Problem with all Ps

[Anonymous]

Anonymous wrote:

Anonymous wrote:Why is it people ask how/ why some folks don't mi d the report card and then act all offended when someone explains?
You don't have to like it and I do not have to not like it.

It's the condescending nature of the answers that's bothersome. This person's initial post had curse words in it and each one is an effort to prove how much more evolved they are than anyone who actually wants and appreciates feedback in the form of grades on a report card.

And the cussing was about what I do not want to do, nothing to do with you.
Wow you are sensitive about some mess that is not even personal.
Bottom line, you don't line the grading system, you don't have to.
Don't get all riled because I do and it works for me and what I do.
Makes us different, not me smarter.
Geez

[Anonymous]

I'm not the person debating with the one poster who enjoys the new system where anything from an A-C is now a P. She clearly enjoys believing that whatever her child happens to do is their best. A more granular grade that measures whether her "child's best" was an A, B or C would be upsetting to her as she may see Cs or Bs. This would rock her reality of whatever her child happens to do is just the best ever. She and her child can do their best and produce C level work but live happily in denial until middle school.

I would rather know whether my child is producing A, B or C work. I don't see any point in hiding the truth.

[Anonymous]

I would like to know what schools are giving Ps for what would be C work. At our school, even B work is unlikely to get a P. P at our school stands for damn near perfect. One or two wrong on a math or spelling test is an I. And even the smartest kids don't usually see ES in academic subjects, while it seems other schools hand them out quite easily.

[Anonymous]

Anonymous wrote:I would like to know what schools are giving Ps for what would be C work. At our school, even B work is unlikely to get a P. P at our school stands for damn near perfect. One or two wrong on a math or spelling test is an I. And even the smartest kids don't usually see ES in academic subjects, while it seems other schools hand them out quite easily.

agreed. My DC gets an I on CW/HW when there are a couple of wrong answers, what could be C work. We are not in a W cluster.

[Anonymous]

I don't particularly care about spelling. Its not a critical skill IMO. Every word processor has spell check on it. The more you write over time, the familiar with the spelling you become. Spelling tests are a waste of time IMO anyway.

I actually have never seen either of my children ever get an answer wrong on any math assignment so I don't know how they handle P vs I.

Writing, reading comprehension, science - which is basically a demonstration of writing skills in elementary school is the real problem. Yes, Ps absolutely are given for C level work. P just means that you are proficient which is basically what a C level grade conveys. The new system simply doesn't provide grades beyond basic competence until middle school.

[Anonymous]

Anonymous wrote:I don't particularly care about spelling. Its not a critical skill IMO. Every word processor has spell check on it. The more you write over time, the familiar with the spelling you become. Spelling tests are a waste of time IMO anyway.

I actually have never seen either of my children ever get an answer wrong on any math assignment so I don't know how they handle P vs I.

Writing, reading comprehension, science - which is basically a demonstration of writing skills in elementary school is the real problem. Yes, Ps absolutely are given for C level work. P just means that you are proficient which is basically what a C level grade conveys. The new system simply doesn't provide grades beyond basic competence until middle school.

I don't think "proficient" = C level work. I think that would be an I - "in progress. A D/F would equate to "needs improvement". A/B = P. An ES is like A+ and "wow, you understand this material and can make inferences and connections beyond what you've been taught ".

[Anonymous]

Anonymous wrote:I'm not the person debating with the one poster who enjoys the new system where anything from an A-C is now a P. She clearly enjoys believing that whatever her child happens to do is their best. A more granular grade that measures whether her "child's best" was an A, B or C would be upsetting to her as she may see Cs or Bs. This would rock her reality of whatever her child happens to do is just the best ever. She and her child can do their best and produce C level work but live happily in denial until middle school.

I would rather know whether my child is producing A, B or C work. I don't see any point in hiding the truth.

I not in denial, and your assumptions are ridiculous . I never said whatever my child does is his best , that is nuts.
Nothing I said alluded to that.

[Anonymous]

Anonymous wrote:I'm not the person debating with the one poster who enjoys the new system where anything from an A-C is now a P. She clearly enjoys believing that whatever her child happens to do is their best. A more granular grade that measures whether her "child's best" was an A, B or C would be upsetting to her as she may see Cs or Bs. This would rock her reality of whatever her child happens to do is just the best ever. She and her child can do their best and produce C level work but live happily in denial until middle school.

I would rather know whether my child is producing A, B or C work. I don't see any point in hiding the truth.

Wow, just wow.
You are so off base it is sick.

[Anonymous]

Its pretty clear that 16:21 and 16:24 is the same person. Here is a hint - its very obvious because you start each sentence on a new line.

[Anonymous]

I'll also add that the language being used by the one pro P poster clearly gives her away as an MCPS employee. The eduspeak bull shit jargon gives you away.

[Anonymous]

Anonymous wrote:Its pretty clear that 16:21 and 16:24 is the same person. Here is a hint - its very obvious because you start each sentence on a new line.

No shit
It's an anonymous site, not like I am taking extra steps to hide.
LOL!!
And I don't work for MCPS
I just don't hate the report cast and line to hit the return button !!
LOLOL!

[Anonymous]

Anonymous wrote:I'll also add that the language being used by the one pro P poster clearly gives her away as an MCPS employee. The eduspeak bull shit jargon gives you away.

I'm always amazed by this.

If you think it's impossible for somebody to disagree with you unless they got paid for it, maybe you should expand your acquaintance.

[Anonymous]

^^^I'm not the other PP, but I like to hit the return key too.

[Anonymous]

Anonymous wrote:

Sweetheart, Sweetheart, really?

I am not looking for the "P", or " A", or any other grade to give me a FULL picture of how and what my child is learning.
It is but one piece of information. I look at the homework, what my kid is doing right and wrong , HOW my child is doing the homework, is your process correct, does it seem like you are guessing, are you struggling ?
I look at the class work brought home, teacher notes and grades on class work. I look at difference between this week's homework and class work and that from 2 weeks ago, have they introduced a new concept and does my child seem to get it .
I look at the flyer they send home outlining what math concepts they are working on this marking period.
We may do extra workbook work for a math concept you find difficult .
Most importantly, we TALK to our kids, we have conversations in which you can see how your kid thinks , how they process information .
Does my child like getting an ES? Sure does. Do we make that the goal ?
He'll, no!
We teach that the learning is the goal . Show kid how exciting it is to meet a challenge he found difficult, to go out and find info that he wants to know.
Basically, teach a boy to fish. They are kids, and their understanding is growing, and teaching them self motivation is a process as well. But I will be darned if I want my kids to think the best motivation is comparing themselves to others and their accomomishments.
I find it truly sad that there seem to be so many parents who think that grades are the main goal AND indication of your kids' intellectual capacity.
School is just one place for education, life is a classroom and if you think what your kid learns in class is all he/ she needs to know, is all there is and is all CORRECT, I feel sorry for you.

NP here.

I think your kids are very lucky to have a parent who is so involved in their education! I mean that sincerely. It sounds like you are on top of things, and I have no doubt that your kids will do fine in school.

However, what about parents who are not able to be as involved, for whatever reason? Does the report card give them enough info to get their kids help in a subject if needed? If you weren't as on top of things as it sounds like you are, would you know what the holes in your kids' education is? I'd say probably not. So, the parents who cannot do as much as you really aren't getting enough information on their kids' report cards.

[Anonymous]

Anonymous wrote:

NP here.

I think your kids are very lucky to have a parent who is so involved in their education! I mean that sincerely. It sounds like you are on top of things, and I have no doubt that your kids will do fine in school.

However, what about parents who are not able to be as involved, for whatever reason? Does the report card give them enough info to get their kids help in a subject if needed? If you weren't as on top of things as it sounds like you are, would you know what the holes in your kids' education is? I'd say probably not. So, the parents who cannot do as much as you really aren't getting enough information on their kids' report cards.

The A/B/C report card by subject doesn't do this either.