Anonymous wrote:

Awesome, and do I get the MoCo teachers union pension for analyzing and grading my children's work as well?

It's actually not that hard, in my experience. Or time-consuming. One could, for example, find the time by spending a little less time on DCUM.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The only way some elementary parents know how well their child is doing in school is by the report card? Don't they review their returned child's assignments to see how they are doing?

My child's work comes home but there is never anything more than a sticker, a check, or a P. There is rarely anything marked wrong other than circling a misspelled word. She received an ES once or twice but there was nothing explaining what was good about what she did. Frankly, it didn't look that different from things she had done with a P. The rubrics are never sent home so its not like you could even look at that and see if your child did what they were supposed to do, I guess this is what the check is meant to do.

I have not seen improvements in my daughter's writing.

If you want to know how well your child is doing in school, my suggestion is to look at your child's work. Not how the teacher marked the work. What your child actually did.

Exactly. I don't need to see the teacher's "grade" on my dd's spelling tests to see that she needs extra help with spelling. I don't need to see the teacher's "grade" on some of her math assignments to see which ones she got wrong and needs extra practice with.

And to the 2 posters before you who claim 2.0 causing less stress at home - hey, I completely agree with you that evenings without homework are so much more pleasant and less stres free, but guess what? I still make my DD do her homework because extra reinforcement is good for all the kids! I want her to learn something and not just get a better grade!

Awesome, and do I get the MoCo teachers union pension for analyzing and grading my children's work as well?

Our school sent out a survey on 2.0. The response was high. 90% of the parents were negative about the new report card and responded that it did not inform them adequately on their child's performance.

Here's what needs to change at a minimum: 1) substantive comments from teachers need to be reinstated 2) ES needs to be an attainable grade meaning that parents and students are provided with the rubrics identifying what the criteria for an ES is for a given subject.

Here's what should change to improve the kid's educational outcomes : students should receive goals based on where they are when they come in and grades should recognize performance merit as each child reaches their academic potential. The measurement assessment of whether the child has met MCPS proficiency line should be included but it should be the basic requirement not the end goal.

Principals and teachers should be evaluated on how far they took each student adjusted for challenges from learning disabilities. This assessment should be combined with school performance against the overall % of how many students met proficiency.

And again, if it is perfectly acceptable for your child not to improve in class, that is a problem with your child's teacher and/or principal -- not the curriculum.

So many of these complaints really seems to be issues with the school/teacher than with 2.0 but people just blame 2.0. The majority of my dd's assignments come home with a rubric and written comments by the teacher. Sorry if your teacher isn't doing that, but complain to the teacher/principal/pta/whoever that your school needs to be better about providing a rubric on assignments and the teacher has to provide written feedback on assignments.

There is nothing in 2.0 that stops teachers from writing comments on assignments. Perhaps your teachers are using that as an excuse in order not to do the tedious work of providing comments?

Don't blame 2.0 on these issues - blame your school for not providing enough training/support/whatever else.