Anonymous wrote:Bullshit. The goal is for every kid to be a P. 80% of the kids are getting Ps.

My child received mostly Os, a few Ss and a few Ns on last year's report card. The assessments all made sense and correlated to her performance on unit testing. Her teacher was able to show us where DD was having trouble on unit tests that led to an N. It was very helpful because she did have issues with that particular subject and test taking. DD worked on this area and was very proud when she received an O in the subject in later grading periods she was having a hard time with earlier in the year.

This year she has received all Ps and there is no unit testing. DD was disappointed and sad that she never gets ES grades in subjects she is very good at doing. She got an ES in other subject for doing something random which confused her more.

I've resorted to telling her that grades in this school do not matter. I don't even go over the report card with her. Sadly, I think this is the whole goal behind the new grading system. No one should care about doing their best, it doesn't matter. It only matters if you are in the middle and stay there. Anything more is a waste of the student's and the school's time.

Anonymous wrote:

Anonymous wrote:10:26 the change in distribution is what is key here. The target for P is 70%-80%. ES is meaningless and basically arbitrary. I and N show that a child is struggling significantly. Since the range for P is so wide, its quite useless to use to understand where your child may have strengths or weakness. Its basically pass/fail with the overwhelming majority of kids passing.

This system is terrible for kids with special needs. My DC has consistent Ps in everything. In terms of using the assessment, I basically all need to wait until he starts getting so far behind his peers that he gets an I or N. If the assessment system was more granular, I could see where he is dropping earlier and get him help in terms of studying or other techniques to learn how to overcome these issues. Special needs kids are often very smart and can compensate for their learning disorder up to a point. The key is to be able to identify that point and give them techniques to overcome it. If you wait until they start failing, its harder for them to catch them up and it creates a negative attitude toward school work.

The system is bad for academically motivated kids too. The teachers are only allowed to teach to proficiency. A child needs to do or show something random. If a child in one of our teacher's classes asked what is between 4 and 5, the teacher's response would be we are not learning that and they would be instructed to go back to what they are doing. Its unethical to have a grade that is arbitrary and that the students/parents are not informed on what they need to do to achieve it.

MCPS is just awful. I can't believe that we moved here for the schools. We really regret this choice even though we like the area in general. We're seriously considering moving.

This is grade suppression at its finest. I sincerely hope that they ditch this asap.

Anonymous wrote:10:26 the change in distribution is what is key here. The target for P is 70%-80%. ES is meaningless and basically arbitrary. I and N show that a child is struggling significantly. Since the range for P is so wide, its quite useless to use to understand where your child may have strengths or weakness. Its basically pass/fail with the overwhelming majority of kids passing.

This system is terrible for kids with special needs. My DC has consistent Ps in everything. In terms of using the assessment, I basically all need to wait until he starts getting so far behind his peers that he gets an I or N. If the assessment system was more granular, I could see where he is dropping earlier and get him help in terms of studying or other techniques to learn how to overcome these issues. Special needs kids are often very smart and can compensate for their learning disorder up to a point. The key is to be able to identify that point and give them techniques to overcome it. If you wait until they start failing, its harder for them to catch them up and it creates a negative attitude toward school work.

The system is bad for academically motivated kids too. The teachers are only allowed to teach to proficiency. A child needs to do or show something random. If a child in one of our teacher's classes asked what is between 4 and 5, the teacher's response would be we are not learning that and they would be instructed to go back to what they are doing. Its unethical to have a grade that is arbitrary and that the students/parents are not informed on what they need to do to achieve it.

MCPS is just awful. I can't believe that we moved here for the schools. We really regret this choice even though we like the area in general. We're seriously considering moving.

Anonymous wrote:10:26 the change in distribution is what is key here. The target for P is 70%-80%. ES is meaningless and basically arbitrary. I and N show that a child is struggling significantly[b]. Since the range for P is so wide, its quite useless to use to understand where your child may have strengths or weakness. Its basically pass/fail with the overwhelming majority of kids passing.

This system is terrible for kids with special needs. My DC has consistent Ps in everything. In terms of using the assessment, I basically all need to wait until he starts getting so far behind his peers that he gets an I or N. If the assessment system was more granular, I could see where he is dropping earlier and get him help in terms of studying or other techniques to learn how to overcome these issues. Special needs kids are often very smart and can compensate for their learning disorder up to a point. The key is to be able to identify that point and give them techniques to overcome it. If you wait until they start failing, its harder for them to catch them up and it creates a negative attitude toward school work.

The system is bad for academically motivated kids too. The teachers are only allowed to teach to proficiency. A child needs to do or show something random. If a child in one of our teacher's classes asked what is between 4 and 5, the teacher's response would be we are not learning that and they would be instructed to go back to what they are doing. Its unethical to have a grade that is arbitrary and that the students/parents are not informed on what they need to do to achieve it.

MCPS is just awful. I can't believe that we moved here for the schools. We really regret this choice even though we like the area in general. We're seriously considering moving.

Anonymous wrote:10:26 the change in distribution is what is key here. The target for P is 70%-80%. ES is meaningless and basically arbitrary. I and N show that a child is struggling significantly. Since the range for P is so wide, its quite useless to use to understand where your child may have strengths or weakness. Its basically pass/fail with the overwhelming majority of kids passing.

This system is terrible for kids with special needs. My DC has consistent Ps in everything. In terms of using the assessment, I basically all need to wait until he starts getting so far behind his peers that he gets an I or N. If the assessment system was more granular, I could see where he is dropping earlier and get him help in terms of studying or other techniques to learn how to overcome these issues. Special needs kids are often very smart and can compensate for their learning disorder up to a point. The key is to be able to identify that point and give them techniques to overcome it. If you wait until they start failing, its harder for them to catch them up and it creates a negative attitude toward school work.

The system is bad for academically motivated kids too. The teachers are only allowed to teach to proficiency. A child needs to do or show something random. If a child in one of our teacher's classes asked what is between 4 and 5, the teacher's response would be we are not learning that and they would be instructed to go back to what they are doing. Its unethical to have a grade that is arbitrary and that the students/parents are not informed on what they need to do to achieve it.

MCPS is just awful. I can't believe that we moved here for the schools. We really regret this choice even though we like the area in general. We're seriously considering moving.

Anonymous wrote:In our school kids who were doing different levels of math pre C2.0 have now all been moved to the same class. Within that class (and across the whole grade) there are only 2 groups for math. You are either "on level" or "on level with enrichment". Everyone is now at the same level, moving at the same pace. Previously there were at least 4 different levels for math.

Anonymous wrote:

Anonymous wrote:The new report cards are meaningless. They seem designed to hide-the-ball rather than to demonstrate a student's progress. It is time for parents to wise-up to the implications of curriculum 2.0 (everyone is the same, work at the same level, all move at the same pace) and the new report cards (hide info from parents, make it look like everyone is "proficient").
Our kids only have one chance in this educational system. They deserve better.

Please show where curriculum 2.0 implies that everyone is the same/works at the same level/moves at the same pace. Please also show that everybody is getting a P in everything (or even that almost everybody is getting a P in almost everything). Finally, please explain what you would consider a meaningful elementary-school report card.

Please show where curriculum 2.0 implies that everyone is the same/works at the same level/moves at the same pace. Please also show that everybody is getting a P in everything (or even that almost everybody is getting a P in almost everything). Finally, please explain what you would consider a meaningful elementary-school report card.

Anonymous wrote:The new report cards are meaningless. They seem designed to hide-the-ball rather than to demonstrate a student's progress. It is time for parents to wise-up to the implications of curriculum 2.0 (everyone is the same, work at the same level, all move at the same pace) and the new report cards (hide info from parents, make it look like everyone is "proficient").
Our kids only have one chance in this educational system. They deserve better.