I think Jenny Cohn's Twitter is a good place for learning more on the election fraud aspect of this. I'm not saying this accounts for the polling problems but it makes sense to me that election security could be a contributing factor.
Timeline summary at https://twitter.com/jennycohn1/status/1379533252730396672



There's a whole lot more in her Twitter feed, for example:
https://twitter.com/jennycohn1/status/1369480895841804289 (ES&S conducting it's own hash validation testing)
https://twitter.com/jennycohn1/status/1369013739865870337 (more on ES&S software in TX)
https://twitter.com/jennycohn1/status/1382069133198589959 (modems in ES&S machines)
https://twitter.com/jennycohn1/status/1381778422259535875 (Russian breach of FL election networks)
https://twitter.com/AlexandraChalup/status/1124712657578283008 (anomalies in PA's 2016 results)

Clarification released today: https://www2.montgomerycountymd.gov/mcgportalapps/Press_Detail.aspx?Item_ID=28174" target="_new" rel="nofollow"> https://www2.montgomerycountymd.gov/mcgportalapps/Press_Detail.aspx?Item_ID=28174

Whether you are out walking or jogging, wearing a mask when you are likely to be within six feet of someone, even if it is solely in passing, is required.

I don't know how this could be more clear - it's *required*, not just "suggested" or "recommended" that walkers and joggers wear a mask even if they are within 6 feet of others for only brief moments when passing.

Unfortunately, DCUM tells me that many runners, breathing heavily, will continue to think it's okay to not have a mask on sharing a path or sidewalk with others.

OP here - thanks for the answers. It is helpful to see that I didn't imagine the "remedial" vibe in the digital literacy course description.

I knew middle school was different and had looked into magnet and choice options but am still surprised at basic differences like some schools saying "world language is not required in middle school" and other schools requiring digital literacy (which may or may not be considered "remedial") if you don't take a world language.

I am also surprised at the variety of grade 6 computer offerings outside of the math/science magnets. E.g. Frost has 1 marking period in the arts rotation ("Computers 6") that is very introductory. Parkland has 1 semester ("Introduction to Computers") and then others (e.g. Wood, Argyle) have a different 1 semester course ("Information and Communication Technology").

Looking more closely, the computer science listings are different in the 2017 MCPS middle school course bulletin (http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/middleschool/coursebulletin-2017.pdf) than the 2016/2017 I linked to in the OP. The newer one includes the "Introduction to Computers 2940" in addition to "Information and Communications Technology (ICT) 2913". Looking at individual school sites, I see other schools (e.g. Wood, Montgomery Village) have additional computer classes not listed in either version of the MCPS middle school course bulletin (e.g. Computer Aided Drafting and Design/Applied Robotic Engineering )

Don't even get me started on "advanced" classes - I don't know how it can count as "accelerated/enriched instruction" if the *only* English class option is "Advanced English 6" and the *only* social studies class is "Advanced Social Studies 6".

Looking at the Frost middle school "academic planning bulletin", this course is listed in the "Special Programs" section with other intervention/support classes (e.g. basic reading, ESOL, academic support class, ...)

On the Frost 6th grade registration card (where students list their preferences for top four elective classes of which they will be assigned two) Digital Literacy is listed under "arts" category heading along with Art 6 rotation (art, FACS, specialty art & computers). The other elective categories are "world language" (French, Spanish, Chinese) and "music" (chorus, orchestra, band). The card also says "World Language is not a requirement for Middle School. Support classes take the place of elective courses."

Digital Literacy is listed on the Frost registration card as course # 1057 but the description in the MCPS middle school course bulletin (http://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/middleschool/2016-2017MiddleSchoolCourseBulletin.pdf) is different than what is in the Frost academic planning bulletin (http://www.montgomeryschoolsmd.org/uploadedFiles/schools/robertfrostms/news/2017-2018%20COURSEBULLETIN%20010917%20PROOF%2011316.docx). The first 2 sentences are the same but the Frost one continues with text that sounds (imho) a bit like a remedial class (e.g. "learn how to read and navigate websites, search engines...).

Looking at the Parkland middle school "course bulletin", this course is listed under "6th grade electives" and the description is followed with "* Some students may be placed in a different Reading Intervention course based on student data and teacher recommendation." It looks like students are required to take the digital literacy if they opt out of taking a world language class. (Parkland world language class offerings are French, Spanish, Chinese or "Awareness of Academic Language and Culture".)

-->> Is Digital Literacy an appropriate choice for a computer savvy student with very strong reading scores that *really* doesn't want to learn a new language in middle school. (DC is very interested in learning ASL but that is not a middle school class.)

Also, if I am reading this correctly, 6th grade Parkland students are only allowed one science/music elective. It seems really strange to me that a science oriented magnet would force students to choose between taking instrumental music (guitar, band or orchestra) and taking a science elective.

TIA

This was my child. Everyone said just wait - it is not a milestone DC should have yet. At 4.5 they started learning rhyming in pre-school - and she absolutely could not do it, despite being able to describe rhyming, the process for doing it etc, for > 12 months. Turns out significant delay being able to learn pre-reading skills is dyslexia too (I thought it was only delay learning to read). Kindergarten staff basically laughed and said can't be dyslexic so young. Fortunately we got intense private help and her reading skills were back on track in a year.

So - it could absolutely be just a fluke. However if you have concerns, see a speech pathologist. Some speech therapy places like Treatment Learning Center periodically offer free screening.

DC brought home a graded social studies sheet where the students were asked to list unique characteristics for each of 3 colonial regions (New England, Middle & Southern).

DC listed "Mostly Catholics" as a characteristic of Southern. The teacher marked this as correct and DC says this is what they learned. There was very little in DC's notes or folders from social studies class and nothing mentioning Catholics.

I am familiar with Catholics settling Maryland and St Mary's City but I thought Catholics were still a minority in the 13 original colonies. If one of the 3 regions was to be described as "Mostly Catholics", I would think it would be the Middle and not the Southern.

Am I missing something or is this a teacher oversight/student error?

TIA

DD is currently in 5th grade and I am trying to better understand the middle school environment as part of planning for next year.

My understanding is that the middle school model is students needing extra help give up one of their electives to have resource room time. I think there are some middle school para educators but those are more likely to be paired with specific kids with physical or perhaps behavioral challenges.

Is this accurate?

In her current school there are frequently para educators in the classrooms which is helpful to her, especially when navigating group work with peers and when her stress level is too high.

(If it matters, DD is very 2E and gets upset easier than classmates. The emotions get in the way of stuff making it to long term memory. She is above grade level according to all tests. She struggles socially and all her close friends are boys.)

Thanks!

Girl after private in Parkland, NO WAY.

Could you please provide some more detail for this?

We are looking at Parkland for DD. She likes science and math but is 2e and can be challenged socially, especially with highly verbal girls. Most of her friends are boys. We are Wootton cluster and thought Parkland might have a better mix of smart math/science type kids with less competitive outlook.

Looking at http://reportcard.msde.maryland.gov/ParccTrends.aspx?PV=71:3:99:AAAA:1:N:10:13:1:2:5:1:1:1:3 I don't see any significant changes from the 2015 results.

I was surprised to see this data in August and hope they publish the school data soon.

OP here:

OK, that's really weird.... I have asked several different teachers for MAP scores at two different ES, and all of them have replied by email promptly, some even gave me a hardcopy printout. Non W clusters.

I'm just gonna ask, do you think the MAP scores for your DC was low and so they were hesitant to send them to you? My kids' MAP scores were very high.

Just as background DC is at a high SES ES that feeds to a W HS. Spouse and I have college degrees but tend introverted and don't do well in confrontational type situations. I have wondered in the past if sometimes the school administration goes out of their way to intimidate us and make our life unpleasant just because we are such easy targets.

I have the Academic Profile as of last November so all I was expecting to see new was the winter test results. I expect the numbers to be similar to past scores - in the 85 to 98 %ile range so towards high-ish but not extraordinary. I wanted the updated report to use as input to some outside testing we are having done. Child scores high-ish on MAP (and PARCC) but gets I's & P's on report card (and N's, I's, and P's on class work). Outside testing is result of our belief child is 2E and school's response that she isn't below grade level so doesn't need help. School says she tries very hard in class but not all kids will get P's on report card. IMHO a child that consistently scores 95+ %ile on MAP math should be capable of at least getting majority P's (i.e. not majority I's) in math on report card.

OP here: Be glad your child can tell you when they are doing MAP testing. I sent a email today to the school "data analyst" asking for MAP scores for our 4th grade DC hoping I could just get a .pdf of the report. Analyst forwarded request to principal & assistant principal who I predict will say that I can schedule a meeting with them where I can then get a paper copy of the "student profile" that has MAP and report card information but not the MAP score breakdown that is shown on the NWEA report. Just another opportunity to intimidate parents...

Has anyone heard when we might be able to see scores from the PARCC tests students are taking now? Last year we got them the following winter - is it going to be the same this year?

TIA

p.s. yes I tried Google for this question. The closest I found was "final summative file approval" of 7/15/16 at https://marylandassessments.org/ which I think is means the tests have been scored by that date. I think much of the delay last year was determining what the cut scores would be so this "final summative file" date isn't necessarily meaningful for when parents can expect to see scores.

We would like to contribute to the "New Teacher Survival Bag" that will be a going away / appreciation gift for the student teacher in DC's classroom. We don't know where or what grade he will be teaching next year so that rules out things like contributing books for classroom library. I assume he will be working at a MCPS elementary school next year.

We would appreciate any suggestions for specific things (and Amazon links would be really helpful). I am assuming there is a limit to how many paper clips, sticky notes etc a teacher can use and am looking for other ideas.

Thanks!

Anonymous wrote:What is her MAP-R score. That is what MCPS reviews. Also, PARCC scores will be released soon. The county obviously will put more weight on tests they administer. Also, I would take the ES-N ( spelled PENIS) grades with a grain of salt.

OP here: I thought MAP-R was a measure of reading skill/progress. Does MCPS have any standardized measure for writing skills?

Obviously a standardized MCPS recognized writing skills/ability assessment would be helpful but I'm not aware of any.

We have all sorts of outside testing reports but I've yet to meet a teacher with the interest/available time/background to read them. I thought the discrepancy between CTY eligibility and classroom grades might be a "short hand" way to make the point.

Just to be clear, I don't disagree that her work products deserve the "I" grade. I do believe (and outside tutors have demonstrated) that she is very capable of learning to write well. As I understand it, the SCAT measures "building block" skills like vocabulary where she is strong. Classroom performance is more impacted by working memory, spacial planning, etc type deficits. My goal is for the school to realize a greater effort is required on their part for her to become a proficient writer.

n.b. I previously posted this on the AAP forum.

I know that the value of the program has debated on this forum in the past but this is a slightly different question.

I'm trying to make a point with my child's (MCPS) teachers that she is quite capable of learning to write well. At this point she consistently gets I's in writing and I'd like her to get some explicit instruction that takes into account her history of learning problems and language disorder.

She qualifies for gifted writers programs at CTY based on last spring's SCAT test results. I interpret this to mean that CTY "thinks" she should be capable of writing well.

I don't think the CTY program is nearly as exclusive as they would like parents to believe but I would like to better understand if the SCAT results have any meaning for her teachers. If it is the case that pretty much every child in her class would pass the CTY cut score then it isn't meaningful. (This is a low FARMS, W feeder type school.)

I've never heard of anyone not meeting the SCAT cut score but CTY is not something I hear discussed often.

Thank you.

p.s. - I have no intention of signing her up for a CTY writing program. She took the test because I thought she might enjoy a different summer camp at Sandy Spring. She ended not attending any CTY camps because none of her friends were interested in going.