Piney Branch Elementary—do you like it?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

The books used are a standard part of the CES curriculum which is for advanced learners. You really need to let this go and seek therapy.

All these pages about a teacher who left this school years ago too. Definitely time to move on.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

[Anonymous]

People always say that ELA in MCPS is too easy and wish the classes were more rigorous, but when they get their wish, someone is so emotionally distraught over it (a teacher who left the school years ago), they can't let it go.

Personally, I feel it's fair and reasonable to challenge kids who voluntarily signup for an advanced program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

[Anonymous]

Anonymous wrote:People always say that ELA in MCPS is too easy and wish the classes were more rigorous, but when they get their wish, someone is so emotionally distraught over it (a teacher who left the school years ago), they can't let it go.

Personally, I feel it's fair and reasonable to challenge kids who voluntarily signup for an advanced program.

I don’t know when she left (only heard that here, but I’ll take your word for it) but she was there this time last year as my friend’s child was in her class (and had a similar experience), so “year’s ago” is definitely inaccurate.

[Anonymous]

Anonymous wrote:

Anonymous wrote:People always say that ELA in MCPS is too easy and wish the classes were more rigorous, but when they get their wish, someone is so emotionally distraught over it (a teacher who left the school years ago), they can't let it go.

Personally, I feel it's fair and reasonable to challenge kids who voluntarily signup for an advanced program.

I don’t know when she left (only heard that here, but I’ll take your word for it) but she was there this time last year as my friend’s child was in her class (and had a similar experience), so “year’s ago” is definitely inaccurate.

NP. The year that PP is up in arms about was literally years ago. Those kids are going to high school next year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

My kid was in the lowest level spelling group, but in his year they never had words like Thursday or Apple. They were more challenging than that, but not super tough like the highest group. He was not given easier words because he was a “favorite”. but because he just wasn’t a strong speller. As for using the same rubric for all spelling groups, do you think he should have gotten Cs because his words were easier? Or should there have only been one spelling group? And all the kids could choose their own books and projects when there was a choice.

I went back and re-read the original complaint. It was so awful, I can't believe this was done to a child.

On the spelling words, it was already provided in writing. The sheets used for the spelling tests were provided as evidence. Same went for the books that were "choice". When the only two books "permitted" by the teacher were so difficult that they had no Lexile rating, and listed as "appropriate" for 8th grade GT (in 4th Grade), while other children were free to choose books under 1300 Lexile, but assignments were graded on the same grading rubric? When a teacher erases the child's choice of different assignments then writes in herself "how game theory affects our lives"?

Ever hear of the "literary tests" given to Blacks to prevent them from voting? How is this different?
https://americanhistory.si.edu/democracy-exhibition/vote-voice/keeping-vote/state-rules-federal-rules/literacy-tests

The answer is it's not.

This doesn’t sound familiar to me. But I do recall assignment questions that were both vague and advanced and also abstract that I struggled to understand what they could possibly be asking my child to write about. Given that I, with a PhD, couldn’t fully understand the point of the questions, it did seem to perhaps be aimed a little higher at times than a “gifted” 9 year old. The teacher just didn’t get it when asked what the point was.

The CES curriculum is set by the Central Office. They use the same projects and assignments at all CES schools.

Yeah that’s what she said but the 5th grade curriculum wasn’t even remotely similar and that too was surely set by Central office. Or she just created her own assignments, rubrics and questions, and added to what central office provided in ways that weren’t helpful.

Had a child go through the center at Pince Crest a few years earlier then one when they opened the local center at PBES. The program was the same. You may really want to take the PP's advice and just let it go.

Not true. Program in 4th grade at Piney branch was much more intense and voluminous than any other CES location. No other CES has that level of homework. Nor did PBES in 5th.

Seemed the same when my kids went through it. Are you sure you didn't forget to take your meds today?

You know you are responding to multiple people, don’t you? You know that an entire class of parents complained about this?

It actually wasn't the entire class. Only a few VERY vocal parents. Many were happy with her that year.

There were a few parents who were unhappy. They objected to any homework which tells me they wouldn't have been happy at any CES. Not sure what they expected from an accelerated program for advanced learners.

Not true. I wasn’t happy with this class (specifically the teacher and how she treated the kids), though 5th grade was great. I didn’t object to “any” homework and neither did anyone else I discussed it with. The reasons have been discussed over and over again in this thread so there’s not much point in revisiting them again. Suffice to say, she was a terrible teacher who played favorites and had very little understanding of children’s individual needs and abilities and I’m very glad to hear she is no longer teaching.

[Anonymous]

And those parents were very happy with 5th grade CES, so what does that tell you? End of conversation. Please let’s let this thread die now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DP. It depended on what group your child was placed in. Agree - count yourself lucky.

Please stop repeating this myth over and over. Kids were in separate spelling groups according to ability based on a spelling test, yes. But the reading groups were up to the kids - they choose what books to read from several choices. And those group were constantly changing based on what book the kid chose. There were not two separate groups - unless you are saying the teacher had a group of favorites, but they were not assigned different work - except for levels of spelling words. Or when the kids got to choose which type of project to do - or how involved to get in the project. At least we never saw that in the two years we experienced with the 4th grade teacher with two different kids.

Yes, you are correct. This poster is stretching the truth or is delusional. Both my kids had her. Sure, she was tough but not anything like what they're describing.

Two groups in the same class. One group had "Thursday" and "apple" on their spelling exam when the other group had "tetrarchy" but were graded on the same grading rubric?

But if you were someone who signed off on the paperwork or a parent who's kid benefitted from that, I can see why you would try to defend it?

I've posted this before but my kid was in the lower spelling group. I thought the words were easy. I asked to move him to the higher group. She moved him. Zero issues. Maybe you're overthinking it?