APS standards grading

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

Straights As at an APS public school? Stop the presses. Let’s talk when they are in a competitive college.

Wait let me guess. You reviewing their math unit tests in 3rd grade is going to get them to the competitive college. Good plan report back in 10 years. You’re doing it.

It’s not about getting into a good college it’s being ready, and learning is a cumulative process.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

Straights As at an APS public school? Stop the presses. Let’s talk when they are in a competitive college.

Wait let me guess. You reviewing their math unit tests in 3rd grade is going to get them to the competitive college. Good plan report back in 10 years. You’re doing it.

You're really being critical of a parent who wants to make sure their kid understands the on grade level material?

No I’m being critical of people who say stupid things about how all public school kids get straight As.

Then you're mixing up posters and your comment makes zero sense.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

Straights As at an APS public school? Stop the presses. Let’s talk when they are in a competitive college.

Wait let me guess. You reviewing their math unit tests in 3rd grade is going to get them to the competitive college. Good plan report back in 10 years. You’re doing it.

It’s not about getting into a good college it’s being ready, and learning is a cumulative process.

I think the point is for most kids they will learn without you micro managing the process so much.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

That can be fine for you and your kids, but other kids may need extra support on certain topics. It's hardly tiger parenting to see a poor unit test score and then make sure the kid understands the subject, as math spirals and it will come up again. In fact, most consider that good parenting. It's far better to fill those gaps before the house of cards collapses and you have a stressed kid who is really behind and have to pay for an expensive tutor.

I am person you are responding to. I agree with you. Please note the first part of my answer that gave all the qualifiers about a kid who is generally following along and going to get it. A kid who needs more support, I would personally press for more info. I just wonder how many people posting here really fit that category.

Also a lot of kids have math tutors in particular by high school. This surprised me. Not because they missed skills but because the content moves fast if they are strong in math and a teacher has 100 kids and if they need a bit more on something this is how they’re going to get it.

I disagree to the extent that don't think it's about being NT or generally getting it. My experience is that sometimes even smart kids miss a building block and need a gap filled. I think this is especially true when math is taught in an expeditionary manner with projects, or when a topic is covered quickly because the class is behind, or when a student misses a key day of instruction because of illness. It's good to catch those gaps and fill them. Strengths on other math topics can totally cover up for a missing gap, e.g. the fact that you have a student who does not get fractions at all, when their overall SOL or MAP score looks fine because they are good at the other topics.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

Straights As at an APS public school? Stop the presses. Let’s talk when they are in a competitive college.

Wait let me guess. You reviewing their math unit tests in 3rd grade is going to get them to the competitive college. Good plan report back in 10 years. You’re doing it.

It’s not about getting into a good college it’s being ready, and learning is a cumulative process.

I think the point is for most kids they will learn without you micro managing the process so much.

When test scores used to come home it would be negligent parenting not to follow up about a C, D or F on a unit test. Now you have no idea because the school doesn't share that info.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

That can be fine for you and your kids, but other kids may need extra support on certain topics. It's hardly tiger parenting to see a poor unit test score and then make sure the kid understands the subject, as math spirals and it will come up again. In fact, most consider that good parenting. It's far better to fill those gaps before the house of cards collapses and you have a stressed kid who is really behind and have to pay for an expensive tutor.

I am person you are responding to. I agree with you. Please note the first part of my answer that gave all the qualifiers about a kid who is generally following along and going to get it. A kid who needs more support, I would personally press for more info. I just wonder how many people posting here really fit that category.

Also a lot of kids have math tutors in particular by high school. This surprised me. Not because they missed skills but because the content moves fast if they are strong in math and a teacher has 100 kids and if they need a bit more on something this is how they’re going to get it.

I disagree to the extent that don't think it's about being NT or generally getting it. My experience is that sometimes even smart kids miss a building block and need a gap filled. I think this is especially true when math is taught in an expeditionary manner with projects, or when a topic is covered quickly because the class is behind, or when a student misses a key day of instruction because of illness. It's good to catch those gaps and fill them. Strengths on other math topics can totally cover up for a missing gap, e.g. the fact that you have a student who does not get fractions at all, when their overall SOL or MAP score looks fine because they are good at the other topics.

My experience is they repeat everything so much most kids won’t miss big concepts like fractions. There is a ton of review built in for math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

Straights As at an APS public school? Stop the presses. Let’s talk when they are in a competitive college.

Wait let me guess. You reviewing their math unit tests in 3rd grade is going to get them to the competitive college. Good plan report back in 10 years. You’re doing it.

It’s not about getting into a good college it’s being ready, and learning is a cumulative process.

I think the point is for most kids they will learn without you micro managing the process so much.

When test scores used to come home it would be negligent parenting not to follow up about a C, D or F on a unit test. Now you have no idea because the school doesn't share that info.

It would be negligent for the teacher not to follow up on a D or an F.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

Straights As at an APS public school? Stop the presses. Let’s talk when they are in a competitive college.

Wait let me guess. You reviewing their math unit tests in 3rd grade is going to get them to the competitive college. Good plan report back in 10 years. You’re doing it.

It’s not about getting into a good college it’s being ready, and learning is a cumulative process.

I think the point is for most kids they will learn without you micro managing the process so much.

When test scores used to come home it would be negligent parenting not to follow up about a C, D or F on a unit test. Now you have no idea because the school doesn't share that info.

It would be negligent for the teacher not to follow up on a D or an F.

That wasn't my experience. I found out about a bad unit test at a conference months later.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

Straights As at an APS public school? Stop the presses. Let’s talk when they are in a competitive college.

Wait let me guess. You reviewing their math unit tests in 3rd grade is going to get them to the competitive college. Good plan report back in 10 years. You’re doing it.

It’s not about getting into a good college it’s being ready, and learning is a cumulative process.

I think the point is for most kids they will learn without you micro managing the process so much.

When test scores used to come home it would be negligent parenting not to follow up about a C, D or F on a unit test. Now you have no idea because the school doesn't share that info.

It would be negligent for the teacher not to follow up on a D or an F.

Teachers are way overloaded to do that. You will be notified end of year when the poor standards are reported. That’s the framework.

[Anonymous]

Anonymous wrote:So for early quarters the highest they can get is a 2? So there are 2 grades then: A or F. No gradient at all in the performance until the end of year. Why did we drop letter grades. Everyone is familiar with that.

This, seems like it is pass/fail all the way until the end…if ever child is assigned a 2 for Q1, why even bother giving a grade ? Did any kids gets 1s?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

Straights As at an APS public school? Stop the presses. Let’s talk when they are in a competitive college.

Wait let me guess. You reviewing their math unit tests in 3rd grade is going to get them to the competitive college. Good plan report back in 10 years. You’re doing it.

It’s not about getting into a good college it’s being ready, and learning is a cumulative process.

I think the point is for most kids they will learn without you micro managing the process so much.

Yes quarterly meaningful grades is micro managing…

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Here’s what it boils down to. I don’t think that level of diligence is necessary for a NT kid in elementary school who is giving all signals they are following along in school via standardized testing, teacher input, and your own observations of them in real life. In middle school if you are observing issues, which is most likely executive functioning, studying and test taking skills, that’s the time to step in and offer assistance. If they have missed some skill from elementary school they need, they will figure it out and learn it. Just one persons opinion. And I have two teens in high school getting straight As in the most rigorous classes offered. Some of you are going to wear yourselves out before you get to the actual challenging parts.

Straights As at an APS public school? Stop the presses. Let’s talk when they are in a competitive college.

You have zero clue what you’re talking about, big surprise. A kid who is carrying a heavy course load of APs or in full IB is working if they are getting straight As. But go back to your talking points, please.

Again, pass the AP test with 5s is the key point. PP did not say that. My high school all kids got an A in the AP classes, but no one got above a 3.

Is this a weird jibe at APS?

[Anonymous]

So kids are being graded in MP1 on what they are expected to gave learned by June and not by the expectation of what they were supposed to learn in MP1?

[Anonymous]

Anonymous wrote:So kids are being graded in MP1 on what they are expected to gave learned by June and not by the expectation of what they were supposed to learn in MP1?

Yes. And this was what we were told to do by APS.

-teacher

[Anonymous]

Anonymous wrote:So kids are being graded in MP1 on what they are expected to gave learned by June and not by the expectation of what they were supposed to learn in MP1?

Yes, this is new this year.