Anonymous wrote:There has been zero discussion on addressing learning loss. Only a mention that it exists. My kids Title i schools, especially the HS, seems almost gleeful about it. They are he!! bent on reducing the number of APs and Honors classes students take.

It shouldn’t be a matter of, if you parent want to address the learning loss, you can pay for it yourself. This should be addressed from the top down (state to district).

+million.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Third algebra 2 teacher, confirming everything stated above.

I usually spend 2.5 days reviewing factoring (algebra 1 spends weeks on it), give a short quiz, and then move on to the actual factoring applications that are in our curriculum. This year I’ve spent 5 days on it so far this year and kids are still struggling. So many of them didn’t get anything out of virtual (thanks, photomath) and those choices are coming back to haunt them this year.

I added extra days here because this skill is so critical to the rest of the year, but I can’t do it for every unit. Kids are going to have to get help outside class, whether from me, khan academy, or an outside tutor.

The vitrual math classesare really going to hit the class of 2026 hard on their SATs and PSAT.

Algebra is the most crucial subject for those tests.

I pulled my kid from fcps and put her in Catholoc for 8th. They had been going in person since August 2020 and had not switched to computer math. Everything was pencil to paper.in Algebra I. Best decision ever.

My kid was so behind for the entire first semester, in spite of testing in the mid 90s on the Iowa the Catholic school used for placement. It seems that she learned almost nothing from virtual pre Algebra in 2020/21 at her fcps middle school. The Catholic school kids were miles ahead of her. It took all year to catch up, but she only had a middle grade in Algebra.

She retook Algebra I online over the summer to raise the grade. Based on what she learned in Catholic school, she did very well in the condensed summer class and felt much more confident in her math knowledge and skills.

My suggestion would be to drop them down to non honors if theh are struggling, and maybe consider some sort of in person (not online) Algebra supplemental class like at Kumon, that starts from the very basic.

Fundamental algebra skills and knowledge are way too important to miss.

Distance learning sucked. We are going to reap the consequences for years down the road for most of the kids, but especially those who learned to read and write 2020-2022, those who were middle schoolers learning algebra, and the teens who are dealing with the emotional scars of those 2 wasted years.

Honestly, my blood is boiling reading all the messages from teachers saying that kids just have to work harder because they didn't learn the material. The kids did not learn the material because virtual teaching -- which teachers overwhelmingly wanted for the 20-21 school year -- was terrible for many kids.

Terrible because so many CHEATED. Sorry you cheated, kids!

Sorry you cheated. We teachers and admin knew about it and let it go. We knew you didn’t learn the materials and passed you with flying colors.sorry parents those grades were meaningless, and we didn’t warn you so now your kids are struggling this year.

My kid is OK (not great) but so many parents of my kids’ friends were blindsided.

My kid in AAP did very well and didn’t cheat during his virtual year which was 5th grade. That said, it was obvious there were gaps in math and the pace was slower. I tried to fill in with workbooks over the summer but it wasn’t enough. I knew then this would affect him so that he wouldn’t be able to take Algebra in 7th. Too many gaps. He still isn’t great with long division and long division with decimals. The next year (2021-2022 school year) math was hard and I had to help him a lot with homework, but he got it. This year in 7th he’s been totally fine on his own. But he is not in Algebra - he will be next year for 8th.

This is a mostly useless skill, especially division by decimals so I wouldn't worry about it. Just understand that division is trying to split a number into a bunch of groups and one algorithm for doing that is to repeatedly subtract from the original number and assign the quantity subtracted equally to each group. This main idea naturally leads to subtracting as much as you can (start by subtracting multiples of the divisor from the dividend, until you can no longer do it, leaving you with a remainder). Armed with this idea, your kid can come up with their own division algorithm and perform it in their own way, putting them in a great position to actually understand the standard division algorithm taught in school, which the overwhelming majority of all kids (and almost all adults!) don't fully understand.

To be ready for algebra, focus on understanding fractions really well, understand how to skip count extremely well including with fractions, understand place value very well, understand that division is defined as multiplication by the reciprocal, understand the distributive property really well and be able to explain why it works (i.e using geometry to split a rectangle into smaller rectangles), understand what an equation is and that if two quantities are equal certain operations can be done to both sides of an equation to leave it unchanged (i.e balance/scale analogy), understand what prime factorization is and be able to simplify fractions using prime factorization, be able to actually solve application problems involving fractions, understanding that ratios are just fractions, understand that one can think of multiplication intuitively as repeated addition and exponents as repeated multiplication, know a little bit about what a 'square root' is, (i.e the square root of a number is defined as the positive number that we can multiply by itself to obtain the number under the square root, understand the difference between expressions and equations, understand what an inequality is, understand how to represent an unknown quantity with a variable, and that's about it.

Anonymous wrote:

Anonymous wrote:DS was in 3rd grade during DL. We heard what they were teaching n math and we looked at the work that was being assigned. We put him in AoPS after Winter Break because it was really clear that he was not getting anything out of the math that was being taught. Obviously we are not worried about Algebra 2 right now but I would guess that most parents who had kids in DL for that year should be looking for a math program like RSM or Mathnasium or Kumon or something to make up the gaps in learning in math because most kids are going to have them.

We are in RSM now. I appreciate that it has helped him to stay on track for math in school and I am hoping he is able to avoid some of the issues that many of the parents of kids in MS and HS are experiencing. Those of us with younger kids should be looking at topics like these and realize that our kids oculd be affected in a few years.

What do you mean “parents who had kids in DL that year?” That all of FCPS right?

This is a thread about Algebra 2 a high school course, and math holes for students wuo were in middle school during pandemic while taking Algebra 1 and pre Algebra.

The post you are quoting is posting about early elementary school, which has zero relevance to this discussion.

Please don't derail a high school thread with a discussion about early elementary school math. Start a new thread to talk about elementary school please.

Anonymous wrote:

Anonymous wrote:Hire a tutor.


Don’t rely on the school to educate your child.

This is not 2019.

Such privilege. That’s what you tell lower income and middle class families as inflation looms.

Khan Academy. That's what we're doing. We don't have tutor money.

Anonymous wrote:Hire a tutor.


Don’t rely on the school to educate your child.

This is not 2019.

Such privilege. That’s what you tell lower income and middle class families as inflation looms.

Hire a tutor.


Don’t rely on the school to educate your child.

This is not 2019.

There has been zero discussion on addressing learning loss. Only a mention that it exists. My kids Title i schools, especially the HS, seems almost gleeful about it. They are he!! bent on reducing the number of APs and Honors classes students take.

It shouldn’t be a matter of, if you parent want to address the learning loss, you can pay for it yourself. This should be addressed from the top down (state to district).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DS was in 3rd grade during DL. We heard what they were teaching n math and we looked at the work that was being assigned. We put him in AoPS after Winter Break because it was really clear that he was not getting anything out of the math that was being taught. Obviously we are not worried about Algebra 2 right now but I would guess that most parents who had kids in DL for that year should be looking for a math program like RSM or Mathnasium or Kumon or something to make up the gaps in learning in math because most kids are going to have them.

We are in RSM now. I appreciate that it has helped him to stay on track for math in school and I am hoping he is able to avoid some of the issues that many of the parents of kids in MS and HS are experiencing. Those of us with younger kids should be looking at topics like these and realize that our kids oculd be affected in a few years.

What do you mean “parents who had kids in DL that year?” That all of FCPS right?

There are ES kids who did not DL now or parents who moved kids to private for the DL year. People drag topics up many years later so I figured it was more for parents in ES who dealt with the DL mess and are not thinking ahead to MS/HS math issues now. I suspect that any kid who was in school during COVID and stayed in FCPS will deal with lingering issues. And parents of younger kids, like mine, might be thinking that there is time to make up that material over the years. I just don’t buy that FCPS is going to actually make up the lost material and I think that kids like mine could have issues in HS.

I think it is up to parents at this point to fill the gaps for their kids; the gaps are just too big and dispersed for teachers to make up in class. It's baffling why districts haven't put more focus on learning loss. It's not just the kids that failed the SOLs that are impacted. Most kids have gaps even if they passed the SOLs. Districts have their priorities but learning loss doesn't seem to be one of them.

Anonymous wrote:

Anonymous wrote:DS was in 3rd grade during DL. We heard what they were teaching n math and we looked at the work that was being assigned. We put him in AoPS after Winter Break because it was really clear that he was not getting anything out of the math that was being taught. Obviously we are not worried about Algebra 2 right now but I would guess that most parents who had kids in DL for that year should be looking for a math program like RSM or Mathnasium or Kumon or something to make up the gaps in learning in math because most kids are going to have them.

We are in RSM now. I appreciate that it has helped him to stay on track for math in school and I am hoping he is able to avoid some of the issues that many of the parents of kids in MS and HS are experiencing. Those of us with younger kids should be looking at topics like these and realize that our kids oculd be affected in a few years.

What do you mean “parents who had kids in DL that year?” That all of FCPS right?

There are ES kids who did not DL now or parents who moved kids to private for the DL year. People drag topics up many years later so I figured it was more for parents in ES who dealt with the DL mess and are not thinking ahead to MS/HS math issues now. I suspect that any kid who was in school during COVID and stayed in FCPS will deal with lingering issues. And parents of younger kids, like mine, might be thinking that there is time to make up that material over the years. I just don’t buy that FCPS is going to actually make up the lost material and I think that kids like mine could have issues in HS.

You all are forgetting the 50% minimum grade policy, which is artificially inflating already inflated grades. The C and D students know a lot less now than they used to before the pandemic.
That allows them to quietly get a charity passing grade so they get promoted to the next course and continue to fail upward.

Anonymous wrote:DS was in 3rd grade during DL. We heard what they were teaching n math and we looked at the work that was being assigned. We put him in AoPS after Winter Break because it was really clear that he was not getting anything out of the math that was being taught. Obviously we are not worried about Algebra 2 right now but I would guess that most parents who had kids in DL for that year should be looking for a math program like RSM or Mathnasium or Kumon or something to make up the gaps in learning in math because most kids are going to have them.

We are in RSM now. I appreciate that it has helped him to stay on track for math in school and I am hoping he is able to avoid some of the issues that many of the parents of kids in MS and HS are experiencing. Those of us with younger kids should be looking at topics like these and realize that our kids oculd be affected in a few years.

What do you mean “parents who had kids in DL that year?” That all of FCPS right?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Third algebra 2 teacher, confirming everything stated above.

I usually spend 2.5 days reviewing factoring (algebra 1 spends weeks on it), give a short quiz, and then move on to the actual factoring applications that are in our curriculum. This year I’ve spent 5 days on it so far this year and kids are still struggling. So many of them didn’t get anything out of virtual (thanks, photomath) and those choices are coming back to haunt them this year.

I added extra days here because this skill is so critical to the rest of the year, but I can’t do it for every unit. Kids are going to have to get help outside class, whether from me, khan academy, or an outside tutor.

The vitrual math classesare really going to hit the class of 2026 hard on their SATs and PSAT.

Algebra is the most crucial subject for those tests.

I pulled my kid from fcps and put her in Catholoc for 8th. They had been going in person since August 2020 and had not switched to computer math. Everything was pencil to paper.in Algebra I. Best decision ever.

My kid was so behind for the entire first semester, in spite of testing in the mid 90s on the Iowa the Catholic school used for placement. It seems that she learned almost nothing from virtual pre Algebra in 2020/21 at her fcps middle school. The Catholic school kids were miles ahead of her. It took all year to catch up, but she only had a middle grade in Algebra.

She retook Algebra I online over the summer to raise the grade. Based on what she learned in Catholic school, she did very well in the condensed summer class and felt much more confident in her math knowledge and skills.

My suggestion would be to drop them down to non honors if theh are struggling, and maybe consider some sort of in person (not online) Algebra supplemental class like at Kumon, that starts from the very basic.

Fundamental algebra skills and knowledge are way too important to miss.

Distance learning sucked. We are going to reap the consequences for years down the road for most of the kids, but especially those who learned to read and write 2020-2022, those who were middle schoolers learning algebra, and the teens who are dealing with the emotional scars of those 2 wasted years.

Honestly, my blood is boiling reading all the messages from teachers saying that kids just have to work harder because they didn't learn the material. The kids did not learn the material because virtual teaching -- which teachers overwhelmingly wanted for the 20-21 school year -- was terrible for many kids.

Terrible because so many CHEATED. Sorry you cheated, kids!

Sorry you cheated. We teachers and admin knew about it and let it go. We knew you didn’t learn the materials and passed you with flying colors.sorry parents those grades were meaningless, and we didn’t warn you so now your kids are struggling this year.

My kid is OK (not great) but so many parents of my kids’ friends were blindsided.

My kid in AAP did very well and didn’t cheat during his virtual year which was 5th grade. That said, it was obvious there were gaps in math and the pace was slower. I tried to fill in with workbooks over the summer but it wasn’t enough. I knew then this would affect him so that he wouldn’t be able to take Algebra in 7th. Too many gaps. He still isn’t great with long division and long division with decimals. The next year (2021-2022 school year) math was hard and I had to help him a lot with homework, but he got it. This year in 7th he’s been totally fine on his own. But he is not in Algebra - he will be next year for 8th.

I have a kid in 7th and 9th and the gap-related issues are really different and not comparable. Frankly what I am hearing from all of these posts about supplementing during the zoom year and tutoring otherwise is that our expectations that school will actually educate is too low.

Agree. I’ve never relied on the school solely though to educate my child.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:To the poster above who’s blood is boiling, you are hearing what you want to hear. Teachers are saying students who cheated during the virtual year need to work harder to learn the material they didn’t learn when they used Photomath. The ones who didn’t cheat are doing fine with the intensive review we are providing.

If teachers believe that its only students who cheated who are suffering today, then that conveniently exempts them, doesn't it?

Let it go. Most of us are also parents. We get how bad virtual school was and wanted our own kids in school. Most of these kids took Algebra 1 back in middle school. What do you want? Us to blame teachers at another school for not teaching? Would you rather we not teach Algebra 2 but teach Algebra 1 since they didn’t have it in person and they next year they take….what?

I would like more compassion and creativity on finding a solution to help kids catch up rather than just saying "guess they must have cheated!" "I guess you just have to work harder! I have to keep the class moving!"

HS Math Teacher here (teaching Algebra 2 and Pre-cal this year). I am available after school every day as well as during lunch and "study period time." Struggling students are encouraged to come work with me to re-learn material from Algebra 1. Beyond that, parents can hire a tutor or set their kids up on Khan Academy or help their kids themselves. What more do you expect me to do? I do have to keep the class moving.

Dp imexpected FCPS to redraw the lines of what would be included in the math sequence to account for the gaps.

FCPS doesn’t have that ability, it’s a state requirement to teach X in course Y.

Ok well that Youngkin should look into how the state will help bridge gaps for its public school students.

DS was in 3rd grade during DL. We heard what they were teaching n math and we looked at the work that was being assigned. We put him in AoPS after Winter Break because it was really clear that he was not getting anything out of the math that was being taught. Obviously we are not worried about Algebra 2 right now but I would guess that most parents who had kids in DL for that year should be looking for a math program like RSM or Mathnasium or Kumon or something to make up the gaps in learning in math because most kids are going to have them.

We are in RSM now. I appreciate that it has helped him to stay on track for math in school and I am hoping he is able to avoid some of the issues that many of the parents of kids in MS and HS are experiencing. Those of us with younger kids should be looking at topics like these and realize that our kids oculd be affected in a few years.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Third algebra 2 teacher, confirming everything stated above.

I usually spend 2.5 days reviewing factoring (algebra 1 spends weeks on it), give a short quiz, and then move on to the actual factoring applications that are in our curriculum. This year I’ve spent 5 days on it so far this year and kids are still struggling. So many of them didn’t get anything out of virtual (thanks, photomath) and those choices are coming back to haunt them this year.

I added extra days here because this skill is so critical to the rest of the year, but I can’t do it for every unit. Kids are going to have to get help outside class, whether from me, khan academy, or an outside tutor.

The vitrual math classesare really going to hit the class of 2026 hard on their SATs and PSAT.

Algebra is the most crucial subject for those tests.

I pulled my kid from fcps and put her in Catholoc for 8th. They had been going in person since August 2020 and had not switched to computer math. Everything was pencil to paper.in Algebra I. Best decision ever.

My kid was so behind for the entire first semester, in spite of testing in the mid 90s on the Iowa the Catholic school used for placement. It seems that she learned almost nothing from virtual pre Algebra in 2020/21 at her fcps middle school. The Catholic school kids were miles ahead of her. It took all year to catch up, but she only had a middle grade in Algebra.

She retook Algebra I online over the summer to raise the grade. Based on what she learned in Catholic school, she did very well in the condensed summer class and felt much more confident in her math knowledge and skills.

My suggestion would be to drop them down to non honors if theh are struggling, and maybe consider some sort of in person (not online) Algebra supplemental class like at Kumon, that starts from the very basic.

Fundamental algebra skills and knowledge are way too important to miss.

Distance learning sucked. We are going to reap the consequences for years down the road for most of the kids, but especially those who learned to read and write 2020-2022, those who were middle schoolers learning algebra, and the teens who are dealing with the emotional scars of those 2 wasted years.

Honestly, my blood is boiling reading all the messages from teachers saying that kids just have to work harder because they didn't learn the material. The kids did not learn the material because virtual teaching -- which teachers overwhelmingly wanted for the 20-21 school year -- was terrible for many kids.

Terrible because so many CHEATED. Sorry you cheated, kids!

Sorry you cheated. We teachers and admin knew about it and let it go. We knew you didn’t learn the materials and passed you with flying colors.sorry parents those grades were meaningless, and we didn’t warn you so now your kids are struggling this year.

My kid is OK (not great) but so many parents of my kids’ friends were blindsided.

My kid in AAP did very well and didn’t cheat during his virtual year which was 5th grade. That said, it was obvious there were gaps in math and the pace was slower. I tried to fill in with workbooks over the summer but it wasn’t enough. I knew then this would affect him so that he wouldn’t be able to take Algebra in 7th. Too many gaps. He still isn’t great with long division and long division with decimals. The next year (2021-2022 school year) math was hard and I had to help him a lot with homework, but he got it. This year in 7th he’s been totally fine on his own. But he is not in Algebra - he will be next year for 8th.

I have a kid in 7th and 9th and the gap-related issues are really different and not comparable. Frankly what I am hearing from all of these posts about supplementing during the zoom year and tutoring otherwise is that our expectations that school will actually educate is too low.