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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]There's a lot going on in this thread, and the result is that real concerns are getting jumbled up with imaginary issues. As a long-time MCPS parent, here are my thoughts:

[u]Real Problems[/u]

[b]Lack of meaningful consequences for bad behavior.[/b] While there is some justification for restorative justice practices when properly implemented at the appropriate grade levels, MCPS has not followed best practices here. Instead of properly training teachers/administrators and resourcing restorative justice (which is expensive when done correctly), MCPS took the easy way out, throwing a one-day training at folks while removing any ability to use the previous tools. This has lead to chaos.

[b]Over-reliance on external EdTheory types with no or limited classroom experience.[/b] This is very similar to the RJ problem above. Instead of listening to classroom teachers about what works, MCPS has lurched from EdTheory trend to EdTheory trend, forcing teachers and administrators to sit through PD trainings about how disregulated kids who stab each other with pencils are basically Rosa Parks.

[b]Removal of differentiated instruction at MS and HS levels.[/b] The "Honors for All" approach is a massive failure, and contributes to a lot of downstream effects within MCPS. By refusing to acknowledge that some kids are better-prepared than others, and meeting kids where they are, MCPS has instead thrown every kid into one big undifferentiated mass. This ends up poorly serving everyone, but it also fuels flight from integrated schools and raises the stakes for magnet admissions as the only way for kids to get above-grade-level instruction until 11th grade.

[b]Averaging out semester grades.[/b] Unlike the 50 Percent Rule, this is an actual issue in terms of grade inflation and student motivation. In MCPS, a child only needs an A in one quarter to get an A for the semester. This is demoralizing for even the most motivated kids, and ought to be re-examined.

[u]Not Real Problems[/u]

[b]Period products in bathrooms.[/b] This is fine. I have no idea why someone would find this upsetting. Historically, key teachers have stocked their classroom with period supplies for kids in need, and this just skips that step.

[b]Books about controversial topics.[/b] I can't believe the example cited in this thread (One Crazy Summer) is so anodyne. That book is a Newberry award winner and has been around for more than a decade.

[b]Elective English Classes.[/b] The gender/race in Shakespeare class breathlessly described in this thread is an elective. If your child doesn't think that's interesting, or you don't think it is appropriately rigorous, just don't let them take it. High schools and colleges always have a selection of electives to meet different needs/interests.

[b]The 50 Percent Rule. [/b]This "rule" is wildly misunderstood on DCUM. It is still possible to earn a 0, but the "floor" is 50% if you put in some effort to do the task. If your child is slacking because of the 50 Percent Rule, that's a problem for your family since a 50 is still an F. It has no bearing on the trajectory of motivated students.

[/quote]

Agreed.

There is a little nuance with the 50 rule though. Kids know how to calculate what they need to stay at the 89.5 or even 79.5 to get an A for the semester. They can basically opt out of assignments if the penalty for doing so is minimized.[/quote]

Moving to an A, A-, B+, B etc system and restoring midterms and finals might help too.[/quote]

I definitely think +/- grading would be good. I don't think midterms are needed but I can get on board with bringing finals back.[/quote]

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