The curriculum has been dumbed down. Kids are given a ridiculous rubric. Nobody is actually teaching kids how to write. Plus, mcps abandoned grammar instruction.

OP, what middle school is your child at? It would be helpful if people would identify their schools.

BTW, this is one of the reasons we are ready to pull our child from MCPS for private school if we aren't satisfied with what she's learning. What I'm hearing about the curriculum in MS is pretty appalling.

Fill in the blank is not necessarily simple, but it’s guided.

Anonymous wrote:My DC was shocked when he started MS English class. The books assigned were the same books they read in 4th and 5th gtader. Only two book reports were assigned during the entire year. My impression for MS was MCPS has minimun expectation for its students.

Here are the books: https://drive.google.com/file/d/0BzpjEw_DrUViMzRiaVlZOG9mSXM/view

It seems quite appropriate to me for sixth grade.

My DC was shocked when he started MS English class. The books assigned were the same books they read in 4th and 5th gtader. Only two book reports were assigned during the entire year. My impression for MS was MCPS has minimun expectation for its students.

Anonymous wrote:This is why I sent my child to a Catholic middle school. The writing in public school leaves a lot to be desired. STEM is better at his Catholic school too.

Not at the high school level. Only large public school systems with lots of funds can offer the variety they have.

This is why I sent my child to a Catholic middle school. The writing in public school leaves a lot to be desired. STEM is better at his Catholic school too.

You raise an excellent question, OP. My son is in 7th grade, in the Gt/LD program in MCPS, and I was shocked at how narrowly-focused and uninspiring his writing assignments were in 6th grade last year. He was allowed to choose his reading material, most of which didn't fit into the prescribed book report, because it was way more complex and advanced. The teacher just said to do the best he could. I was quite unhappy with her. This year in 7th grade, the writing is a little more complex, thought not up to my standards, and the teacher is much better.

Speaking with various people, I have come to understand that private schools generally teach writing better, and public schools expose their students to more STEM courses. As a scientist myself, I'd rather have the writing skills, because it's the cornerstone for all careers.

DS is in a weekend school for his native language where they expect and teach better writing, and we work on essays during summer vacation.

Is this a w feeder.

What middle school are you at?

I'd talk to your kid's case manager and ask them to advocate for what he needs.

OP: If only it was that easy. I'm now working with the RTSE (lead special ed at school) and have other professionals helping. I was trying to focus the question on the general ed curriculum part (which is why I didn't post in special needs) but I guess I didn't write it well. Even though the school says otherwise, I'm pretty certain DC was placed in a class for struggling learners and part of the problem is DC hasn't been able to 'connect' with classmates to talk about stuff like playing word games and exchanging ideas for what books to read. This question is about a related concern: the school says DC's class has the same assignments and expectations as the rest of the English classes for the grade - which I suspect might not be the case.

I know many parents wish their middle school students had more instruction in the art of writing - but I can't figure out how much of that is that they don't think curriculum is appropriate to meet basic standards vs how they don't think the curriculum is being implemented properly (due to large classes, short comings of teacher etc). I also can't figure out how much it is just DCUM parents wanting more/better for their kids (e.g. my kid isn't being challenged, my kid isn't working to his/her potential...) vs parents thinking it doesn't even meet state standards (out of compliance with state regulation?). I would think other W school parents would be making a much bigger fuss if it was the case that students could get perfect scores on class assignments and still not independently demonstrate grade level writing per state standards. Maybe I'm wrong though and parents don't care or think it's enough that their kid scored well on PARCC writing test.

If it is the case that other students generally get sufficient writing instruction that they at least meet state standards then I push harder to get DC's assignments/expectations* in line with this.

If it is the case that other students who are able to demonstrate grade level mastery per state standards are more of an exception (due to extra dedicated teachers, natural gifts, parent support, etc) then I focus my efforts elsewhere.



* For the purpose of this discussion we can leave out any need for specialized instruction for DC. I'm not trying to reduce the time/money spent on outside support. My main concern now is the impact the low expectations are having on DC's mental health.

And also read all the other threads with variants of this complaint.

This is a serious question. If people say yes, what are you going to do? Because yes, it's watered down, yes, As are given out liberally to 6th graders etc. I'd talk to your kid's case manager and ask them to advocate for what he needs.

Anonymous wrote:DC's 6th grade writing assignments seem much more simplistic to me than those from 5th grade. IMHO, the graphic organizers are much more structured (approaching "fill in the blank"?) and the grading rubrics have minimal requirements I'm trying to figure out to what extent there is just a low bar of expectations for DC's class vs that's reality for many students.

For comparison, I've looked at how MCPS describes the assignments in the instructional guides (http://www.montgomeryschoolsmd.org/curriculum/english/middle/) and how Maryland describes the progression of writing standards (http://mdk12.msde.maryland.gov/instruction/curriculum/reading/includes/AdditionalFiles/Vertical%20Progressions%20-%20Writing.pdf) and the framework doc that ties MD standards to specific common core standards (http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Writing_gr6-8.pdf).

I think (tell me if I'm wrong) that the common core writing standards are based on what the student does without adult help in class. I know some teachers provide feedback on drafts so students can better learn to revise/edit their own work - but I don't think that work counts for meeting standards starting in late elementary.

n.b. I'm aware that it is only a very small subset of parents that have some familiarity with common core standards and keep an eye on their child's writing assignments. My preference would be to not need to monitor at this level either. I'm also aware that I should be able to just ask the teacher, but that hasn't worked well.

background: DC is GT/LD - strong reader, large vocabulary, big struggles with written expression. MCPS recently switched over to state IEP system and "current levels of achievement" are to be documented based on Maryland state standards (i.e. not based on class grades or even MCPS curriculum). School says DC making good progress based on grades but I think the class assignments are only simplified versions of what is described in the MCPS curriculum guide. I question if even a perfect score on the assignments would demonstrate what the state standards require. I've seen several DCUM references to parents' perceived deficiencies in MCPS writing curriculum - but I don't know if other parents are seeing deficiencies to this extent where expectations are so below what's required in the state standards.

You are not alone in thinking that MCPS middle school curriculum is lacking.

DC's 6th grade writing assignments seem much more simplistic to me than those from 5th grade. IMHO, the graphic organizers are much more structured (approaching "fill in the blank"?) and the grading rubrics have minimal requirements I'm trying to figure out to what extent there is just a low bar of expectations for DC's class vs that's reality for many students.

For comparison, I've looked at how MCPS describes the assignments in the instructional guides (http://www.montgomeryschoolsmd.org/curriculum/english/middle/) and how Maryland describes the progression of writing standards (http://mdk12.msde.maryland.gov/instruction/curriculum/reading/includes/AdditionalFiles/Vertical%20Progressions%20-%20Writing.pdf) and the framework doc that ties MD standards to specific common core standards (http://mdk12.msde.maryland.gov/share/frameworks/CCSC_Writing_gr6-8.pdf).

I think (tell me if I'm wrong) that the common core writing standards are based on what the student does without adult help in class. I know some teachers provide feedback on drafts so students can better learn to revise/edit their own work - but I don't think that work counts for meeting standards starting in late elementary.

n.b. I'm aware that it is only a very small subset of parents that have some familiarity with common core standards and keep an eye on their child's writing assignments. My preference would be to not need to monitor at this level either. I'm also aware that I should be able to just ask the teacher, but that hasn't worked well.

background: DC is GT/LD - strong reader, large vocabulary, big struggles with written expression. MCPS recently switched over to state IEP system and "current levels of achievement" are to be documented based on Maryland state standards (i.e. not based on class grades or even MCPS curriculum). School says DC making good progress based on grades but I think the class assignments are only simplified versions of what is described in the MCPS curriculum guide. I question if even a perfect score on the assignments would demonstrate what the state standards require. I've seen several DCUM references to parents' perceived deficiencies in MCPS writing curriculum - but I don't know if other parents are seeing deficiencies to this extent where expectations are so below what's required in the state standards.