Anonymous wrote:

Anonymous wrote:

Anonymous wrote:MCPS lowest performing students are not predicted by rich or poor kids. It is predicted by race mainly.

which is correlated to rich and poor

MCPS doesn’t collect data on family income, family numbers, parent structure, religion, etc. The only thing they collect real data on for all students is race. So, everything is focused on race. Obviously, race is not the problem. But it is a very lazy way of analyzing problems and solutions.

Race is what teachers and admin use to make assumptions about a student. Please no need to reply with a: no they don't.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Cristo Rey is made up of motivated low income kids. We had a few kids from my Title 1 school go to one of their schools. They all dropped out. They weren’t used to the academic demands and the strict rules.

But imagine if mcps introduced rigorous academics along with setting expectations and instilling personal responsibility from the get go?

^^^
That’s catholic school. Guess what? It works!

MCPS does have rigorous academics. You just have to make some effort and show aptitude. My kids were in CES+magnets for all of their school years. It worked out great even. They both ended up at Ivies and are doing well.

How long ago? Now there is zero homework, no reading of whole novels, no real grammar, spelling, writing instruction. It’s just sad this race to the bottom.

Anonymous wrote:

Anonymous wrote:Cristo Rey is made up of motivated low income kids. We had a few kids from my Title 1 school go to one of their schools. They all dropped out. They weren’t used to the academic demands and the strict rules.

But imagine if mcps introduced rigorous academics along with setting expectations and instilling personal responsibility from the get go?

^^^
That’s catholic school. Guess what? It works!

MCPS does have rigorous academics. You just have to make some effort and show aptitude. My kids were in CES+magnets for all of their school years. It worked out great even. They both ended up at Ivies and are doing well.

Anonymous wrote:Serious answers only. How can schools raise performances of students at the lowest levels? Free meals help nourish brains and bodies, are they "healthy" is questionable. What else? It it sending home books (lots of books) for them to read? More math practice practice practice. Is it helping change their attitude towards learning, less screen time? Is it identifying learning disorders in Pre-K (if eligible) or by K? Parents/guardians of these students need assistance too but there is time and language and cultural barriers- getting them information about identifying learning issues, ELL services, attitude/views about learning?

The good news is 99% of MCPS focus is on these students. In fact, they pretty much ignore everyone else.

Anonymous wrote:

Anonymous wrote:MCPS lowest performing students are not predicted by rich or poor kids. It is predicted by race mainly.

which is correlated to rich and poor

MCPS doesn’t collect data on family income, family numbers, parent structure, religion, etc. The only thing they collect real data on for all students is race. So, everything is focused on race. Obviously, race is not the problem. But it is a very lazy way of analyzing problems and solutions.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hopefully Taylor et al taking notes of many fabulous feedback here. Educators seeing it first hand and know what works and doesn't.

Nothing "works." These are antidote.

Look at LeBron James' school and the amount of money that has been poured into it
The outcome?

The "I Promise" School, established by LeBron James, has seen mixed academic outcomes despite its substantial resources and support services. While the school’s mission is commendable—serving students from challenging backgrounds with additional resources like tutoring, counseling, and extended school days—test results and graduation rates have not fully met expectations.

In 2023, reports showed that only about 8% of seventh-grade students at I Promise were proficient in English, and math proficiency was very low across multiple grades. For example, proficiency rates were 1% in fifth and seventh grades, with no sixth graders meeting the math proficiency standard. This puts the school well below the Ohio state average proficiency rates, which range from approximately 45% to over 60%, depending on grade and subject area.


If the county wants to have impact on underperforming students they should focus on neurodivergent students, instead. Students with adhd, anxiety and autism are dropping out of school at alarming rates. They are also highly likely to be unemployed and economically disadvantaged. The difference is that with much simpler modifications, they excel.

At the expense of students deserving enrichment?

Why do they deserve enrichment over other students who are struggling?

IDK. One group tries and the other one don’t give F??

Thank you for being such an amazing case example in why teachers and admins need training in dealing with neurodiverse students. Any teacher who believes that a child just doesnt care about being successful, needs serious, comprehensive reeducating.

-Did you know that kiddos with adhd and autism tend to have "flat affect " meaning they struggle to show how theyre feeling in their facial expressions. Their facial expressions come off as bored or angry, some even call this resting b#@& face. Its an entirely physiological condition that they can't control easily. When they do control it, or mask, it requires more mental and physical energy and leaves kids feeling more tired.

- Did you know kids with ADHD are estimated to have recieved 20,000 more negative messages by AGE TEN than their peers? Obviously alot of this comes from teachers like yourself who have put exactly zero effort into understanding them, but it comes from peers and parents, too. Imagine how frustrated and burned out you would be if you recieved majority negative feedback. So many of these kids also process slowly so when a teacher gives them a nasty message like "you dont take your work seriously!" They are processing how to respond to this and may say nothing or learn to defend themselves with sharp quips or eye rolls or humor instead of being equipped to say, "but i do take my work seriously. Its just that i dont know how to ask the right questions and i need your help"

-Did you know that word problems can be challenging for autistic students because they struggle with abstract language and ambiguity? Word problems often use figurative or indirect language that can be hard for autistic students to interpret. If the language is ambiguous, they may struggle to understand what the question is really asking.
Theres also:
Sensory Overload: Word problems often contain a lot of information, and students need to filter out what’s relevant. This can be overwhelming, particularly if they struggle with processing large amounts of information at once or feel stressed by the school environment.
Executive Functioning: Many word problems require multiple steps to solve, and executive functioning challenges can make it difficult to organize these steps and solve them in the correct order.
Literal Thinking: Autistic students may interpret language literally, so metaphors, idioms, or any implied meaning in word problems can cause confusion.
Social Contexts: Some word problems include references to social situations or perspectives, which may be hard to relate to or fully understand. Problems that don’t align with their experiences or interests may feel particularly abstract or irrelevant.
Difficulty Generalizing Skills: Word problems require students to apply mathematical skills in different contexts, which can be challenging if they struggle to generalize learned skills to new situations.

Imagine that your teacher has drawn a graduated cylinder as part of a problem. In order to show there is liquid inside, they draw a dipped curve across the middle of the cylinder next to the mark for 5ml. They ask the students to answer how much liquid is in the cylinder. Most students write 5ml. But the ND students are litersl thinkers and they assume the teacher is asking them to determine how much less than 5 ml is in the cylinder because they dont understand the curve is there for any other resson thsn to show that the liquid is less than 5. Since that hasnt been covered in class, they raise their hand and ask. The teacher assumes they sre being a wise ass. The rest of the class laughs at them. This happens from kindergarten up, again and again.

So you are certainly correct that one group doesnt care. Youre in it.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hopefully Taylor et al taking notes of many fabulous feedback here. Educators seeing it first hand and know what works and doesn't.

Nothing "works." These are antidote.

Look at LeBron James' school and the amount of money that has been poured into it
The outcome?

The "I Promise" School, established by LeBron James, has seen mixed academic outcomes despite its substantial resources and support services. While the school’s mission is commendable—serving students from challenging backgrounds with additional resources like tutoring, counseling, and extended school days—test results and graduation rates have not fully met expectations.

In 2023, reports showed that only about 8% of seventh-grade students at I Promise were proficient in English, and math proficiency was very low across multiple grades. For example, proficiency rates were 1% in fifth and seventh grades, with no sixth graders meeting the math proficiency standard. This puts the school well below the Ohio state average proficiency rates, which range from approximately 45% to over 60%, depending on grade and subject area.


If the county wants to have impact on underperforming students they should focus on neurodivergent students, instead. Students with adhd, anxiety and autism are dropping out of school at alarming rates. They are also highly likely to be unemployed and economically disadvantaged. The difference is that with much simpler modifications, they excel.

At the expense of students deserving enrichment?

Why do they deserve enrichment over other students who are struggling?

IDK. One group tries and the other one don’t give F??

Anonymous wrote:

Anonymous wrote:Cristo Rey is made up of motivated low income kids. We had a few kids from my Title 1 school go to one of their schools. They all dropped out. They weren’t used to the academic demands and the strict rules.

But imagine if mcps introduced rigorous academics along with setting expectations and instilling personal responsibility from the get go?

^^^
That’s catholic school. Guess what? It works!

It works because people sign up for it. That's the difference. Families go out of their way to seek out more through a private education. They agree to the terms of the contract and there are real consequences for actions (mandatory detention, suspensions, expulsions, etc). Yes, actual consequences and real standards will work for the kids whose parents care but you'll still have plenty of kids whose parents don't give a crap. I wish I could have parents sign a document that outlines their responsibilities and what happens if they don't fulfill them. They should be required to come to parent teacher conferences (or do it by phone/Zoom). They should be required to have meetings if their kids miss a certain number of school days not documented by doctor's notes. It can't be all on the schools. If they don't care, I shouldn't have to bend over backwards for them.

Anonymous wrote:Cristo Rey is made up of motivated low income kids. We had a few kids from my Title 1 school go to one of their schools. They all dropped out. They weren’t used to the academic demands and the strict rules.

But imagine if mcps introduced rigorous academics along with setting expectations and instilling personal responsibility from the get go?

^^^
That’s catholic school. Guess what? It works!

Anonymous wrote:Cristo Rey is made up of motivated low income kids. We had a few kids from my Title 1 school go to one of their schools. They all dropped out. They weren’t used to the academic demands and the strict rules.

Goodness.

Welp! Which just goes to show that the biggest problem with public schools is that they can't push out unmotivated kids, regardless of their income levels, in the way that private schools can.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hopefully Taylor et al taking notes of many fabulous feedback here. Educators seeing it first hand and know what works and doesn't.

Nothing "works." These are antidote.

Look at LeBron James' school and the amount of money that has been poured into it
The outcome?

The "I Promise" School, established by LeBron James, has seen mixed academic outcomes despite its substantial resources and support services. While the school’s mission is commendable—serving students from challenging backgrounds with additional resources like tutoring, counseling, and extended school days—test results and graduation rates have not fully met expectations.

In 2023, reports showed that only about 8% of seventh-grade students at I Promise were proficient in English, and math proficiency was very low across multiple grades. For example, proficiency rates were 1% in fifth and seventh grades, with no sixth graders meeting the math proficiency standard. This puts the school well below the Ohio state average proficiency rates, which range from approximately 45% to over 60%, depending on grade and subject area.


If the county wants to have impact on underperforming students they should focus on neurodivergent students, instead. Students with adhd, anxiety and autism are dropping out of school at alarming rates. They are also highly likely to be unemployed and economically disadvantaged. The difference is that with much simpler modifications, they excel.

At the expense of students deserving enrichment?

Why do they deserve enrichment over other students who are struggling?

Anonymous wrote:

Anonymous wrote:Hopefully Taylor et al taking notes of many fabulous feedback here. Educators seeing it first hand and know what works and doesn't.

Nothing "works." These are antidote.

Look at LeBron James' school and the amount of money that has been poured into it
The outcome?

The "I Promise" School, established by LeBron James, has seen mixed academic outcomes despite its substantial resources and support services. While the school’s mission is commendable—serving students from challenging backgrounds with additional resources like tutoring, counseling, and extended school days—test results and graduation rates have not fully met expectations.

In 2023, reports showed that only about 8% of seventh-grade students at I Promise were proficient in English, and math proficiency was very low across multiple grades. For example, proficiency rates were 1% in fifth and seventh grades, with no sixth graders meeting the math proficiency standard. This puts the school well below the Ohio state average proficiency rates, which range from approximately 45% to over 60%, depending on grade and subject area.


If the county wants to have impact on underperforming students they should focus on neurodivergent students, instead. Students with adhd, anxiety and autism are dropping out of school at alarming rates. They are also highly likely to be unemployed and economically disadvantaged. The difference is that with much simpler modifications, they excel.

At the expense of students deserving enrichment?

Cristo Rey is made up of motivated low income kids. We had a few kids from my Title 1 school go to one of their schools. They all dropped out. They weren’t used to the academic demands and the strict rules.

Anonymous wrote:

Anonymous wrote:Here is the cold, hard truth. Even when billionaires like Paul Tudor Jones and LeBron James put in big money and resources to helping to improve the outcomes of low performing students, they can't. What makes you think mcps can do any better, other than with feel-good, do nothing programming?

The absolute only way that child do well is when their parents are well-educated.

Not quite.

Generally, you are correct.

But google the Cristo Rey model to learn how catholic schools do a terrific job educating the most disadvantaged minority students. Their approach is backed up by data.

But you're making the same case. Cristo Rey's model works because it's not public school m

Anonymous wrote:Here is the cold, hard truth. Even when billionaires like Paul Tudor Jones and LeBron James put in big money and resources to helping to improve the outcomes of low performing students, they can't. What makes you think mcps can do any better, other than with feel-good, do nothing programming?

The absolute only way that child do well is when their parents are well-educated.

Not quite.

Generally, you are correct.

But google the Cristo Rey model to learn how catholic schools do a terrific job educating the most disadvantaged minority students. Their approach is backed up by data.