above grade level reading and math but still a P

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

could we please get on with it and see some actual specifics on what my child is doing strongly and what my child is doing that could use improvement. I'm starting to get the impression that because they no longer need to assess and collect any data beyond P land, some teachers are not paying attention at all

Were you at my last parent teacher conference? Seriously it was just like that, a whole bunch of "she's doing great", and if I brought anything up that I knew she was weak in, it was just brushed aside.

I agree with the PP, that is a teacher problem.

It may well be a teacher problem, in fact, it probably is a teacher problem. But here's the real issue: there have always been (and will always be) mediocre teachers. So, teacher problems will come up. However, with a more telling report card, a parent who's kid happens to have a mediocre (or even a bad) teacher could have some objective measures that could be a red flag to the parent to push more, or to ask more questions, to help the kid at night or to hire a tutor, etc. Yes, bad teachers can be a problem but it seems very callous to basically say "oh well, teacher problem let's just move along." Parents need tools - they especially need tools when there is a bad teacher.

Who is saying, "Oh well, teacher problem let's just move along"? The point is that if there is a problem with the curriculum, then possible solutions include this, this, and this, whereas if there is a problem with the teacher, then possible solutions include that, that, and that. Before you do something about a problem, you need to identify what the problem is.

[Anonymous]

What percentage of students in MCPS are abov grade level in reading? If it's a high percentage then it is understandable that that alone wouldn't warrant an ES.

[Anonymous]

At our school over half are above grade level.

But on the other hand, my 3rd grader tested at 99% on the MAP-R reading test with an average score of an 11th grader. So obviously based on some assessments he exceeds grade level standard. We have never seen anything other than a P in reading.

[Anonymous]

Anonymous wrote:At our school over half are above grade level.

But on the other hand, my 3rd grader tested at 99% on the MAP-R reading test with an average score of an 11th grader. So obviously based on some assessments he exceeds grade level standard. We have never seen anything other than a P in reading.

That's just stupid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:At our school over half are above grade level.

But on the other hand, my 3rd grader tested at 99% on the MAP-R reading test with an average score of an 11th grader. So obviously based on some assessments he exceeds grade level standard. We have never seen anything other than a P in reading.

That's just stupid.

Last year my third grader also tested as an 11th or 12th grader on the MAP R. He never received an ES. Now he is at an HGC and the teacher has a policy of not giving out ESs.

[Anonymous]

Wonder if that's standard at all the HGC's. We are also at HGC, and same policy exists for us.

[Anonymous]

Same here - my son is at a HGC. Never got a ES despite high school level MAP-R and MAP-M scores. This year he did get ESs in instrumental music and art. But all Ps and Is on the rest of his report card.

[Anonymous]

What percentage of students in MCPS are abov grade level in reading? If it's a high percentage then it is understandable that that alone wouldn't warrant an ES.

This only makes sense if you are grading on a bell curve which MCPS vehemently denies. However, I agree with you that this is what is happening. If all the kids are reading above grade level, the teacher will not see it as anything noteworthy. If the same child reading above grade level transfers to a school that has lower performing students then it would be an ES.

[Anonymous]

Anonymous wrote:

What percentage of students in MCPS are abov grade level in reading? If it's a high percentage then it is understandable that that alone wouldn't warrant an ES.

This only makes sense if you are grading on a bell curve which MCPS vehemently denies. However, I agree with you that this is what is happening. If all the kids are reading above grade level, the teacher will not see it as anything noteworthy. If the same child reading above grade level transfers to a school that has lower performing students then it would be an ES.

I've seen this happen in our school. Higher performing students who are in the inclusion class are seen as even higher performing than they would be in a non-inclusion class.

[Anonymous]

My child was always exactly on grade level for reading in the early years (dyslexic-needed lots of tutoring)...and that was always the lowest reading group. Obviously there is a big gap between how the grade level is defined and where the average child is. Keep in mind that school are required to provde support if a child dips below grade level so they are set very low. It is similar to the 40% gifted stat..above grade level in reading does not necessarily mean much.