New to DCPS report cards

[Anonymous]

In 1st at my DCPS science and social studies are specials. Reading, Writing, Math, and phonics are part of the daily schedule. Of course, you can work in Social Studies and Science into those lessons, but they also exist stand alone.


And yes, advisory is basically a quarter. The first advisory just ended.

[Anonymous]

Okay thank you for that. I’m surprised science and social studies are specials.

I taught (not in dc) and each day we had a 90 minute math time, 90 minute language arts time (guided reading and then writing), and a 45 minute chunk for science and a 45 minute chunk for social studies. There was also 30 minutes for lunch, 30 for recess, 45 for specials (library, Spanish, art, pe, music etc), and a 30 minute chunk for extension/remediation for language arts or math.

[Anonymous]

Anonymous wrote:So one "concern" of my spouse is that they know kids in FCPS who are "getting 4s" even though they are not geniuses. I know VA is not Common Core. However, they seem to be doing standards based scoring (at least at young ages). Is FCPS (or perhaps that school in particular) inflating scores to look good or make the parents happy? My understanding thus far is that 3s and 2s are fine (K), that 4s are rare and 1s are concerning. However, my spouse has challenges with that given the FCPS "comparison".

You can't compare one measurement system to another. Think of it in terms of DCPS measuring in centimeters and FCPS measuring in inches. A 4 in one measurement system is not a 4 in another. You need to learn and understand the measurement system that you are in.

I've been in DCPS four years, and for every year that I've received a report card, the expectations are leveled to end of year expectations. Your research on California isn't relevant to the DC system. Even though California and DC use the same standards, it doesn't mean they report back to parents in the same way. Here's what my kid's report card says: "Academic grades reflect what students know and are able to do at the end of each term in relation to end of year expectations. All grades are based on clear, specific learning criteria, and not based on students' standing among classmates."

You should also understand that measuring what children know and can do is challenging with young children. A child may not adequately be able to demonstrate what they can do in all circumstances; they may be in a new classroom, or having an off day, or they didn't like the lunch, or they just had an emotionally challenging interaction with another child. So first quarter Kinder grades might well wobble a bit as the kid and teacher get to know each other.

[Anonymous]

Well said.

Anonymous wrote:

Anonymous wrote:So one "concern" of my spouse is that they know kids in FCPS who are "getting 4s" even though they are not geniuses. I know VA is not Common Core. However, they seem to be doing standards based scoring (at least at young ages). Is FCPS (or perhaps that school in particular) inflating scores to look good or make the parents happy? My understanding thus far is that 3s and 2s are fine (K), that 4s are rare and 1s are concerning. However, my spouse has challenges with that given the FCPS "comparison".

You can't compare one measurement system to another. Think of it in terms of DCPS measuring in centimeters and FCPS measuring in inches. A 4 in one measurement system is not a 4 in another. You need to learn and understand the measurement system that you are in.

I've been in DCPS four years, and for every year that I've received a report card, the expectations are leveled to end of year expectations. Your research on California isn't relevant to the DC system. Even though California and DC use the same standards, it doesn't mean they report back to parents in the same way. Here's what my kid's report card says: "Academic grades reflect what students know and are able to do at the end of each term in relation to end of year expectations. All grades are based on clear, specific learning criteria, and not based on students' standing among classmates."

You should also understand that measuring what children know and can do is challenging with young children. A child may not adequately be able to demonstrate what they can do in all circumstances; they may be in a new classroom, or having an off day, or they didn't like the lunch, or they just had an emotionally challenging interaction with another child. So first quarter Kinder grades might well wobble a bit as the kid and teacher get to know each other.

[Anonymous]

Our experience after 5 years in DCPS is the report cards vary tremendously from teacher to teacher. Last year, DS's teacher gave him a 2 in reading the first two quarters even though he was reading two grade levels above. He also went from a 4 to a 3 in number of the math fundamentals one quarter (those are one the second page of the report card and are not the overall subject matter score.) When we asked the teacher about it at the conference, he said the grades were more of an art than a science and perhaps he didn't look closely enough at where DC was the previous quarter.

All of this to say, the report cards really don't matter at all, except for perhaps the section where the teacher writes a comment about your child (though one year, the comments were incomplete sentences that seemed to be cut and pasted from some template and use the wrong pronoun to refer to DS!) The teacher should be able to give you a good sense of how your child is doing at the conferences.

This post sounds negative about DCPS -- overall we've been quite happy with DS's experience, but the report cards are a waste. We are considering applying to private for 6th grade, however, and I'm a bit worried about how the report cards will be interpreted for admissions purposes.

[Anonymous]

Anonymous wrote:Okay thank you for that. I’m surprised science and social studies are specials.

I taught (not in dc) and each day we had a 90 minute math time, 90 minute language arts time (guided reading and then writing), and a 45 minute chunk for science and a 45 minute chunk for social studies. There was also 30 minutes for lunch, 30 for recess, 45 for specials (library, Spanish, art, pe, music etc), and a 30 minute chunk for extension/remediation for language arts or math.

Your list fills 6 hours 45 minutes, and doesn't include morning meeting or anything like that. DCPS elementaries are in school for 6 hours 30 minutes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Okay thank you for that. I’m surprised science and social studies are specials.

I taught (not in dc) and each day we had a 90 minute math time, 90 minute language arts time (guided reading and then writing), and a 45 minute chunk for science and a 45 minute chunk for social studies. There was also 30 minutes for lunch, 30 for recess, 45 for specials (library, Spanish, art, pe, music etc), and a 30 minute chunk for extension/remediation for language arts or math.

Your list fills 6 hours 45 minutes, and doesn't include morning meeting or anything like that. DCPS elementaries are in school for 6 hours 30 minutes.

Maybe dcps should have a longer day if they can’t fit science and social studies.

[Anonymous]

The question is whether the students are meeting the grade level standards for science and social studies. If they aren’t, then it is makes sense to ask whether more time on those subjects would make a difference.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Okay thank you for that. I’m surprised science and social studies are specials.

I taught (not in dc) and each day we had a 90 minute math time, 90 minute language arts time (guided reading and then writing), and a 45 minute chunk for science and a 45 minute chunk for social studies. There was also 30 minutes for lunch, 30 for recess, 45 for specials (library, Spanish, art, pe, music etc), and a 30 minute chunk for extension/remediation for language arts or math.

Your list fills 6 hours 45 minutes, and doesn't include morning meeting or anything like that. DCPS elementaries are in school for 6 hours 30 minutes.

Maybe dcps should have a longer day if they can’t fit science and social studies.

oh geez, not for kindergarteners. their day is long and filled. writing, reading and math are the foundation of science and humanities anyway. I don't think there's really a need to even have science and social studies in elementary school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Okay thank you for that. I’m surprised science and social studies are specials.

I taught (not in dc) and each day we had a 90 minute math time, 90 minute language arts time (guided reading and then writing), and a 45 minute chunk for science and a 45 minute chunk for social studies. There was also 30 minutes for lunch, 30 for recess, 45 for specials (library, Spanish, art, pe, music etc), and a 30 minute chunk for extension/remediation for language arts or math.

Your list fills 6 hours 45 minutes, and doesn't include morning meeting or anything like that. DCPS elementaries are in school for 6 hours 30 minutes.

Maybe dcps should have a longer day if they can’t fit science and social studies.

oh geez, not for kindergarteners. their day is long and filled. writing, reading and math are the foundation of science and humanities anyway. I don't think there's really a need to even have science and social studies in elementary school.

You don’t think science should be taught in elementary school?!?!?!? Rick Perry is that you?

[Anonymous]

Science is taught in DCPS schools. The PP said it is taught a dedicated subject twice a week for first graders - and more frequently in the older elementary grades.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Okay thank you for that. I’m surprised science and social studies are specials.

I taught (not in dc) and each day we had a 90 minute math time, 90 minute language arts time (guided reading and then writing), and a 45 minute chunk for science and a 45 minute chunk for social studies. There was also 30 minutes for lunch, 30 for recess, 45 for specials (library, Spanish, art, pe, music etc), and a 30 minute chunk for extension/remediation for language arts or math.

Your list fills 6 hours 45 minutes, and doesn't include morning meeting or anything like that. DCPS elementaries are in school for 6 hours 30 minutes.

It’s funny that people here complain about dcps all day and now when I challenge science and social studies being part of the day, there is push back and excuses.

So then make science 30 minutes and social studies 30 minutes. That leaves 15 minutes for morning meeting. Maybe have kids stay in their classrooms all day with the same teacher so time isn’t wasted switching classes. (I teach my homeroom all subjects except specials)

Or we can just skip science and social studies I guess. That sounds like a great plan.

[Anonymous]

You’re getting pushback because it is part of the day. But for first graders it is part of 2 days a week. As is art and other subjects.

[Anonymous]

Anonymous wrote:You’re getting pushback because it is part of the day. But for first graders it is part of 2 days a week. As is art and other subjects.

I’ll stop posting now but I guess I should clarify i think it’s silly that it’s not part of the day every day. But if you all are cool with that, then I guess okay?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Okay thank you for that. I’m surprised science and social studies are specials.

I taught (not in dc) and each day we had a 90 minute math time, 90 minute language arts time (guided reading and then writing), and a 45 minute chunk for science and a 45 minute chunk for social studies. There was also 30 minutes for lunch, 30 for recess, 45 for specials (library, Spanish, art, pe, music etc), and a 30 minute chunk for extension/remediation for language arts or math.

Your list fills 6 hours 45 minutes, and doesn't include morning meeting or anything like that. DCPS elementaries are in school for 6 hours 30 minutes.

Maybe dcps should have a longer day if they can’t fit science and social studies.

oh geez, not for kindergarteners. their day is long and filled. writing, reading and math are the foundation of science and humanities anyway. I don't think there's really a need to even have science and social studies in elementary school.

You don’t think science should be taught in elementary school?!?!?!? Rick Perry is that you?

No, I just don't think the ridiculous few minutes a week of random stuff the show my 5 year old is really doing much. Critical thinking, writing, and math skills are the foundations of STEM. Random lessons about the Wright Brothers or whatever are just for fun, and can be a distraction from these fundamentals. By middle school, yes, kids are ready for more serious instruction in science. Same goes for history and humanities, which are also fundamentally based on literacy. I'd much rather time be spent on writing and reading critically, then random lessons on US History (which are likely whitewashed anyway). By middle school they can start actual instruction.