Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As for what MCPS is "doing about it," they're throwing virtual tutors from a third-party company at the problem. Even though only 15% of kids are using it.

It's engendering much confidence in my books that MCPS is serious about closing the learning loss gap from the pandemic at all. But when you press them, they insist that "tutoring isn't all we're doing."

Our virtual tutors have been a huge lifesaver and we are really appreciative of them. This has nothing to do with the learning loss gap. It has to do with the teaching style and curriculum and it isn't working.

Kids who are struggling with Algebra 2, which builds on foundations in pre-algebra and algebra, which many were half-awake for on Zoom during the pandemic, has nothing to do with why kids are struggling with math material today? That's what you're sticking to?

I agree with you that the lack of homework and a textbook is an issue too, but it can be a BOTH/AND situation and not an EITHER/OR.

That's on you if your kids didn't pay attention or you didn't help them. Mine did fine but we helped, got a textbook, and worked through it and we also utilized the free tutoring as soon as it was available. The curriculum and the way it's taught is an issue for my child but they can get through it with no issue with the proper teaching style for them.

Most kids have been back in person for almost two years. Stop blaming covid. What has changed is the teaching style and curriculum and it's not working. What has changed is the lack of homework and other expectations.

Pre-Algebra is no big deal. Algebra is. This child that OP is talking about just isn't strong in math if they are in Algebra 2 in 10th grade as that is the slowest track (and nothing wrong with that track but math isn't their thing). So, OP needs to work with them or get a tutor or use the free tutoring as MCPS isn't going to change for their child or any of our kids so its up to you to make sure your child is successful. MCPS give you the tools now if you need them.

No, that's the normal track. Algebra 2 in 10th grade is the normal track.

In MCPS, kids take Algebra in 7th, which puts them in Algebra 2 in 9th.

That's a super accelerated track, for kids who do compacted 4/5/6 and AIM (which is compacted 7/8), which puts them on track for algebra 2.

The accelerated track is now doing 6+ and 7+ (which covers 6-8 over two years), then albegra in 8th.

The normal track is algebra in 9th. (Just doing math 6, math 7, and math 8 with no compaction).

No, Super Accelerated is Compacted Math to Algebra and skipping AIM and doing Algebra in 6th (or doing AIM in 5th but it sounds like that is only offered at 1-2 ES as ours didn't offer it).

That isn't a path so much as an exception. See the middle paragraph of the long post at the top of the page.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As for what MCPS is "doing about it," they're throwing virtual tutors from a third-party company at the problem. Even though only 15% of kids are using it.

It's engendering much confidence in my books that MCPS is serious about closing the learning loss gap from the pandemic at all. But when you press them, they insist that "tutoring isn't all we're doing."

Our virtual tutors have been a huge lifesaver and we are really appreciative of them. This has nothing to do with the learning loss gap. It has to do with the teaching style and curriculum and it isn't working.

Kids who are struggling with Algebra 2, which builds on foundations in pre-algebra and algebra, which many were half-awake for on Zoom during the pandemic, has nothing to do with why kids are struggling with math material today? That's what you're sticking to?

I agree with you that the lack of homework and a textbook is an issue too, but it can be a BOTH/AND situation and not an EITHER/OR.

That's on you if your kids didn't pay attention or you didn't help them. Mine did fine but we helped, got a textbook, and worked through it and we also utilized the free tutoring as soon as it was available. The curriculum and the way it's taught is an issue for my child but they can get through it with no issue with the proper teaching style for them.

Most kids have been back in person for almost two years. Stop blaming covid. What has changed is the teaching style and curriculum and it's not working. What has changed is the lack of homework and other expectations.

Pre-Algebra is no big deal. Algebra is. This child that OP is talking about just isn't strong in math if they are in Algebra 2 in 10th grade as that is the slowest track (and nothing wrong with that track but math isn't their thing). So, OP needs to work with them or get a tutor or use the free tutoring as MCPS isn't going to change for their child or any of our kids so its up to you to make sure your child is successful. MCPS give you the tools now if you need them.

No, that's the normal track. Algebra 2 in 10th grade is the normal track.

In MCPS, kids take Algebra in 7th, which puts them in Algebra 2 in 9th.

That's a super accelerated track, for kids who do compacted 4/5/6 and AIM (which is compacted 7/8), which puts them on track for algebra 2.

The accelerated track is now doing 6+ and 7+ (which covers 6-8 over two years), then albegra in 8th.

The normal track is algebra in 9th. (Just doing math 6, math 7, and math 8 with no compaction).

No, Super Accelerated is Compacted Math to Algebra and skipping AIM and doing Algebra in 6th (or doing AIM in 5th but it sounds like that is only offered at 1-2 ES as ours didn't offer it).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As for what MCPS is "doing about it," they're throwing virtual tutors from a third-party company at the problem. Even though only 15% of kids are using it.

It's engendering much confidence in my books that MCPS is serious about closing the learning loss gap from the pandemic at all. But when you press them, they insist that "tutoring isn't all we're doing."

Our virtual tutors have been a huge lifesaver and we are really appreciative of them. This has nothing to do with the learning loss gap. It has to do with the teaching style and curriculum and it isn't working.

Kids who are struggling with Algebra 2, which builds on foundations in pre-algebra and algebra, which many were half-awake for on Zoom during the pandemic, has nothing to do with why kids are struggling with math material today? That's what you're sticking to?

I agree with you that the lack of homework and a textbook is an issue too, but it can be a BOTH/AND situation and not an EITHER/OR.

That's on you if your kids didn't pay attention or you didn't help them. Mine did fine but we helped, got a textbook, and worked through it and we also utilized the free tutoring as soon as it was available. The curriculum and the way it's taught is an issue for my child but they can get through it with no issue with the proper teaching style for them.

Most kids have been back in person for almost two years. Stop blaming covid. What has changed is the teaching style and curriculum and it's not working. What has changed is the lack of homework and other expectations.

Pre-Algebra is no big deal. Algebra is. This child that OP is talking about just isn't strong in math if they are in Algebra 2 in 10th grade as that is the slowest track (and nothing wrong with that track but math isn't their thing). So, OP needs to work with them or get a tutor or use the free tutoring as MCPS isn't going to change for their child or any of our kids so its up to you to make sure your child is successful. MCPS give you the tools now if you need them.

No, that's the normal track. Algebra 2 in 10th grade is the normal track.

Isn't the normal track (without compaction):
Algebra 1 9th
Geometry 10th
Algebray 2 11th
Precalculus 12th?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As for what MCPS is "doing about it," they're throwing virtual tutors from a third-party company at the problem. Even though only 15% of kids are using it.

It's engendering much confidence in my books that MCPS is serious about closing the learning loss gap from the pandemic at all. But when you press them, they insist that "tutoring isn't all we're doing."

Our virtual tutors have been a huge lifesaver and we are really appreciative of them. This has nothing to do with the learning loss gap. It has to do with the teaching style and curriculum and it isn't working.

Kids who are struggling with Algebra 2, which builds on foundations in pre-algebra and algebra, which many were half-awake for on Zoom during the pandemic, has nothing to do with why kids are struggling with math material today? That's what you're sticking to?

I agree with you that the lack of homework and a textbook is an issue too, but it can be a BOTH/AND situation and not an EITHER/OR.

That's on you if your kids didn't pay attention or you didn't help them. Mine did fine but we helped, got a textbook, and worked through it and we also utilized the free tutoring as soon as it was available. The curriculum and the way it's taught is an issue for my child but they can get through it with no issue with the proper teaching style for them.

Most kids have been back in person for almost two years. Stop blaming covid. What has changed is the teaching style and curriculum and it's not working. What has changed is the lack of homework and other expectations.

Pre-Algebra is no big deal. Algebra is. This child that OP is talking about just isn't strong in math if they are in Algebra 2 in 10th grade as that is the slowest track (and nothing wrong with that track but math isn't their thing). So, OP needs to work with them or get a tutor or use the free tutoring as MCPS isn't going to change for their child or any of our kids so its up to you to make sure your child is successful. MCPS give you the tools now if you need them.

No, that's the normal track. Algebra 2 in 10th grade is the normal track.

In MCPS, kids take Algebra in 7th, which puts them in Algebra 2 in 9th.

That's a super accelerated track, for kids who do compacted 4/5/6 and AIM (which is compacted 7/8), which puts them on track for algebra 2.

The accelerated track is now doing 6+ and 7+ (which covers 6-8 over two years), then albegra in 8th.

The normal track is algebra in 9th. (Just doing math 6, math 7, and math 8 with no compaction).

Anonymous wrote:My kid just tried the no camera tutoring and it felt like it was a bot on the other side.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As for what MCPS is "doing about it," they're throwing virtual tutors from a third-party company at the problem. Even though only 15% of kids are using it.

It's engendering much confidence in my books that MCPS is serious about closing the learning loss gap from the pandemic at all. But when you press them, they insist that "tutoring isn't all we're doing."

Our virtual tutors have been a huge lifesaver and we are really appreciative of them. This has nothing to do with the learning loss gap. It has to do with the teaching style and curriculum and it isn't working.

Kids who are struggling with Algebra 2, which builds on foundations in pre-algebra and algebra, which many were half-awake for on Zoom during the pandemic, has nothing to do with why kids are struggling with math material today? That's what you're sticking to?

I agree with you that the lack of homework and a textbook is an issue too, but it can be a BOTH/AND situation and not an EITHER/OR.

That's on you if your kids didn't pay attention or you didn't help them. Mine did fine but we helped, got a textbook, and worked through it and we also utilized the free tutoring as soon as it was available. The curriculum and the way it's taught is an issue for my child but they can get through it with no issue with the proper teaching style for them.

Most kids have been back in person for almost two years. Stop blaming covid. What has changed is the teaching style and curriculum and it's not working. What has changed is the lack of homework and other expectations.

Pre-Algebra is no big deal. Algebra is. This child that OP is talking about just isn't strong in math if they are in Algebra 2 in 10th grade as that is the slowest track (and nothing wrong with that track but math isn't their thing). So, OP needs to work with them or get a tutor or use the free tutoring as MCPS isn't going to change for their child or any of our kids so its up to you to make sure your child is successful. MCPS give you the tools now if you need them.

No, that's the normal track. Algebra 2 in 10th grade is the normal track.

In MCPS, kids take Algebra in 7th, which puts them in Algebra 2 in 9th.

Anonymous wrote:Not OP, but does anyone have a recommendation of an Alg2 workbook that aligns the most closest to MCPS curriculum? I hate that they don't practice math enough.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:As for what MCPS is "doing about it," they're throwing virtual tutors from a third-party company at the problem. Even though only 15% of kids are using it.

It's engendering much confidence in my books that MCPS is serious about closing the learning loss gap from the pandemic at all. But when you press them, they insist that "tutoring isn't all we're doing."

Our virtual tutors have been a huge lifesaver and we are really appreciative of them. This has nothing to do with the learning loss gap. It has to do with the teaching style and curriculum and it isn't working.

Kids who are struggling with Algebra 2, which builds on foundations in pre-algebra and algebra, which many were half-awake for on Zoom during the pandemic, has nothing to do with why kids are struggling with math material today? That's what you're sticking to?

I agree with you that the lack of homework and a textbook is an issue too, but it can be a BOTH/AND situation and not an EITHER/OR.

That's on you if your kids didn't pay attention or you didn't help them. Mine did fine but we helped, got a textbook, and worked through it and we also utilized the free tutoring as soon as it was available. The curriculum and the way it's taught is an issue for my child but they can get through it with no issue with the proper teaching style for them.

Most kids have been back in person for almost two years. Stop blaming covid. What has changed is the teaching style and curriculum and it's not working. What has changed is the lack of homework and other expectations.

Pre-Algebra is no big deal. Algebra is. This child that OP is talking about just isn't strong in math if they are in Algebra 2 in 10th grade as that is the slowest track (and nothing wrong with that track but math isn't their thing). So, OP needs to work with them or get a tutor or use the free tutoring as MCPS isn't going to change for their child or any of our kids so its up to you to make sure your child is successful. MCPS give you the tools now if you need them.

No, that's the normal track. Algebra 2 in 10th grade is the normal track.

Anonymous wrote:

Anonymous wrote:Folks, hate to break it to you, but on-level Math is pretty well defined, and it isn't any of those that have been termed "normal" in this thread:

Grade level Math through 8th. Grade 1 Math in 1st through Grade 5 Math in 5th for Elementary. Math 6, Math 7 & Math 8 (all progressions of pre-Algebra) in Middle.

This would be followed by Algebra I in 9th, which is a required High School course. Then Geometry (also a graduation requirement) in 10th, Algebra II in 11th and either Pre-Calculus or Statistics in 12th. MCPS wants every student to get at least through Algebra II, and Maryland requires one Math class in each year of High School.

Think about it. Calculus is an Advanced Placement, college-level course. "Normal" High School-level courses end with Pre-Calc. There are many, many MCPS students who are capable of mastering more than that, though, and that is why the advanced pathways are available. It's a good thing, too -- far too many children in our society are turned off from Math early in their academic lives because it is not presented in an enriched, challenging way, and acceleration helps keep them engaged until they reach subject matter that is more naturally challenging.

Taking Algebra I and higher in Middle is available and heavily utilized, perhaps even typical by 8th grade. Math 4/5 & Math 5/6 in Elementary, along with AIM in 6th, accelerates by 2 years, with Algebra I in 7th. AMP 6+ & AMP 7+ accelerates by 1 year, with Algebra I in 8th. Students demonstrating early mastery and need, either due to natural genius (rare, even here) or because of reasonable capability supplemented by outside enrichment (far more common), can be shifted up a level, as well. In High School, there are some courses or special programs (e.g., Magnet Functions) that can allow a jump, as well, and one can take Geometry and Algebra II concurrently if it becomes clear that a heavy Math focus with a number of APs is the right path. Summer classes can achieve something similar. However, pressing a student to such acceleration in the face of disinterest or a need to is not always advisable.

There are a lot of folks in OP's DC's situation due to learning loss, which will continue to have an impact for many (not all, especialy those with resources and the willingness to employ them), though less as time goes by. There is a silver lining for younger students, as there is repetition of concepts (with greater complexity/depth) through the pre-Algebra courses, and young minds are best able to catch up rapidly. What I fear is that MCPS will look at the difficulty that current High School students are experiencing and draw a conclusion (possibly convenient for some who campaign against acceleration) that the whole systen needs to slow down.

There was one other thing, here. Math learning certainly benefits from some level of repetition, but much more so from robust portrayal of concepts. Too much repetition -- after mastery -- turns a learner's mind off to the subject, and we still have a dearth of teachers who really can provide that kind of instruction. That said, a lack of homework at all would be a shame, and the lack of MCPS-provided textbooks or similar tools stifles independent investigation of concepts with greater completeness than the simple workbooks/parent tools that are made available.

"Our goal is for students to complete Algebra 1 by grade 8 and be prepared for higher level math in high school, including Advanced Placement (AP) classes. Some students may need extra time and support to build a deep understanding of math. A few students may demonstrate exceptional understanding and be ready for a compacted curriculum."

https://www.montgomeryschoolsmd.org/curriculum/math/

Anonymous wrote:Pp it already is very slow. Not sure how they can slow it down. My kid has read one book this year.

Anonymous wrote:Folks, hate to break it to you, but on-level Math is pretty well defined, and it isn't any of those that have been termed "normal" in this thread:

Grade level Math through 8th. Grade 1 Math in 1st through Grade 5 Math in 5th for Elementary. Math 6, Math 7 & Math 8 (all progressions of pre-Algebra) in Middle.

This would be followed by Algebra I in 9th, which is a required High School course. Then Geometry (also a graduation requirement) in 10th, Algebra II in 11th and either Pre-Calculus or Statistics in 12th. MCPS wants every student to get at least through Algebra II, and Maryland requires one Math class in each year of High School.

Think about it. Calculus is an Advanced Placement, college-level course. "Normal" High School-level courses end with Pre-Calc. There are many, many MCPS students who are capable of mastering more than that, though, and that is why the advanced pathways are available. It's a good thing, too -- far too many children in our society are turned off from Math early in their academic lives because it is not presented in an enriched, challenging way, and acceleration helps keep them engaged until they reach subject matter that is more naturally challenging.

Taking Algebra I and higher in Middle is available and heavily utilized, perhaps even typical by 8th grade. Math 4/5 & Math 5/6 in Elementary, along with AIM in 6th, accelerates by 2 years, with Algebra I in 7th. AMP 6+ & AMP 7+ accelerates by 1 year, with Algebra I in 8th. Students demonstrating early mastery and need, either due to natural genius (rare, even here) or because of reasonable capability supplemented by outside enrichment (far more common), can be shifted up a level, as well. In High School, there are some courses or special programs (e.g., Magnet Functions) that can allow a jump, as well, and one can take Geometry and Algebra II concurrently if it becomes clear that a heavy Math focus with a number of APs is the right path. Summer classes can achieve something similar. However, pressing a student to such acceleration in the face of disinterest or a need to is not always advisable.

There are a lot of folks in OP's DC's situation due to learning loss, which will continue to have an impact for many (not all, especialy those with resources and the willingness to employ them), though less as time goes by. There is a silver lining for younger students, as there is repetition of concepts (with greater complexity/depth) through the pre-Algebra courses, and young minds are best able to catch up rapidly. What I fear is that MCPS will look at the difficulty that current High School students are experiencing and draw a conclusion (possibly convenient for some who campaign against acceleration) that the whole systen needs to slow down.

There was one other thing, here. Math learning certainly benefits from some level of repetition, but much more so from robust portrayal of concepts. Too much repetition -- after mastery -- turns a learner's mind off to the subject, and we still have a dearth of teachers who really can provide that kind of instruction. That said, a lack of homework at all would be a shame, and the lack of MCPS-provided textbooks or similar tools stifles independent investigation of concepts with greater completeness than the simple workbooks/parent tools that are made available.