New principal will lead with equity

[Anonymous]

Anonymous wrote:Nothing, it means nothing

This is correct and exactly where the thread should have ended.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:When I think of equity, to me it means the outcomes for everyone must be the same. You can infer what you want from that.

I can infer from that that you are hostile to or at the very least ignorant of how MCPS uses the term. I could probably infer a few more things too.

Yes, always infer that anyone who objects to the direction MCPS has gone is a RWNJ MAGA Trumper. The thing is, you're wrong. That would just be too easy, PP. Many posters have made thoughtful, detailed objections to what is happeneing, and yet you find it easy to just brush it off as MAGA craziness. You are sadly, dangerously wrong. I say "dangerously" because more and more mainstream people are being forced to the right by this kind of attitude. That, apparently, is the only way to do anything about their legitimate concerns.

I agree that people have thoughtful concerns about MCPS these days but this (or “equity is authoritarian socialism”) isn’t it. And I accused no one of being a MAGA crazy so if you think my pretty mild is going to drive a “mainstream” person to MAGA I have to suggest something is very wrong.

[Anonymous]

There's a lot going on in this thread, and the result is that real concerns are getting jumbled up with imaginary issues. As a long-time MCPS parent, here are my thoughts:

Real Problems

Lack of meaningful consequences for bad behavior. While there is some justification for restorative justice practices when properly implemented at the appropriate grade levels, MCPS has not followed best practices here. Instead of properly training teachers/administrators and resourcing restorative justice (which is expensive when done correctly), MCPS took the easy way out, throwing a one-day training at folks while removing any ability to use the previous tools. This has lead to chaos.

Over-reliance on external EdTheory types with no or limited classroom experience. This is very similar to the RJ problem above. Instead of listening to classroom teachers about what works, MCPS has lurched from EdTheory trend to EdTheory trend, forcing teachers and administrators to sit through PD trainings about how disregulated kids who stab each other with pencils are basically Rosa Parks.

Removal of differentiated instruction at MS and HS levels. The "Honors for All" approach is a massive failure, and contributes to a lot of downstream effects within MCPS. By refusing to acknowledge that some kids are better-prepared than others, and meeting kids where they are, MCPS has instead thrown every kid into one big undifferentiated mass. This ends up poorly serving everyone, but it also fuels flight from integrated schools and raises the stakes for magnet admissions as the only way for kids to get above-grade-level instruction until 11th grade.

Averaging out semester grades. Unlike the 50 Percent Rule, this is an actual issue in terms of grade inflation and student motivation. In MCPS, a child only needs an A in one quarter to get an A for the semester. This is demoralizing for even the most motivated kids, and ought to be re-examined.

Not Real Problems

Period products in bathrooms. This is fine. I have no idea why someone would find this upsetting. Historically, key teachers have stocked their classroom with period supplies for kids in need, and this just skips that step.

Books about controversial topics. I can't believe the example cited in this thread (One Crazy Summer) is so anodyne. That book is a Newberry award winner and has been around for more than a decade.

Elective English Classes. The gender/race in Shakespeare class breathlessly described in this thread is an elective. If your child doesn't think that's interesting, or you don't think it is appropriately rigorous, just don't let them take it. High schools and colleges always have a selection of electives to meet different needs/interests.

The 50 Percent Rule. This "rule" is wildly misunderstood on DCUM. It is still possible to earn a 0, but the "floor" is 50% if you put in some effort to do the task. If your child is slacking because of the 50 Percent Rule, that's a problem for your family since a 50 is still an F. It has no bearing on the trajectory of motivated students.

[Anonymous]

Anonymous wrote:There's a lot going on in this thread, and the result is that real concerns are getting jumbled up with imaginary issues. As a long-time MCPS parent, here are my thoughts:

Real Problems

Lack of meaningful consequences for bad behavior. While there is some justification for restorative justice practices when properly implemented at the appropriate grade levels, MCPS has not followed best practices here. Instead of properly training teachers/administrators and resourcing restorative justice (which is expensive when done correctly), MCPS took the easy way out, throwing a one-day training at folks while removing any ability to use the previous tools. This has lead to chaos.

Over-reliance on external EdTheory types with no or limited classroom experience. This is very similar to the RJ problem above. Instead of listening to classroom teachers about what works, MCPS has lurched from EdTheory trend to EdTheory trend, forcing teachers and administrators to sit through PD trainings about how disregulated kids who stab each other with pencils are basically Rosa Parks.

Removal of differentiated instruction at MS and HS levels. The "Honors for All" approach is a massive failure, and contributes to a lot of downstream effects within MCPS. By refusing to acknowledge that some kids are better-prepared than others, and meeting kids where they are, MCPS has instead thrown every kid into one big undifferentiated mass. This ends up poorly serving everyone, but it also fuels flight from integrated schools and raises the stakes for magnet admissions as the only way for kids to get above-grade-level instruction until 11th grade.

Averaging out semester grades. Unlike the 50 Percent Rule, this is an actual issue in terms of grade inflation and student motivation. In MCPS, a child only needs an A in one quarter to get an A for the semester. This is demoralizing for even the most motivated kids, and ought to be re-examined.

Not Real Problems

Period products in bathrooms. This is fine. I have no idea why someone would find this upsetting. Historically, key teachers have stocked their classroom with period supplies for kids in need, and this just skips that step.

Books about controversial topics. I can't believe the example cited in this thread (One Crazy Summer) is so anodyne. That book is a Newberry award winner and has been around for more than a decade.

Elective English Classes. The gender/race in Shakespeare class breathlessly described in this thread is an elective. If your child doesn't think that's interesting, or you don't think it is appropriately rigorous, just don't let them take it. High schools and colleges always have a selection of electives to meet different needs/interests.

The 50 Percent Rule. This "rule" is wildly misunderstood on DCUM. It is still possible to earn a 0, but the "floor" is 50% if you put in some effort to do the task. If your child is slacking because of the 50 Percent Rule, that's a problem for your family since a 50 is still an F. It has no bearing on the trajectory of motivated students.

Agreed.

There is a little nuance with the 50 rule though. Kids know how to calculate what they need to stay at the 89.5 or even 79.5 to get an A for the semester. They can basically opt out of assignments if the penalty for doing so is minimized.

[Anonymous]

Anonymous wrote:

Anonymous wrote:There's a lot going on in this thread, and the result is that real concerns are getting jumbled up with imaginary issues. As a long-time MCPS parent, here are my thoughts:

Real Problems

Lack of meaningful consequences for bad behavior. While there is some justification for restorative justice practices when properly implemented at the appropriate grade levels, MCPS has not followed best practices here. Instead of properly training teachers/administrators and resourcing restorative justice (which is expensive when done correctly), MCPS took the easy way out, throwing a one-day training at folks while removing any ability to use the previous tools. This has lead to chaos.

Over-reliance on external EdTheory types with no or limited classroom experience. This is very similar to the RJ problem above. Instead of listening to classroom teachers about what works, MCPS has lurched from EdTheory trend to EdTheory trend, forcing teachers and administrators to sit through PD trainings about how disregulated kids who stab each other with pencils are basically Rosa Parks.

Removal of differentiated instruction at MS and HS levels. The "Honors for All" approach is a massive failure, and contributes to a lot of downstream effects within MCPS. By refusing to acknowledge that some kids are better-prepared than others, and meeting kids where they are, MCPS has instead thrown every kid into one big undifferentiated mass. This ends up poorly serving everyone, but it also fuels flight from integrated schools and raises the stakes for magnet admissions as the only way for kids to get above-grade-level instruction until 11th grade.

Averaging out semester grades. Unlike the 50 Percent Rule, this is an actual issue in terms of grade inflation and student motivation. In MCPS, a child only needs an A in one quarter to get an A for the semester. This is demoralizing for even the most motivated kids, and ought to be re-examined.

Not Real Problems

Period products in bathrooms. This is fine. I have no idea why someone would find this upsetting. Historically, key teachers have stocked their classroom with period supplies for kids in need, and this just skips that step.

Books about controversial topics. I can't believe the example cited in this thread (One Crazy Summer) is so anodyne. That book is a Newberry award winner and has been around for more than a decade.

Elective English Classes. The gender/race in Shakespeare class breathlessly described in this thread is an elective. If your child doesn't think that's interesting, or you don't think it is appropriately rigorous, just don't let them take it. High schools and colleges always have a selection of electives to meet different needs/interests.

The 50 Percent Rule. This "rule" is wildly misunderstood on DCUM. It is still possible to earn a 0, but the "floor" is 50% if you put in some effort to do the task. If your child is slacking because of the 50 Percent Rule, that's a problem for your family since a 50 is still an F. It has no bearing on the trajectory of motivated students.

Agreed.

There is a little nuance with the 50 rule though. Kids know how to calculate what they need to stay at the 89.5 or even 79.5 to get an A for the semester. They can basically opt out of assignments if the penalty for doing so is minimized.

Moving to an A, A-, B+, B etc system and restoring midterms and finals might help too.

[Anonymous]

Anonymous wrote:There's a lot going on in this thread, and the result is that real concerns are getting jumbled up with imaginary issues. As a long-time MCPS parent, here are my thoughts:

Real Problems

Lack of meaningful consequences for bad behavior. While there is some justification for restorative justice practices when properly implemented at the appropriate grade levels, MCPS has not followed best practices here. Instead of properly training teachers/administrators and resourcing restorative justice (which is expensive when done correctly), MCPS took the easy way out, throwing a one-day training at folks while removing any ability to use the previous tools. This has lead to chaos.

Over-reliance on external EdTheory types with no or limited classroom experience. This is very similar to the RJ problem above. Instead of listening to classroom teachers about what works, MCPS has lurched from EdTheory trend to EdTheory trend, forcing teachers and administrators to sit through PD trainings about how disregulated kids who stab each other with pencils are basically Rosa Parks.

Removal of differentiated instruction at MS and HS levels. The "Honors for All" approach is a massive failure, and contributes to a lot of downstream effects within MCPS. By refusing to acknowledge that some kids are better-prepared than others, and meeting kids where they are, MCPS has instead thrown every kid into one big undifferentiated mass. This ends up poorly serving everyone, but it also fuels flight from integrated schools and raises the stakes for magnet admissions as the only way for kids to get above-grade-level instruction until 11th grade.

Averaging out semester grades. Unlike the 50 Percent Rule, this is an actual issue in terms of grade inflation and student motivation. In MCPS, a child only needs an A in one quarter to get an A for the semester. This is demoralizing for even the most motivated kids, and ought to be re-examined.

Not Real Problems

Period products in bathrooms. This is fine. I have no idea why someone would find this upsetting. Historically, key teachers have stocked their classroom with period supplies for kids in need, and this just skips that step.

Books about controversial topics. I can't believe the example cited in this thread (One Crazy Summer) is so anodyne. That book is a Newberry award winner and has been around for more than a decade.

Elective English Classes. The gender/race in Shakespeare class breathlessly described in this thread is an elective. If your child doesn't think that's interesting, or you don't think it is appropriately rigorous, just don't let them take it. High schools and colleges always have a selection of electives to meet different needs/interests.

The 50 Percent Rule. This "rule" is wildly misunderstood on DCUM. It is still possible to earn a 0, but the "floor" is 50% if you put in some effort to do the task. If your child is slacking because of the 50 Percent Rule, that's a problem for your family since a 50 is still an F. It has no bearing on the trajectory of motivated students.

I think 90% of what you said is spot on and accurate. The only thing I disagree with is the idea that the 50 percent rule is not a problem. It absolutely is. It teaches kids the wrong lessons and while it doesn't stop motivated kids from getting good grades, it does give them a false sense of what it REALLY takes to succeed, which dampens college readiness. The kids will tell you this themselves, as several student newspapers have covered how students admit the 50 percent rule makes them lax and instills bad habits in them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There's a lot going on in this thread, and the result is that real concerns are getting jumbled up with imaginary issues. As a long-time MCPS parent, here are my thoughts:

Real Problems

Lack of meaningful consequences for bad behavior. While there is some justification for restorative justice practices when properly implemented at the appropriate grade levels, MCPS has not followed best practices here. Instead of properly training teachers/administrators and resourcing restorative justice (which is expensive when done correctly), MCPS took the easy way out, throwing a one-day training at folks while removing any ability to use the previous tools. This has lead to chaos.

Over-reliance on external EdTheory types with no or limited classroom experience. This is very similar to the RJ problem above. Instead of listening to classroom teachers about what works, MCPS has lurched from EdTheory trend to EdTheory trend, forcing teachers and administrators to sit through PD trainings about how disregulated kids who stab each other with pencils are basically Rosa Parks.

Removal of differentiated instruction at MS and HS levels. The "Honors for All" approach is a massive failure, and contributes to a lot of downstream effects within MCPS. By refusing to acknowledge that some kids are better-prepared than others, and meeting kids where they are, MCPS has instead thrown every kid into one big undifferentiated mass. This ends up poorly serving everyone, but it also fuels flight from integrated schools and raises the stakes for magnet admissions as the only way for kids to get above-grade-level instruction until 11th grade.

Averaging out semester grades. Unlike the 50 Percent Rule, this is an actual issue in terms of grade inflation and student motivation. In MCPS, a child only needs an A in one quarter to get an A for the semester. This is demoralizing for even the most motivated kids, and ought to be re-examined.

Not Real Problems

Period products in bathrooms. This is fine. I have no idea why someone would find this upsetting. Historically, key teachers have stocked their classroom with period supplies for kids in need, and this just skips that step.

Books about controversial topics. I can't believe the example cited in this thread (One Crazy Summer) is so anodyne. That book is a Newberry award winner and has been around for more than a decade.

Elective English Classes. The gender/race in Shakespeare class breathlessly described in this thread is an elective. If your child doesn't think that's interesting, or you don't think it is appropriately rigorous, just don't let them take it. High schools and colleges always have a selection of electives to meet different needs/interests.

The 50 Percent Rule. This "rule" is wildly misunderstood on DCUM. It is still possible to earn a 0, but the "floor" is 50% if you put in some effort to do the task. If your child is slacking because of the 50 Percent Rule, that's a problem for your family since a 50 is still an F. It has no bearing on the trajectory of motivated students.

Agreed.

There is a little nuance with the 50 rule though. Kids know how to calculate what they need to stay at the 89.5 or even 79.5 to get an A for the semester. They can basically opt out of assignments if the penalty for doing so is minimized.

Moving to an A, A-, B+, B etc system and restoring midterms and finals might help too.

I definitely think +/- grading would be good. I don't think midterms are needed but I can get on board with bringing finals back.

[Anonymous]

Note to principals. The majority of time what you do causes more harm that good and ruins lives of the teachers that are working so hard in the toxic environments that you create.

[Anonymous]

Lots of great discussion, here. I hope the folks running for BOE take a look.

https://www.dcurbanmom.com/jforum/posts/list/1180823.page

[Anonymous]

Anonymous wrote:

Anonymous wrote:There's a lot going on in this thread, and the result is that real concerns are getting jumbled up with imaginary issues. As a long-time MCPS parent, here are my thoughts:

Real Problems

Lack of meaningful consequences for bad behavior. While there is some justification for restorative justice practices when properly implemented at the appropriate grade levels, MCPS has not followed best practices here. Instead of properly training teachers/administrators and resourcing restorative justice (which is expensive when done correctly), MCPS took the easy way out, throwing a one-day training at folks while removing any ability to use the previous tools. This has lead to chaos.

Over-reliance on external EdTheory types with no or limited classroom experience. This is very similar to the RJ problem above. Instead of listening to classroom teachers about what works, MCPS has lurched from EdTheory trend to EdTheory trend, forcing teachers and administrators to sit through PD trainings about how disregulated kids who stab each other with pencils are basically Rosa Parks.

Removal of differentiated instruction at MS and HS levels. The "Honors for All" approach is a massive failure, and contributes to a lot of downstream effects within MCPS. By refusing to acknowledge that some kids are better-prepared than others, and meeting kids where they are, MCPS has instead thrown every kid into one big undifferentiated mass. This ends up poorly serving everyone, but it also fuels flight from integrated schools and raises the stakes for magnet admissions as the only way for kids to get above-grade-level instruction until 11th grade.

Averaging out semester grades. Unlike the 50 Percent Rule, this is an actual issue in terms of grade inflation and student motivation. In MCPS, a child only needs an A in one quarter to get an A for the semester. This is demoralizing for even the most motivated kids, and ought to be re-examined.

Not Real Problems

Period products in bathrooms. This is fine. I have no idea why someone would find this upsetting. Historically, key teachers have stocked their classroom with period supplies for kids in need, and this just skips that step.

Books about controversial topics. I can't believe the example cited in this thread (One Crazy Summer) is so anodyne. That book is a Newberry award winner and has been around for more than a decade.

Elective English Classes. The gender/race in Shakespeare class breathlessly described in this thread is an elective. If your child doesn't think that's interesting, or you don't think it is appropriately rigorous, just don't let them take it. High schools and colleges always have a selection of electives to meet different needs/interests.

The 50 Percent Rule. This "rule" is wildly misunderstood on DCUM. It is still possible to earn a 0, but the "floor" is 50% if you put in some effort to do the task. If your child is slacking because of the 50 Percent Rule, that's a problem for your family since a 50 is still an F. It has no bearing on the trajectory of motivated students.

I think 90% of what you said is spot on and accurate. The only thing I disagree with is the idea that the 50 percent rule is not a problem. It absolutely is. It teaches kids the wrong lessons and while it doesn't stop motivated kids from getting good grades, it does give them a false sense of what it REALLY takes to succeed, which dampens college readiness. The kids will tell you this themselves, as several student newspapers have covered how students admit the 50 percent rule makes them lax and instills bad habits in them.

I'm the PP and I can accept that. I think moving away from the A+B=A system would help a lot here. Adding + or - is another option. I actually don't hate the 50% rule just because I do think that kids who screw up one assignment deserve a chance to get a passing grade. My own personal kids are aiming for As, but I have some empathy for kids who are struggling more.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There's a lot going on in this thread, and the result is that real concerns are getting jumbled up with imaginary issues. As a long-time MCPS parent, here are my thoughts:

Real Problems

Lack of meaningful consequences for bad behavior. While there is some justification for restorative justice practices when properly implemented at the appropriate grade levels, MCPS has not followed best practices here. Instead of properly training teachers/administrators and resourcing restorative justice (which is expensive when done correctly), MCPS took the easy way out, throwing a one-day training at folks while removing any ability to use the previous tools. This has lead to chaos.

Over-reliance on external EdTheory types with no or limited classroom experience. This is very similar to the RJ problem above. Instead of listening to classroom teachers about what works, MCPS has lurched from EdTheory trend to EdTheory trend, forcing teachers and administrators to sit through PD trainings about how disregulated kids who stab each other with pencils are basically Rosa Parks.

Removal of differentiated instruction at MS and HS levels. The "Honors for All" approach is a massive failure, and contributes to a lot of downstream effects within MCPS. By refusing to acknowledge that some kids are better-prepared than others, and meeting kids where they are, MCPS has instead thrown every kid into one big undifferentiated mass. This ends up poorly serving everyone, but it also fuels flight from integrated schools and raises the stakes for magnet admissions as the only way for kids to get above-grade-level instruction until 11th grade.

Averaging out semester grades. Unlike the 50 Percent Rule, this is an actual issue in terms of grade inflation and student motivation. In MCPS, a child only needs an A in one quarter to get an A for the semester. This is demoralizing for even the most motivated kids, and ought to be re-examined.

Not Real Problems

Period products in bathrooms. This is fine. I have no idea why someone would find this upsetting. Historically, key teachers have stocked their classroom with period supplies for kids in need, and this just skips that step.

Books about controversial topics. I can't believe the example cited in this thread (One Crazy Summer) is so anodyne. That book is a Newberry award winner and has been around for more than a decade.

Elective English Classes. The gender/race in Shakespeare class breathlessly described in this thread is an elective. If your child doesn't think that's interesting, or you don't think it is appropriately rigorous, just don't let them take it. High schools and colleges always have a selection of electives to meet different needs/interests.

The 50 Percent Rule. This "rule" is wildly misunderstood on DCUM. It is still possible to earn a 0, but the "floor" is 50% if you put in some effort to do the task. If your child is slacking because of the 50 Percent Rule, that's a problem for your family since a 50 is still an F. It has no bearing on the trajectory of motivated students.

Agreed.

There is a little nuance with the 50 rule though. Kids know how to calculate what they need to stay at the 89.5 or even 79.5 to get an A for the semester. They can basically opt out of assignments if the penalty for doing so is minimized.

Moving to an A, A-, B+, B etc system and restoring midterms and finals might help too.

I definitely think +/- grading would be good. I don't think midterms are needed but I can get on board with bringing finals back.

Finals took up a lot of time and had kids coming and going from school at all hours. Right after APs, which did the same. I feel like AP exams ably take the place of cumulative exams. My DC’s calc class also has a cumulative first semester exam now. So for those who want to prepare for college exams, the opportunities are there. For those who don’t, having smaller, more frequent exams can be helpful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There's a lot going on in this thread, and the result is that real concerns are getting jumbled up with imaginary issues. As a long-time MCPS parent, here are my thoughts:

Real Problems

Lack of meaningful consequences for bad behavior. While there is some justification for restorative justice practices when properly implemented at the appropriate grade levels, MCPS has not followed best practices here. Instead of properly training teachers/administrators and resourcing restorative justice (which is expensive when done correctly), MCPS took the easy way out, throwing a one-day training at folks while removing any ability to use the previous tools. This has lead to chaos.

Over-reliance on external EdTheory types with no or limited classroom experience. This is very similar to the RJ problem above. Instead of listening to classroom teachers about what works, MCPS has lurched from EdTheory trend to EdTheory trend, forcing teachers and administrators to sit through PD trainings about how disregulated kids who stab each other with pencils are basically Rosa Parks.

Removal of differentiated instruction at MS and HS levels. The "Honors for All" approach is a massive failure, and contributes to a lot of downstream effects within MCPS. By refusing to acknowledge that some kids are better-prepared than others, and meeting kids where they are, MCPS has instead thrown every kid into one big undifferentiated mass. This ends up poorly serving everyone, but it also fuels flight from integrated schools and raises the stakes for magnet admissions as the only way for kids to get above-grade-level instruction until 11th grade.

Averaging out semester grades. Unlike the 50 Percent Rule, this is an actual issue in terms of grade inflation and student motivation. In MCPS, a child only needs an A in one quarter to get an A for the semester. This is demoralizing for even the most motivated kids, and ought to be re-examined.

Not Real Problems

Period products in bathrooms. This is fine. I have no idea why someone would find this upsetting. Historically, key teachers have stocked their classroom with period supplies for kids in need, and this just skips that step.

Books about controversial topics. I can't believe the example cited in this thread (One Crazy Summer) is so anodyne. That book is a Newberry award winner and has been around for more than a decade.

Elective English Classes. The gender/race in Shakespeare class breathlessly described in this thread is an elective. If your child doesn't think that's interesting, or you don't think it is appropriately rigorous, just don't let them take it. High schools and colleges always have a selection of electives to meet different needs/interests.

The 50 Percent Rule. This "rule" is wildly misunderstood on DCUM. It is still possible to earn a 0, but the "floor" is 50% if you put in some effort to do the task. If your child is slacking because of the 50 Percent Rule, that's a problem for your family since a 50 is still an F. It has no bearing on the trajectory of motivated students.

Agreed.

There is a little nuance with the 50 rule though. Kids know how to calculate what they need to stay at the 89.5 or even 79.5 to get an A for the semester. They can basically opt out of assignments if the penalty for doing so is minimized.

Moving to an A, A-, B+, B etc system and restoring midterms and finals might help too.

I definitely think +/- grading would be good. I don't think midterms are needed but I can get on board with bringing finals back.

Finals took up a lot of time and had kids coming and going from school at all hours. Right after APs, which did the same. I feel like AP exams ably take the place of cumulative exams. My DC’s calc class also has a cumulative first semester exam now. So for those who want to prepare for college exams, the opportunities are there. For those who don’t, having smaller, more frequent exams can be helpful.

I think the AP/IB exam should count as a final, so I agree, no need to have another one on top of that. But for non-AP/IB classes, I can see the benefits of a final exam, since that preps them for what will be expected of them in college. Kids need that practice.

But either way, I feel more strongly about the benefits of implementing +/- grading than reinstating finals.

[Anonymous]

As a teacher I have to say the Ed theory stuff is very uninspiring and usually irrelevant after ES. Administrators in MCPS typically have degrees in education and management courses and the research write-ups is littered with these Ed-theory academics who clearly are not in modern classrooms dealing with any cell phones or other modern issues and struggling students. Admin have no choice but to agree with the academics. Schools dont let any research happen that may make them look bad. So, there is very little actual good research coming from typical modern classrooms. Just a lot of cherry picked activities with cherry picked student groups.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Also means my RMIB kid has had THREE books assigned in all 12th grade for her IB HL English class. One was a short play.

One of my kids had to do a feminist analysis of a Shel Silverstein kids book in high school english. I am not even kidding.

H English 10 only 2 books total first semester. The teacher has to give time to read or listen to the book in class because the assumption is, based on experience, the kids won’t read even those 2 slowly paced books as homework.

How many books do you think an honors English 10 class should conquer? You do realize th have to cover other stuff in these classes besides the assigned book.

I went to a rigoles private school for HS and even we only did 1-2 full books per quarter. And my kids class did one of the same books I did in 10th say back then.

[Anonymous]

Anonymous wrote:

Anonymous wrote:There's a lot going on in this thread, and the result is that real concerns are getting jumbled up with imaginary issues. As a long-time MCPS parent, here are my thoughts:

Real Problems

Lack of meaningful consequences for bad behavior. While there is some justification for restorative justice practices when properly implemented at the appropriate grade levels, MCPS has not followed best practices here. Instead of properly training teachers/administrators and resourcing restorative justice (which is expensive when done correctly), MCPS took the easy way out, throwing a one-day training at folks while removing any ability to use the previous tools. This has lead to chaos.

Over-reliance on external EdTheory types with no or limited classroom experience. This is very similar to the RJ problem above. Instead of listening to classroom teachers about what works, MCPS has lurched from EdTheory trend to EdTheory trend, forcing teachers and administrators to sit through PD trainings about how disregulated kids who stab each other with pencils are basically Rosa Parks.

Removal of differentiated instruction at MS and HS levels. The "Honors for All" approach is a massive failure, and contributes to a lot of downstream effects within MCPS. By refusing to acknowledge that some kids are better-prepared than others, and meeting kids where they are, MCPS has instead thrown every kid into one big undifferentiated mass. This ends up poorly serving everyone, but it also fuels flight from integrated schools and raises the stakes for magnet admissions as the only way for kids to get above-grade-level instruction until 11th grade.

Averaging out semester grades. Unlike the 50 Percent Rule, this is an actual issue in terms of grade inflation and student motivation. In MCPS, a child only needs an A in one quarter to get an A for the semester. This is demoralizing for even the most motivated kids, and ought to be re-examined.

Not Real Problems

Period products in bathrooms. This is fine. I have no idea why someone would find this upsetting. Historically, key teachers have stocked their classroom with period supplies for kids in need, and this just skips that step.

Books about controversial topics. I can't believe the example cited in this thread (One Crazy Summer) is so anodyne. That book is a Newberry award winner and has been around for more than a decade.

Elective English Classes. The gender/race in Shakespeare class breathlessly described in this thread is an elective. If your child doesn't think that's interesting, or you don't think it is appropriately rigorous, just don't let them take it. High schools and colleges always have a selection of electives to meet different needs/interests.

The 50 Percent Rule. This "rule" is wildly misunderstood on DCUM. It is still possible to earn a 0, but the "floor" is 50% if you put in some effort to do the task. If your child is slacking because of the 50 Percent Rule, that's a problem for your family since a 50 is still an F. It has no bearing on the trajectory of motivated students.

I think 90% of what you said is spot on and accurate. The only thing I disagree with is the idea that the 50 percent rule is not a problem. It absolutely is. It teaches kids the wrong lessons and while it doesn't stop motivated kids from getting good grades, it does give them a false sense of what it REALLY takes to succeed, which dampens college readiness. The kids will tell you this themselves, as several student newspapers have covered how students admit the 50 percent rule makes them lax and instills bad habits in them.

I agree with this 100 percent.