Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can you imagine how those kids behave at home? There are no consequences at home or school so they run wild.

Our school uses RJ, which works miracles with these kids. It's too bad they don't train everyone better in its practice.

Restorative Justice does not work at the middle and high school level, for bullying (no one wants to be in a healing circle with their bully!), or behaviors that MCPS wants to keep out of the criminal justice system. Think the armed carjacking that BCC had before Christmas. Can you give examples of how it works in elementary?

My last school was huge on restorative practices. The preventative side was great with community circles and building a community in your classroom. However, it did nothing to curb kids physically fighting, eloping, cursing out teachers, hitting staff, etc. I taught third grade at this school and it was exhausting. RJ isn't the cure-all that people try and make it out to be in MCPS.

Oh well that's not so bad.

The first time I saw "eloping" in the context of school, on DCUM, I thought it was an autocorrect error.

Eloping is really bad because the kid is out in the community without adult supervision and could be injured or abducted. The school is still responsible so the police have to be called and a lot of staff end up with walkies searching the neighborhood. The parent has to be notified. Some kids do this on a regular basis.

The police officers in MoCo who terrorized a 6 year old were called because he eloped.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:what's RJ?

Restorative justice

Don’t bother reading any threads about it on this forum because MCPS doesn’t implement it properly. There are large school systems and privates that do.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can you imagine how those kids behave at home? There are no consequences at home or school so they run wild.

Our school uses RJ, which works miracles with these kids. It's too bad they don't train everyone better in its practice.

Restorative Justice does not work at the middle and high school level, for bullying (no one wants to be in a healing circle with their bully!), or behaviors that MCPS wants to keep out of the criminal justice system. Think the armed carjacking that BCC had before Christmas. Can you give examples of how it works in elementary?

My last school was huge on restorative practices. The preventative side was great with community circles and building a community in your classroom. However, it did nothing to curb kids physically fighting, eloping, cursing out teachers, hitting staff, etc. I taught third grade at this school and it was exhausting. RJ isn't the cure-all that people try and make it out to be in MCPS.

Oh well that's not so bad.

The first time I saw "eloping" in the context of school, on DCUM, I thought it was an autocorrect error.

Anonymous wrote:

Anonymous wrote:what's RJ?

Restorative justice

Anonymous wrote:what's RJ?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can you imagine how those kids behave at home? There are no consequences at home or school so they run wild.

Our school uses RJ, which works miracles with these kids. It's too bad they don't train everyone better in its practice.

Restorative Justice does not work at the middle and high school level, for bullying (no one wants to be in a healing circle with their bully!), or behaviors that MCPS wants to keep out of the criminal justice system. Think the armed carjacking that BCC had before Christmas. Can you give examples of how it works in elementary?

My last school was huge on restorative practices. The preventative side was great with community circles and building a community in your classroom. However, it did nothing to curb kids physically fighting, eloping, cursing out teachers, hitting staff, etc. I taught third grade at this school and it was exhausting. RJ isn't the cure-all that people try and make it out to be in MCPS.

Oh well that's not so bad.

Anonymous wrote:Elementary is the difficult period when many kids who will go on to be diagnosed with ADHD and autism (among other things) are not yet diagnosed, since they are between that age where people say "oh it's normal to scream and run around" and "your kid throw chairs and hits the para every week, he needs an evaluation".

1. Parents need to come to the realization that their child actually has a problem. Sometimes they never do, and blame literally everyone and everything else, for years.

2. Then if they agree their kid might have a diagnosis, they have to get on waitlists for private evaluations that cost $5K, or wait for the issues to be severe enough that the public school wants to assess the kid themselves (a much more basic and simplified assessment, so it's best to pay for the full neurosych, but most can't afford it). The whole thing can take a year.

3. Then they have to be willing to medicate (for ADHD) and sometimes it takes a long time - at least a year - to find the right dose of the right med (did you know there's been an ongoing national shortage of ADHD stimulants?). For autism, there are no meds, so a whole behavioral mitigation plan needs to be put in place. Or maybe they don't want to medicate, because they've heard of side-effects, or they go back to 1. and denial. Or the kid tries meds and nothing works.

I have a kid with inattentive ADHD (daydreaming type) and know many children with ADHD and/or autism. That's what their elementary years looked like.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Can you imagine how those kids behave at home? There are no consequences at home or school so they run wild.

Our school uses RJ, which works miracles with these kids. It's too bad they don't train everyone better in its practice.

Restorative Justice does not work at the middle and high school level, for bullying (no one wants to be in a healing circle with their bully!), or behaviors that MCPS wants to keep out of the criminal justice system. Think the armed carjacking that BCC had before Christmas. Can you give examples of how it works in elementary?

My last school was huge on restorative practices. The preventative side was great with community circles and building a community in your classroom. However, it did nothing to curb kids physically fighting, eloping, cursing out teachers, hitting staff, etc. I taught third grade at this school and it was exhausting. RJ isn't the cure-all that people try and make it out to be in MCPS.

Anonymous wrote:

Anonymous wrote:Can you imagine how those kids behave at home? There are no consequences at home or school so they run wild.

Our school uses RJ, which works miracles with these kids. It's too bad they don't train everyone better in its practice.

Anonymous wrote:

Anonymous wrote:Elementary is the difficult period when many kids who will go on to be diagnosed with ADHD and autism (among other things) are not yet diagnosed, since they are between that age where people say "oh it's normal to scream and run around" and "your kid throw chairs and hits the para every week, he needs an evaluation".

1. Parents need to come to the realization that their child actually has a problem. Sometimes they never do, and blame literally everyone and everything else, for years.

2. Then if they agree their kid might have a diagnosis, they have to get on waitlists for private evaluations that cost $5K, or wait for the issues to be severe enough that the public school wants to assess the kid themselves (a much more basic and simplified assessment, so it's best to pay for the full neurosych, but most can't afford it). The whole thing can take a year.

3. Then they have to be willing to medicate (for ADHD) and sometimes it takes a long time - at least a year - to find the right dose of the right med (did you know there's been an ongoing national shortage of ADHD stimulants?). For autism, there are no meds, so a whole behavioral mitigation plan needs to be put in place. Or maybe they don't want to medicate, because they've heard of side-effects, or they go back to 1. and denial. Or the kid tries meds and nothing works.

I have a kid with inattentive ADHD (daydreaming type) and know many children with ADHD and/or autism. That's what their elementary years looked like.

Your kid didn't just develop ADHD, it happened at birth. Your waiting to get help was the problem. A regular ped. can work with you till you get an evaluation. It sounds like you are making excuses.

I knew my chid had something going on around 18 months. I didn't wait and got them help.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Elementary is the difficult period when many kids who will go on to be diagnosed with ADHD and autism (among other things) are not yet diagnosed, since they are between that age where people say "oh it's normal to scream and run around" and "your kid throw chairs and hits the para every week, he needs an evaluation".

1. Parents need to come to the realization that their child actually has a problem. Sometimes they never do, and blame literally everyone and everything else, for years.

2. Then if they agree their kid might have a diagnosis, they have to get on waitlists for private evaluations that cost $5K, or wait for the issues to be severe enough that the public school wants to assess the kid themselves (a much more basic and simplified assessment, so it's best to pay for the full neurosych, but most can't afford it). The whole thing can take a year.

3. Then they have to be willing to medicate (for ADHD) and sometimes it takes a long time - at least a year - to find the right dose of the right med (did you know there's been an ongoing national shortage of ADHD stimulants?). For autism, there are no meds, so a whole behavioral mitigation plan needs to be put in place. Or maybe they don't want to medicate, because they've heard of side-effects, or they go back to 1. and denial. Or the kid tries meds and nothing works.

I have a kid with inattentive ADHD (daydreaming type) and know many children with ADHD and/or autism. That's what their elementary years looked like.

Your kid didn't just develop ADHD, it happened at birth. Your waiting to get help was the problem. A regular ped. can work with you till you get an evaluation. It sounds like you are making excuses.

I knew my chid had something going on around 18 months. I didn't wait and got them help.

You quoted wrong message? Or trolling? Or stupid?
https://www.mayoclinic.org/diseases-conditions/adhd/symptoms-causes/syc-20350889#:~:text=ADHD%20symptoms%20start%20before%20age,as%203%20years%20of%20age.

Anonymous wrote:I left public for this reason. I went to a fancy, expensive private school. It is every bit as bad. There is nowhere that is okay.

Anonymous wrote:

Anonymous wrote:Elementary is the difficult period when many kids who will go on to be diagnosed with ADHD and autism (among other things) are not yet diagnosed, since they are between that age where people say "oh it's normal to scream and run around" and "your kid throw chairs and hits the para every week, he needs an evaluation".

1. Parents need to come to the realization that their child actually has a problem. Sometimes they never do, and blame literally everyone and everything else, for years.

2. Then if they agree their kid might have a diagnosis, they have to get on waitlists for private evaluations that cost $5K, or wait for the issues to be severe enough that the public school wants to assess the kid themselves (a much more basic and simplified assessment, so it's best to pay for the full neurosych, but most can't afford it). The whole thing can take a year.

3. Then they have to be willing to medicate (for ADHD) and sometimes it takes a long time - at least a year - to find the right dose of the right med (did you know there's been an ongoing national shortage of ADHD stimulants?). For autism, there are no meds, so a whole behavioral mitigation plan needs to be put in place. Or maybe they don't want to medicate, because they've heard of side-effects, or they go back to 1. and denial. Or the kid tries meds and nothing works.

I have a kid with inattentive ADHD (daydreaming type) and know many children with ADHD and/or autism. That's what their elementary years looked like.

Your kid didn't just develop ADHD, it happened at birth. Your waiting to get help was the problem. A regular ped. can work with you till you get an evaluation. It sounds like you are making excuses.

I knew my chid had something going on around 18 months. I didn't wait and got them help.

Anonymous wrote:Elementary is the difficult period when many kids who will go on to be diagnosed with ADHD and autism (among other things) are not yet diagnosed, since they are between that age where people say "oh it's normal to scream and run around" and "your kid throw chairs and hits the para every week, he needs an evaluation".

1. Parents need to come to the realization that their child actually has a problem. Sometimes they never do, and blame literally everyone and everything else, for years.

2. Then if they agree their kid might have a diagnosis, they have to get on waitlists for private evaluations that cost $5K, or wait for the issues to be severe enough that the public school wants to assess the kid themselves (a much more basic and simplified assessment, so it's best to pay for the full neurosych, but most can't afford it). The whole thing can take a year.

3. Then they have to be willing to medicate (for ADHD) and sometimes it takes a long time - at least a year - to find the right dose of the right med (did you know there's been an ongoing national shortage of ADHD stimulants?). For autism, there are no meds, so a whole behavioral mitigation plan needs to be put in place. Or maybe they don't want to medicate, because they've heard of side-effects, or they go back to 1. and denial. Or the kid tries meds and nothing works.

I have a kid with inattentive ADHD (daydreaming type) and know many children with ADHD and/or autism. That's what their elementary years looked like.