Kids shouldn’t have to fail to receive evaluation or treatment. Special Ed teams need some administrative support. Like some Social Work/Counseling students to be given a small stipend and clinical hours to help manage case load paperwork.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Does anyone know if MCPS is considering bringing back loss of credit for unexcused absences and tardies?

For the past several years—but this year in particular— we have 100s of students in the hall during passing periods. My school is over 2,000 students. Admin refuses to address the problem. Teachers are burnt out from trying to get the kids out of the halls and into classrooms. Nothing is working. Over the summer, students risked loss of credit for unexcused absences and (shocker) kids were concerned about getting to class everyday on time.

Parents… Is there no concern that we have this many kids in the hallway unsupervised? Bathrooms closed so kids don’t congregate and vape?

MCPS has literally set the bar on the floor with the 50% rule. Kids can pass as long as they are in class.

Why does MCPS ignore this very real problem that impacts the safety and functionality of our school system on a day to day basis?

Oh I know! It's so terrible! This and that 50% rule are destroying the fabric of society!

LOL I guess if your top priority is punishing kids who mostly don't care about school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just posted above at 21:19....as far as grades go, trust me these hall walkers are failing classes at my school.

I don't say that as a matter of pride or happiness. But they sure as hell aren't passing.

The problem isn't the skipping as it relates to grades.

The problem is the sanctity of these institutions has been sullied by MCPS. It feels like the people who made these policies have either never worked in a high school before or haven't been in schools for like 10-15+ years.

It's dystopian seeing this. No joke, you parents here would just be so sad. I'm sure some of you would blame us staff. Go ahead if that floats your boat. It's just the policies of the district that leads to this.

Microcosm of society, really......

What do you think would help? What kind of policy reforms do you think would be effective? Do you need extra resources (cameras, something else)? More personnel (counselors, SRO’s, aides, volunteers, etc.)?

It’s hard for the public to know what’s needed, and MCPS clearly doesn’t know, but I think if someone could suggest a way to improve things, there’d be community support. With the upcoming election it might be a good time to try to see which candidates are actually interested in addressing the problem.

I'm the guy you replied to last night. I woke up early just to write this before I get ready to go (Frederick resident....born and raised in MoCo but can't afford to live there, at least in a place I can have my family comfortably living in....tale as old as time).

1. More accountability AND support for parents. I'm not gonna identify my high school but let's just say it's a "highly impacted" one. Way too many parents say things like "I don't know what to do to get him to go to class/get out of the halls/stop skipping/stop leaving campus." Or, "I don't know how to get him to get up on time and go to school and listen to me." Also, "I just need you all (school staff) to motivate him and make him want to go to school/class/care." I am not kidding, in my role in MCPS, they're literally by far the most common responses. They dwarf the responses of "Thank you all for the efforts you are putting in. We will work on this at home. I'm looking forward to working together on this." And before anyone says anything, like I said earlier, we bust our asses to support these kids but there's a line we have to draw before it becomes the parent giving up and dumping the kid on us.

So first thing's first, parent support groups—single mothers groups; single fathers groups; non-parental caregiver groups; parenting classes; family counseling; family tutoring; I could go on and on. Those should not only be provided, but mandated when a certain threshold of attendance and/or behavior violations have occurred. As a parent myself, I feel like I should have consequences for my child's repeated actions.

And no, not everything is an educational disability. Maybe Instagram or Facebook groups make parents think any time their kid farts they need an IEP. It's OK to accept that it's mostly NOT a disability and, instead, it's (a) choices made by the kid, (b) choices made by the parent, and (c) lack of accountability on the parent in having to pursue these things I described.

Call me what you will but it starts at home, full stop.

2. Major changes in school experience for students and parents entering Semester 6. What do I mean by this? When students enter their 6th semester—typically semester 2 of their third year (i.e. 11th grade)—if the student is way behind in credits, still having attendance issues, still walking the halls, etc. then there needs to be a systematic and mandatory district-wide process.

Let me first say that we MUST significantly fade the availability of credit recovery (Edmentum) and bring back high school plus. If a kid fails a class big time, they should NOT be allowed to do credit recovery on Edmentum. They need to retake it. If they fail by X percent (say, by 5%) and they had solid attendance then give them the option of credit recovery. But if they never went to class and just bombed it since they expected they could do it all later online in a few days on Edmentum, that's gotta end. They need to do HS+ or summer school or retake for original credit in the school year some other time. So think about this through this lens.

Any family whose student meets certain criteria like I described above when they enter that 6th semester will be mandated to have a meeting with their administrator, counselor, PPW, and any other related school staff. In that meeting there will be a discussion about what the next three (or more) semesters will look like. There will be a clear graduation pathway outlined. There will be strict adherence to withdrawing after 10 consecutive absences. There will be mandated meetings for the parent to come into the school far more often than they may be used to when their kid is skipping, etc. The stakes will rise and the expectations will too.

And then, if it's evident the student will need to come back for a 5th year, the stakes raise even more. Strict adherence to withdraw after 10 consecutive absences. Automatic parent/admin/counselor/PPW meeting after 5 consecutive absences. Regularly discuss things like Job Corps, GED, etc. Sorry folks, I know they have a right to access school until age 21, but if they want to be in HS at age 19, we're talking about an adult here. They have to feel the pain if they want to keep screwing around.

Call me what you want—a mean evil jerk—but the parents and students need to be accountable. I've been teaching/leading in high school for 15 years and I've concluded that this key component is missing. Too much responsibility on the institution/school (read: government) and not enough on the student/parent (read: individual).

3. Reading, math, executive functioning, and personal/professional skills interventions are mandatory to varying degrees for ALL students. Every single student in MCPS who enters 9th grade for the first time must be enrolled in one or more of those interventions. Full stop.

The idea that a 14 year old is a fully formed adult and doesn't even need, at a minimum, personal/professional skills training for a year is absurd. Families who push back at this since their little Johnny is a perfect little gentleman and can, at 14, just move off to the big city and have a career need to get a grip. Because that's what they're saying—their child has perfected his personal/professional skills at 14. Ridiculous! Those skills are just as important as English, math, science, social studies, etc., if not MORE important.

But not all kids are Little Perfect Johnny. I have done deep dives into the data many times....MAP-R, MAP-M, missing assignment trends, etc. Folks, these kids can't read. They can't do basic math. They can barely keep track of their assignments. And yet, we have this ridiculous zombie mindset from the Bush/Obama years that we need to push college and career readiness. THESE ARE 14 YEAR OLDS! Forget about college and career readiness if they can't read even on a 5th grade level. You'd be SHOCKED how many students—non IEP, non 504, non ESOL, non FARMS—who are in high school and read on an elementary level but have NEVER had a reading intervention.

We as a school system need to fix that. Change the mindset. Remember there are basic skills these kids don't have. Most of the kids in the halls probably can't read, at least for comprehension. Many still have decoding issues. And it's not always a reading disability. So if we want to fix the hallways, attendance, behaviors, we have to as a society and system stop wanting to just smell our own farts all day and pat ourselves on the back that our students are doing such awesome and cool stuff to become college and career ready (YAY GO US!) and wake up to the reality that not only is reading and math intervention disincentivized in high school, but also in middle school and elementary.

Call me what you want but we gotta fix that.

[/b]OK that's it.[/b] I could keep going but these three things are keys to fixing these issues IMO. Time to get ready to get on the road! Have a great Friday and weekend!!

*applause*

This was fantastic! Are you in a leadership role at MCPS? If not, you need to be promoted ASAP.

+1 thank you. I appreciate your thoughtfulness and your response made me think!

[Anonymous]

This is a lot on parents too. Hopefully, at the HS level, your child understands they have an increasing level of responsibility in their own education and grades does not = education.

I was pretty clear with my kids that their growth and education was what they put into it.

Timeliness and attendance are fundamentally about respect for themselves and their learning, respect for the teacher and classmates.

When you register for a class, you are essentially saying you’ll attend.

[Anonymous]

Anonymous wrote:This is a lot on parents too. Hopefully, at the HS level, your child understands they have an increasing level of responsibility in their own education and grades does not = education.

I was pretty clear with my kids that their growth and education was what they put into it.

Timeliness and attendance are fundamentally about respect for themselves and their learning, respect for the teacher and classmates.

When you register for a class, you are essentially saying you’ll attend.

Some kids don't care for school. They never asked to be there and are there reluctantly. The problem is we don't recognize this and like pretend that all kids are the same.

[Anonymous]

Anonymous wrote:This isn't about MCPS. This is about the fact that there is no place for all these kids to go who aren't interested in studying. If you fail them for skipping, then they are back in the class next year being disruptive and disrespectful to a new set of students and teachers. If you fail them out entirely, they won't be able to get jobs.

If a kid is skipping or vaping all day, that's on the parents. They haven't done their job. They haven't instilled a hard work ethic. Schools have the unfortunate responsibility of playing babysitter to society's wastrels and reprobates.

Offer an alternative. Something like JobCorp or the CCC for youth ages 14-17. Pay the minimum wage, a transportation stipend, and provide 3 meals a day. Offer eight week night courses for those interested, academic or vocational. Allow participants to cycle back to public school each quarter if they want. If students successfully complete a quarter, they can re-up with a raise.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just posted above at 21:19....as far as grades go, trust me these hall walkers are failing classes at my school.

I don't say that as a matter of pride or happiness. But they sure as hell aren't passing.

The problem isn't the skipping as it relates to grades.

The problem is the sanctity of these institutions has been sullied by MCPS. It feels like the people who made these policies have either never worked in a high school before or haven't been in schools for like 10-15+ years.

It's dystopian seeing this. No joke, you parents here would just be so sad. I'm sure some of you would blame us staff. Go ahead if that floats your boat. It's just the policies of the district that leads to this.

Microcosm of society, really......

What do you think would help? What kind of policy reforms do you think would be effective? Do you need extra resources (cameras, something else)? More personnel (counselors, SRO’s, aides, volunteers, etc.)?

It’s hard for the public to know what’s needed, and MCPS clearly doesn’t know, but I think if someone could suggest a way to improve things, there’d be community support. With the upcoming election it might be a good time to try to see which candidates are actually interested in addressing the problem.

I'm the guy you replied to last night. I woke up early just to write this before I get ready to go (Frederick resident....born and raised in MoCo but can't afford to live there, at least in a place I can have my family comfortably living in....tale as old as time).

1. More accountability AND support for parents. I'm not gonna identify my high school but let's just say it's a "highly impacted" one. Way too many parents say things like "I don't know what to do to get him to go to class/get out of the halls/stop skipping/stop leaving campus." Or, "I don't know how to get him to get up on time and go to school and listen to me." Also, "I just need you all (school staff) to motivate him and make him want to go to school/class/care." I am not kidding, in my role in MCPS, they're literally by far the most common responses. They dwarf the responses of "Thank you all for the efforts you are putting in. We will work on this at home. I'm looking forward to working together on this." And before anyone says anything, like I said earlier, we bust our asses to support these kids but there's a line we have to draw before it becomes the parent giving up and dumping the kid on us.

So first thing's first, parent support groups—single mothers groups; single fathers groups; non-parental caregiver groups; parenting classes; family counseling; family tutoring; I could go on and on. Those should not only be provided, but mandated when a certain threshold of attendance and/or behavior violations have occurred. As a parent myself, I feel like I should have consequences for my child's repeated actions.

And no, not everything is an educational disability. Maybe Instagram or Facebook groups make parents think any time their kid farts they need an IEP. It's OK to accept that it's mostly NOT a disability and, instead, it's (a) choices made by the kid, (b) choices made by the parent, and (c) lack of accountability on the parent in having to pursue these things I described.

Call me what you will but it starts at home, full stop.

2. Major changes in school experience for students and parents entering Semester 6. What do I mean by this? When students enter their 6th semester—typically semester 2 of their third year (i.e. 11th grade)—if the student is way behind in credits, still having attendance issues, still walking the halls, etc. then there needs to be a systematic and mandatory district-wide process.

Let me first say that we MUST significantly fade the availability of credit recovery (Edmentum) and bring back high school plus. If a kid fails a class big time, they should NOT be allowed to do credit recovery on Edmentum. They need to retake it. If they fail by X percent (say, by 5%) and they had solid attendance then give them the option of credit recovery. But if they never went to class and just bombed it since they expected they could do it all later online in a few days on Edmentum, that's gotta end. They need to do HS+ or summer school or retake for original credit in the school year some other time. So think about this through this lens.

Any family whose student meets certain criteria like I described above when they enter that 6th semester will be mandated to have a meeting with their administrator, counselor, PPW, and any other related school staff. In that meeting there will be a discussion about what the next three (or more) semesters will look like. There will be a clear graduation pathway outlined. There will be strict adherence to withdrawing after 10 consecutive absences. There will be mandated meetings for the parent to come into the school far more often than they may be used to when their kid is skipping, etc. The stakes will rise and the expectations will too.

And then, if it's evident the student will need to come back for a 5th year, the stakes raise even more. Strict adherence to withdraw after 10 consecutive absences. Automatic parent/admin/counselor/PPW meeting after 5 consecutive absences. Regularly discuss things like Job Corps, GED, etc. Sorry folks, I know they have a right to access school until age 21, but if they want to be in HS at age 19, we're talking about an adult here. They have to feel the pain if they want to keep screwing around.

Call me what you want—a mean evil jerk—but the parents and students need to be accountable. I've been teaching/leading in high school for 15 years and I've concluded that this key component is missing. Too much responsibility on the institution/school (read: government) and not enough on the student/parent (read: individual).

3. Reading, math, executive functioning, and personal/professional skills interventions are mandatory to varying degrees for ALL students. Every single student in MCPS who enters 9th grade for the first time must be enrolled in one or more of those interventions. Full stop.

The idea that a 14 year old is a fully formed adult and doesn't even need, at a minimum, personal/professional skills training for a year is absurd. Families who push back at this since their little Johnny is a perfect little gentleman and can, at 14, just move off to the big city and have a career need to get a grip. Because that's what they're saying—their child has perfected his personal/professional skills at 14. Ridiculous! Those skills are just as important as English, math, science, social studies, etc., if not MORE important.

But not all kids are Little Perfect Johnny. I have done deep dives into the data many times....MAP-R, MAP-M, missing assignment trends, etc. Folks, these kids can't read. They can't do basic math. They can barely keep track of their assignments. And yet, we have this ridiculous zombie mindset from the Bush/Obama years that we need to push college and career readiness. THESE ARE 14 YEAR OLDS! Forget about college and career readiness if they can't read even on a 5th grade level. You'd be SHOCKED how many students—non IEP, non 504, non ESOL, non FARMS—who are in high school and read on an elementary level but have NEVER had a reading intervention.

We as a school system need to fix that. Change the mindset. Remember there are basic skills these kids don't have. Most of the kids in the halls probably can't read, at least for comprehension. Many still have decoding issues. And it's not always a reading disability. So if we want to fix the hallways, attendance, behaviors, we have to as a society and system stop wanting to just smell our own farts all day and pat ourselves on the back that our students are doing such awesome and cool stuff to become college and career ready (YAY GO US!) and wake up to the reality that not only is reading and math intervention disincentivized in high school, but also in middle school and elementary.

Call me what you want but we gotta fix that.

[/b]OK that's it.[/b] I could keep going but these three things are keys to fixing these issues IMO. Time to get ready to get on the road! Have a great Friday and weekend!!

+1 to all of this! I’m a special education teacher in middle school and so many of these things are true at the middle school level also.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just posted above at 21:19....as far as grades go, trust me these hall walkers are failing classes at my school.

I don't say that as a matter of pride or happiness. But they sure as hell aren't passing.

The problem isn't the skipping as it relates to grades.

The problem is the sanctity of these institutions has been sullied by MCPS. It feels like the people who made these policies have either never worked in a high school before or haven't been in schools for like 10-15+ years.

It's dystopian seeing this. No joke, you parents here would just be so sad. I'm sure some of you would blame us staff. Go ahead if that floats your boat. It's just the policies of the district that leads to this.

Microcosm of society, really......

What do you think would help? What kind of policy reforms do you think would be effective? Do you need extra resources (cameras, something else)? More personnel (counselors, SRO’s, aides, volunteers, etc.)?

It’s hard for the public to know what’s needed, and MCPS clearly doesn’t know, but I think if someone could suggest a way to improve things, there’d be community support. With the upcoming election it might be a good time to try to see which candidates are actually interested in addressing the problem.

I'm the guy you replied to last night. I woke up early just to write this before I get ready to go (Frederick resident....born and raised in MoCo but can't afford to live there, at least in a place I can have my family comfortably living in....tale as old as time).

1. More accountability AND support for parents. I'm not gonna identify my high school but let's just say it's a "highly impacted" one. Way too many parents say things like "I don't know what to do to get him to go to class/get out of the halls/stop skipping/stop leaving campus." Or, "I don't know how to get him to get up on time and go to school and listen to me." Also, "I just need you all (school staff) to motivate him and make him want to go to school/class/care." I am not kidding, in my role in MCPS, they're literally by far the most common responses. They dwarf the responses of "Thank you all for the efforts you are putting in. We will work on this at home. I'm looking forward to working together on this." And before anyone says anything, like I said earlier, we bust our asses to support these kids but there's a line we have to draw before it becomes the parent giving up and dumping the kid on us.

So first thing's first, parent support groups—single mothers groups; single fathers groups; non-parental caregiver groups; parenting classes; family counseling; family tutoring; I could go on and on. Those should not only be provided, but mandated when a certain threshold of attendance and/or behavior violations have occurred. As a parent myself, I feel like I should have consequences for my child's repeated actions.

And no, not everything is an educational disability. Maybe Instagram or Facebook groups make parents think any time their kid farts they need an IEP. It's OK to accept that it's mostly NOT a disability and, instead, it's (a) choices made by the kid, (b) choices made by the parent, and (c) lack of accountability on the parent in having to pursue these things I described.

Call me what you will but it starts at home, full stop.

2. Major changes in school experience for students and parents entering Semester 6. What do I mean by this? When students enter their 6th semester—typically semester 2 of their third year (i.e. 11th grade)—if the student is way behind in credits, still having attendance issues, still walking the halls, etc. then there needs to be a systematic and mandatory district-wide process.

Let me first say that we MUST significantly fade the availability of credit recovery (Edmentum) and bring back high school plus. If a kid fails a class big time, they should NOT be allowed to do credit recovery on Edmentum. They need to retake it. If they fail by X percent (say, by 5%) and they had solid attendance then give them the option of credit recovery. But if they never went to class and just bombed it since they expected they could do it all later online in a few days on Edmentum, that's gotta end. They need to do HS+ or summer school or retake for original credit in the school year some other time. So think about this through this lens.

Any family whose student meets certain criteria like I described above when they enter that 6th semester will be mandated to have a meeting with their administrator, counselor, PPW, and any other related school staff. In that meeting there will be a discussion about what the next three (or more) semesters will look like. There will be a clear graduation pathway outlined. There will be strict adherence to withdrawing after 10 consecutive absences. There will be mandated meetings for the parent to come into the school far more often than they may be used to when their kid is skipping, etc. The stakes will rise and the expectations will too.

And then, if it's evident the student will need to come back for a 5th year, the stakes raise even more. Strict adherence to withdraw after 10 consecutive absences. Automatic parent/admin/counselor/PPW meeting after 5 consecutive absences. Regularly discuss things like Job Corps, GED, etc. Sorry folks, I know they have a right to access school until age 21, but if they want to be in HS at age 19, we're talking about an adult here. They have to feel the pain if they want to keep screwing around.

Call me what you want—a mean evil jerk—but the parents and students need to be accountable. I've been teaching/leading in high school for 15 years and I've concluded that this key component is missing. Too much responsibility on the institution/school (read: government) and not enough on the student/parent (read: individual).

3. Reading, math, executive functioning, and personal/professional skills interventions are mandatory to varying degrees for ALL students. Every single student in MCPS who enters 9th grade for the first time must be enrolled in one or more of those interventions. Full stop.

The idea that a 14 year old is a fully formed adult and doesn't even need, at a minimum, personal/professional skills training for a year is absurd. Families who push back at this since their little Johnny is a perfect little gentleman and can, at 14, just move off to the big city and have a career need to get a grip. Because that's what they're saying—their child has perfected his personal/professional skills at 14. Ridiculous! Those skills are just as important as English, math, science, social studies, etc., if not MORE important.

But not all kids are Little Perfect Johnny. I have done deep dives into the data many times....MAP-R, MAP-M, missing assignment trends, etc. Folks, these kids can't read. They can't do basic math. They can barely keep track of their assignments. And yet, we have this ridiculous zombie mindset from the Bush/Obama years that we need to push college and career readiness. THESE ARE 14 YEAR OLDS! Forget about college and career readiness if they can't read even on a 5th grade level. You'd be SHOCKED how many students—non IEP, non 504, non ESOL, non FARMS—who are in high school and read on an elementary level but have NEVER had a reading intervention.

We as a school system need to fix that. Change the mindset. Remember there are basic skills these kids don't have. Most of the kids in the halls probably can't read, at least for comprehension. Many still have decoding issues. And it's not always a reading disability. So if we want to fix the hallways, attendance, behaviors, we have to as a society and system stop wanting to just smell our own farts all day and pat ourselves on the back that our students are doing such awesome and cool stuff to become college and career ready (YAY GO US!) and wake up to the reality that not only is reading and math intervention disincentivized in high school, but also in middle school and elementary.

Call me what you want but we gotta fix that.

[/b]OK that's it.[/b] I could keep going but these three things are keys to fixing these issues IMO. Time to get ready to get on the road! Have a great Friday and weekend!!

+1. Only change I would make is not to wait until Semester 6. Maybe Quarter 8. If student not where they need to be by end of Q8, get them and if applicable the parents help over the summer between 10th-11th grades.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just posted above at 21:19....as far as grades go, trust me these hall walkers are failing classes at my school.

I don't say that as a matter of pride or happiness. But they sure as hell aren't passing.

The problem isn't the skipping as it relates to grades.

The problem is the sanctity of these institutions has been sullied by MCPS. It feels like the people who made these policies have either never worked in a high school before or haven't been in schools for like 10-15+ years.

It's dystopian seeing this. No joke, you parents here would just be so sad. I'm sure some of you would blame us staff. Go ahead if that floats your boat. It's just the policies of the district that leads to this.

Microcosm of society, really......

What do you think would help? What kind of policy reforms do you think would be effective? Do you need extra resources (cameras, something else)? More personnel (counselors, SRO’s, aides, volunteers, etc.)?

It’s hard for the public to know what’s needed, and MCPS clearly doesn’t know, but I think if someone could suggest a way to improve things, there’d be community support. With the upcoming election it might be a good time to try to see which candidates are actually interested in addressing the problem.

I'm the guy you replied to last night. I woke up early just to write this before I get ready to go (Frederick resident....born and raised in MoCo but can't afford to live there, at least in a place I can have my family comfortably living in....tale as old as time).

1. More accountability AND support for parents. I'm not gonna identify my high school but let's just say it's a "highly impacted" one. Way too many parents say things like "I don't know what to do to get him to go to class/get out of the halls/stop skipping/stop leaving campus." Or, "I don't know how to get him to get up on time and go to school and listen to me." Also, "I just need you all (school staff) to motivate him and make him want to go to school/class/care." I am not kidding, in my role in MCPS, they're literally by far the most common responses. They dwarf the responses of "Thank you all for the efforts you are putting in. We will work on this at home. I'm looking forward to working together on this." And before anyone says anything, like I said earlier, we bust our asses to support these kids but there's a line we have to draw before it becomes the parent giving up and dumping the kid on us.

So first thing's first, parent support groups—single mothers groups; single fathers groups; non-parental caregiver groups; parenting classes; family counseling; family tutoring; I could go on and on. Those should not only be provided, but mandated when a certain threshold of attendance and/or behavior violations have occurred. As a parent myself, I feel like I should have consequences for my child's repeated actions.

And no, not everything is an educational disability. Maybe Instagram or Facebook groups make parents think any time their kid farts they need an IEP. It's OK to accept that it's mostly NOT a disability and, instead, it's (a) choices made by the kid, (b) choices made by the parent, and (c) lack of accountability on the parent in having to pursue these things I described.

Call me what you will but it starts at home, full stop.

2. Major changes in school experience for students and parents entering Semester 6. What do I mean by this? When students enter their 6th semester—typically semester 2 of their third year (i.e. 11th grade)—if the student is way behind in credits, still having attendance issues, still walking the halls, etc. then there needs to be a systematic and mandatory district-wide process.

Let me first say that we MUST significantly fade the availability of credit recovery (Edmentum) and bring back high school plus. If a kid fails a class big time, they should NOT be allowed to do credit recovery on Edmentum. They need to retake it. If they fail by X percent (say, by 5%) and they had solid attendance then give them the option of credit recovery. But if they never went to class and just bombed it since they expected they could do it all later online in a few days on Edmentum, that's gotta end. They need to do HS+ or summer school or retake for original credit in the school year some other time. So think about this through this lens.

Any family whose student meets certain criteria like I described above when they enter that 6th semester will be mandated to have a meeting with their administrator, counselor, PPW, and any other related school staff. In that meeting there will be a discussion about what the next three (or more) semesters will look like. There will be a clear graduation pathway outlined. There will be strict adherence to withdrawing after 10 consecutive absences. There will be mandated meetings for the parent to come into the school far more often than they may be used to when their kid is skipping, etc. The stakes will rise and the expectations will too.

And then, if it's evident the student will need to come back for a 5th year, the stakes raise even more. Strict adherence to withdraw after 10 consecutive absences. Automatic parent/admin/counselor/PPW meeting after 5 consecutive absences. Regularly discuss things like Job Corps, GED, etc. Sorry folks, I know they have a right to access school until age 21, but if they want to be in HS at age 19, we're talking about an adult here. They have to feel the pain if they want to keep screwing around.

Call me what you want—a mean evil jerk—but the parents and students need to be accountable. I've been teaching/leading in high school for 15 years and I've concluded that this key component is missing. Too much responsibility on the institution/school (read: government) and not enough on the student/parent (read: individual).

3. Reading, math, executive functioning, and personal/professional skills interventions are mandatory to varying degrees for ALL students. Every single student in MCPS who enters 9th grade for the first time must be enrolled in one or more of those interventions. Full stop.

The idea that a 14 year old is a fully formed adult and doesn't even need, at a minimum, personal/professional skills training for a year is absurd. Families who push back at this since their little Johnny is a perfect little gentleman and can, at 14, just move off to the big city and have a career need to get a grip. Because that's what they're saying—their child has perfected his personal/professional skills at 14. Ridiculous! Those skills are just as important as English, math, science, social studies, etc., if not MORE important.

But not all kids are Little Perfect Johnny. I have done deep dives into the data many times....MAP-R, MAP-M, missing assignment trends, etc. Folks, these kids can't read. They can't do basic math. They can barely keep track of their assignments. And yet, we have this ridiculous zombie mindset from the Bush/Obama years that we need to push college and career readiness. THESE ARE 14 YEAR OLDS! Forget about college and career readiness if they can't read even on a 5th grade level. You'd be SHOCKED how many students—non IEP, non 504, non ESOL, non FARMS—who are in high school and read on an elementary level but have NEVER had a reading intervention.

We as a school system need to fix that. Change the mindset. Remember there are basic skills these kids don't have. Most of the kids in the halls probably can't read, at least for comprehension. Many still have decoding issues. And it's not always a reading disability. So if we want to fix the hallways, attendance, behaviors, we have to as a society and system stop wanting to just smell our own farts all day and pat ourselves on the back that our students are doing such awesome and cool stuff to become college and career ready (YAY GO US!) and wake up to the reality that not only is reading and math intervention disincentivized in high school, but also in middle school and elementary.

Call me what you want but we gotta fix that.

[/b]OK that's it.[/b] I could keep going but these three things are keys to fixing these issues IMO. Time to get ready to get on the road! Have a great Friday and weekend!!

+1. Only change I would make is not to wait until Semester 6. Maybe Quarter 8. If student not where they need to be by end of Q8, get them and if applicable the parents help over the summer between 10th-11th grades.

This is exactly what the MD Blueprint is saying.

Blueprint Statutory Highlights
All students are College and Career Ready by the end of their 10th grade year.

Meaning they are on track for graduation or moving to whatever next stage by the end of 10th grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is a lot on parents too. Hopefully, at the HS level, your child understands they have an increasing level of responsibility in their own education and grades does not = education.

I was pretty clear with my kids that their growth and education was what they put into it.

Timeliness and attendance are fundamentally about respect for themselves and their learning, respect for the teacher and classmates.

When you register for a class, you are essentially saying you’ll attend.

Some kids don't care for school. They never asked to be there and are there reluctantly. The problem is we don't recognize this and like pretend that all kids are the same.

We don’t pretend all kids are the same which is why there is a variety of program offerings including CTE, Internships, and Apprenticeships at the HS level. When we make generalized statements like this it turns off people who are charged with creating and implementing program’s because people often don’t see all the hard worn that has gone into creating and maintaining what is available currently.

[Anonymous]

As a CTE teacher it’s amusing that people think we should have students that can’t read or do math in our programs. Most careers are technical with exams to pass. Kids absolutely need to be close to grade level in basic reading and math skills. Most of what these courses do is not hands-on. It’s prep for career exams.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just posted above at 21:19....as far as grades go, trust me these hall walkers are failing classes at my school.

I don't say that as a matter of pride or happiness. But they sure as hell aren't passing.

The problem isn't the skipping as it relates to grades.

The problem is the sanctity of these institutions has been sullied by MCPS. It feels like the people who made these policies have either never worked in a high school before or haven't been in schools for like 10-15+ years.

It's dystopian seeing this. No joke, you parents here would just be so sad. I'm sure some of you would blame us staff. Go ahead if that floats your boat. It's just the policies of the district that leads to this.

Microcosm of society, really......

What do you think would help? What kind of policy reforms do you think would be effective? Do you need extra resources (cameras, something else)? More personnel (counselors, SRO’s, aides, volunteers, etc.)?

It’s hard for the public to know what’s needed, and MCPS clearly doesn’t know, but I think if someone could suggest a way to improve things, there’d be community support. With the upcoming election it might be a good time to try to see which candidates are actually interested in addressing the problem.

I'm the guy you replied to last night. I woke up early just to write this before I get ready to go (Frederick resident....born and raised in MoCo but can't afford to live there, at least in a place I can have my family comfortably living in....tale as old as time).

1. More accountability AND support for parents. I'm not gonna identify my high school but let's just say it's a "highly impacted" one. Way too many parents say things like "I don't know what to do to get him to go to class/get out of the halls/stop skipping/stop leaving campus." Or, "I don't know how to get him to get up on time and go to school and listen to me." Also, "I just need you all (school staff) to motivate him and make him want to go to school/class/care." I am not kidding, in my role in MCPS, they're literally by far the most common responses. They dwarf the responses of "Thank you all for the efforts you are putting in. We will work on this at home. I'm looking forward to working together on this." And before anyone says anything, like I said earlier, we bust our asses to support these kids but there's a line we have to draw before it becomes the parent giving up and dumping the kid on us.

So first thing's first, parent support groups—single mothers groups; single fathers groups; non-parental caregiver groups; parenting classes; family counseling; family tutoring; I could go on and on. Those should not only be provided, but mandated when a certain threshold of attendance and/or behavior violations have occurred. As a parent myself, I feel like I should have consequences for my child's repeated actions.

And no, not everything is an educational disability. Maybe Instagram or Facebook groups make parents think any time their kid farts they need an IEP. It's OK to accept that it's mostly NOT a disability and, instead, it's (a) choices made by the kid, (b) choices made by the parent, and (c) lack of accountability on the parent in having to pursue these things I described.

Call me what you will but it starts at home, full stop.

2. Major changes in school experience for students and parents entering Semester 6. What do I mean by this? When students enter their 6th semester—typically semester 2 of their third year (i.e. 11th grade)—if the student is way behind in credits, still having attendance issues, still walking the halls, etc. then there needs to be a systematic and mandatory district-wide process.

Let me first say that we MUST significantly fade the availability of credit recovery (Edmentum) and bring back high school plus. If a kid fails a class big time, they should NOT be allowed to do credit recovery on Edmentum. They need to retake it. If they fail by X percent (say, by 5%) and they had solid attendance then give them the option of credit recovery. But if they never went to class and just bombed it since they expected they could do it all later online in a few days on Edmentum, that's gotta end. They need to do HS+ or summer school or retake for original credit in the school year some other time. So think about this through this lens.

Any family whose student meets certain criteria like I described above when they enter that 6th semester will be mandated to have a meeting with their administrator, counselor, PPW, and any other related school staff. In that meeting there will be a discussion about what the next three (or more) semesters will look like. There will be a clear graduation pathway outlined. There will be strict adherence to withdrawing after 10 consecutive absences. There will be mandated meetings for the parent to come into the school far more often than they may be used to when their kid is skipping, etc. The stakes will rise and the expectations will too.

And then, if it's evident the student will need to come back for a 5th year, the stakes raise even more. Strict adherence to withdraw after 10 consecutive absences. Automatic parent/admin/counselor/PPW meeting after 5 consecutive absences. Regularly discuss things like Job Corps, GED, etc. Sorry folks, I know they have a right to access school until age 21, but if they want to be in HS at age 19, we're talking about an adult here. They have to feel the pain if they want to keep screwing around.

Call me what you want—a mean evil jerk—but the parents and students need to be accountable. I've been teaching/leading in high school for 15 years and I've concluded that this key component is missing. Too much responsibility on the institution/school (read: government) and not enough on the student/parent (read: individual).

3. Reading, math, executive functioning, and personal/professional skills interventions are mandatory to varying degrees for ALL students. Every single student in MCPS who enters 9th grade for the first time must be enrolled in one or more of those interventions. Full stop.

The idea that a 14 year old is a fully formed adult and doesn't even need, at a minimum, personal/professional skills training for a year is absurd. Families who push back at this since their little Johnny is a perfect little gentleman and can, at 14, just move off to the big city and have a career need to get a grip. Because that's what they're saying—their child has perfected his personal/professional skills at 14. Ridiculous! Those skills are just as important as English, math, science, social studies, etc., if not MORE important.

But not all kids are Little Perfect Johnny. I have done deep dives into the data many times....MAP-R, MAP-M, missing assignment trends, etc. Folks, these kids can't read. They can't do basic math. They can barely keep track of their assignments. And yet, we have this ridiculous zombie mindset from the Bush/Obama years that we need to push college and career readiness. THESE ARE 14 YEAR OLDS! Forget about college and career readiness if they can't read even on a 5th grade level. You'd be SHOCKED how many students—non IEP, non 504, non ESOL, non FARMS—who are in high school and read on an elementary level but have NEVER had a reading intervention.

We as a school system need to fix that. Change the mindset. Remember there are basic skills these kids don't have. Most of the kids in the halls probably can't read, at least for comprehension. Many still have decoding issues. And it's not always a reading disability. So if we want to fix the hallways, attendance, behaviors, we have to as a society and system stop wanting to just smell our own farts all day and pat ourselves on the back that our students are doing such awesome and cool stuff to become college and career ready (YAY GO US!) and wake up to the reality that not only is reading and math intervention disincentivized in high school, but also in middle school and elementary.

Call me what you want but we gotta fix that.

[/b]OK that's it.[/b] I could keep going but these three things are keys to fixing these issues IMO. Time to get ready to get on the road! Have a great Friday and weekend!!

+1. Only change I would make is not to wait until Semester 6. Maybe Quarter 8. If student not where they need to be by end of Q8, get them and if applicable the parents help over the summer between 10th-11th grades.

This is exactly what the MD Blueprint is saying.

Blueprint Statutory Highlights
All students are College and Career Ready by the end of their 10th grade year.

Meaning they are on track for graduation or moving to whatever next stage by the end of 10th grade.

That is a pipe-dream in terms of any 10th grader truly being college or career ready. There's a lot of maturity and development that still happens in junior and senior year.

I think end of 10th grade makes sense as a last call for assuring kids are on track to BEING college and career ready, but kids need all four years of high school to get to that point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just posted above at 21:19....as far as grades go, trust me these hall walkers are failing classes at my school.

I don't say that as a matter of pride or happiness. But they sure as hell aren't passing.

The problem isn't the skipping as it relates to grades.

The problem is the sanctity of these institutions has been sullied by MCPS. It feels like the people who made these policies have either never worked in a high school before or haven't been in schools for like 10-15+ years.

It's dystopian seeing this. No joke, you parents here would just be so sad. I'm sure some of you would blame us staff. Go ahead if that floats your boat. It's just the policies of the district that leads to this.

Microcosm of society, really......

What do you think would help? What kind of policy reforms do you think would be effective? Do you need extra resources (cameras, something else)? More personnel (counselors, SRO’s, aides, volunteers, etc.)?

It’s hard for the public to know what’s needed, and MCPS clearly doesn’t know, but I think if someone could suggest a way to improve things, there’d be community support. With the upcoming election it might be a good time to try to see which candidates are actually interested in addressing the problem.

I'm the guy you replied to last night. I woke up early just to write this before I get ready to go (Frederick resident....born and raised in MoCo but can't afford to live there, at least in a place I can have my family comfortably living in....tale as old as time).

1. More accountability AND support for parents. I'm not gonna identify my high school but let's just say it's a "highly impacted" one. Way too many parents say things like "I don't know what to do to get him to go to class/get out of the halls/stop skipping/stop leaving campus." Or, "I don't know how to get him to get up on time and go to school and listen to me." Also, "I just need you all (school staff) to motivate him and make him want to go to school/class/care." I am not kidding, in my role in MCPS, they're literally by far the most common responses. They dwarf the responses of "Thank you all for the efforts you are putting in. We will work on this at home. I'm looking forward to working together on this." And before anyone says anything, like I said earlier, we bust our asses to support these kids but there's a line we have to draw before it becomes the parent giving up and dumping the kid on us.

So first thing's first, parent support groups—single mothers groups; single fathers groups; non-parental caregiver groups; parenting classes; family counseling; family tutoring; I could go on and on. Those should not only be provided, but mandated when a certain threshold of attendance and/or behavior violations have occurred. As a parent myself, I feel like I should have consequences for my child's repeated actions.

And no, not everything is an educational disability. Maybe Instagram or Facebook groups make parents think any time their kid farts they need an IEP. It's OK to accept that it's mostly NOT a disability and, instead, it's (a) choices made by the kid, (b) choices made by the parent, and (c) lack of accountability on the parent in having to pursue these things I described.

Call me what you will but it starts at home, full stop.

2. Major changes in school experience for students and parents entering Semester 6. What do I mean by this? When students enter their 6th semester—typically semester 2 of their third year (i.e. 11th grade)—if the student is way behind in credits, still having attendance issues, still walking the halls, etc. then there needs to be a systematic and mandatory district-wide process.

Let me first say that we MUST significantly fade the availability of credit recovery (Edmentum) and bring back high school plus. If a kid fails a class big time, they should NOT be allowed to do credit recovery on Edmentum. They need to retake it. If they fail by X percent (say, by 5%) and they had solid attendance then give them the option of credit recovery. But if they never went to class and just bombed it since they expected they could do it all later online in a few days on Edmentum, that's gotta end. They need to do HS+ or summer school or retake for original credit in the school year some other time. So think about this through this lens.

Any family whose student meets certain criteria like I described above when they enter that 6th semester will be mandated to have a meeting with their administrator, counselor, PPW, and any other related school staff. In that meeting there will be a discussion about what the next three (or more) semesters will look like. There will be a clear graduation pathway outlined. There will be strict adherence to withdrawing after 10 consecutive absences. There will be mandated meetings for the parent to come into the school far more often than they may be used to when their kid is skipping, etc. The stakes will rise and the expectations will too.

And then, if it's evident the student will need to come back for a 5th year, the stakes raise even more. Strict adherence to withdraw after 10 consecutive absences. Automatic parent/admin/counselor/PPW meeting after 5 consecutive absences. Regularly discuss things like Job Corps, GED, etc. Sorry folks, I know they have a right to access school until age 21, but if they want to be in HS at age 19, we're talking about an adult here. They have to feel the pain if they want to keep screwing around.

Call me what you want—a mean evil jerk—but the parents and students need to be accountable. I've been teaching/leading in high school for 15 years and I've concluded that this key component is missing. Too much responsibility on the institution/school (read: government) and not enough on the student/parent (read: individual).

3. Reading, math, executive functioning, and personal/professional skills interventions are mandatory to varying degrees for ALL students. Every single student in MCPS who enters 9th grade for the first time must be enrolled in one or more of those interventions. Full stop.

The idea that a 14 year old is a fully formed adult and doesn't even need, at a minimum, personal/professional skills training for a year is absurd. Families who push back at this since their little Johnny is a perfect little gentleman and can, at 14, just move off to the big city and have a career need to get a grip. Because that's what they're saying—their child has perfected his personal/professional skills at 14. Ridiculous! Those skills are just as important as English, math, science, social studies, etc., if not MORE important.

But not all kids are Little Perfect Johnny. I have done deep dives into the data many times....MAP-R, MAP-M, missing assignment trends, etc. Folks, these kids can't read. They can't do basic math. They can barely keep track of their assignments. And yet, we have this ridiculous zombie mindset from the Bush/Obama years that we need to push college and career readiness. THESE ARE 14 YEAR OLDS! Forget about college and career readiness if they can't read even on a 5th grade level. You'd be SHOCKED how many students—non IEP, non 504, non ESOL, non FARMS—who are in high school and read on an elementary level but have NEVER had a reading intervention.

We as a school system need to fix that. Change the mindset. Remember there are basic skills these kids don't have. Most of the kids in the halls probably can't read, at least for comprehension. Many still have decoding issues. And it's not always a reading disability. So if we want to fix the hallways, attendance, behaviors, we have to as a society and system stop wanting to just smell our own farts all day and pat ourselves on the back that our students are doing such awesome and cool stuff to become college and career ready (YAY GO US!) and wake up to the reality that not only is reading and math intervention disincentivized in high school, but also in middle school and elementary.

Call me what you want but we gotta fix that.

[/b]OK that's it.[/b] I could keep going but these three things are keys to fixing these issues IMO. Time to get ready to get on the road! Have a great Friday and weekend!!

+1. Only change I would make is not to wait until Semester 6. Maybe Quarter 8. If student not where they need to be by end of Q8, get them and if applicable the parents help over the summer between 10th-11th grades.

This is exactly what the MD Blueprint is saying.

Blueprint Statutory Highlights
All students are College and Career Ready by the end of their 10th grade year.

Meaning they are on track for graduation or moving to whatever next stage by the end of 10th grade.

That is a pipe-dream in terms of any 10th grader truly being college or career ready. There's a lot of maturity and development that still happens in junior and senior year.

I think end of 10th grade makes sense as a last call for assuring kids are on track to BEING college and career ready, but kids need all four years of high school to get to that point.

Being on track is exactly what the requirement ask for, as well as creating meaning measurement and tracking of this. So what exactly is the pipe dream. You can clear tell by end of 10th grade if a student is progressing well or if there are challenges.