Reply to How to help MCPS' lowest performing students?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Hopefully Taylor et al taking notes of many fabulous feedback here. Educators seeing it first hand and know what works and doesn't. [/quote]

Nothing "works." These are antidote.

Look at LeBron James' school and the amount of money that has been poured into it 
The outcome?

The "I Promise" School, established by LeBron James, has seen mixed academic outcomes despite its substantial resources and support services. While the school’s mission is commendable—serving students from challenging backgrounds with additional resources like tutoring, counseling, and extended school days—test results and graduation rates have not fully met expectations.

In 2023, reports showed that only about 8% of seventh-grade students at I Promise were proficient in English, and math proficiency was very low across multiple grades. For example, proficiency rates were 1% in fifth and seventh grades, with no sixth graders meeting the math proficiency standard. This puts the school well below the Ohio state average proficiency rates, which range from approximately 45% to over 60%, depending on grade and subject area.

If the county wants to have impact on underperforming students they [b]should focus on neurodivergent students,[/b] instead. Students with adhd, anxiety and autism are dropping out of school at alarming rates. They are also highly likely to be unemployed and economically disadvantaged. The difference is that with much simpler modifications, they excel. 
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At the expense of students deserving enrichment? [/quote]

Why do they deserve enrichment over other students who are struggling?[/quote]

IDK. One group tries and the other one don’t give F??[/quote]
Thank you for being such an amazing case example in why teachers and admins need training in dealing with neurodiverse students. Any teacher who believes that a child just doesnt care about being successful, needs serious, comprehensive reeducating.

-Did you know that kiddos with adhd and autism tend to have "flat affect " meaning they struggle to show how theyre feeling in their facial expressions. Their facial  expressions come off as bored or angry, some even call this resting b#@&  face. Its an entirely physiological condition that they can't control easily. When they do control it, or mask, it requires more mental and physical energy and leaves kids feeling more tired.

- Did you know kids with ADHD are estimated to have recieved 20,000 more negative messages by AGE TEN than their peers? Obviously alot of this comes from teachers like yourself who have put exactly zero effort into understanding them, but it comes from peers and parents, too. Imagine how frustrated and burned out you would be if you recieved majority negative feedback. So many of these kids also process slowly so when a teacher gives them a nasty message like "you dont take your work seriously!" They are processing how to respond to this and may say nothing or learn to defend themselves with sharp quips or eye rolls or humor instead of being equipped to say, "but i do take my work seriously.  Its just that i dont know how to ask the right questions and i need your help"

-Did you know that word problems can be challenging for autistic students because they struggle with abstract language and ambiguity? Word problems often use figurative or indirect language that can be hard for autistic students to interpret. If the language is ambiguous, they may struggle to understand what the question is really asking.
Theres also:
Sensory Overload: Word problems often contain a lot of information, and students need to filter out what’s relevant. This can be overwhelming, particularly if they struggle with processing large amounts of information at once or feel stressed by the school environment.
Executive Functioning: Many word problems require multiple steps to solve, and executive functioning challenges can make it difficult to organize these steps and solve them in the correct order.
Literal Thinking: Autistic students may interpret language literally, so metaphors, idioms, or any implied meaning in word problems can cause confusion.
Social Contexts: Some word problems include references to social situations or perspectives, which may be hard to relate to or fully understand. Problems that don’t align with their experiences or interests may feel particularly abstract or irrelevant.
Difficulty Generalizing Skills: Word problems require students to apply mathematical skills in different contexts, which can be challenging if they struggle to generalize learned skills to new situations.

Imagine that your teacher has drawn a graduated cylinder as part of a problem. In order to show there is liquid inside, they draw a dipped curve across the middle of the cylinder next to the mark for 5ml.  They ask the students to answer how much liquid is in the cylinder.  Most students write 5ml. But the ND students are litersl thinkers and they assume the teacher is asking them to determine how much less than 5 ml is in the cylinder because they dont understand the curve is there for any other resson thsn to show that the liquid is less than 5. Since that hasnt been covered in class, they raise their hand and ask. The teacher assumes they sre being a wise ass. The rest of the class laughs at them. This happens from kindergarten up, again and again.

So you are certainly correct that one group doesnt care. Youre in it.

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