Anonymous wrote:

Anonymous wrote:MCPS needs to stop worrying about test scores right now. Eureka math Performance Matters tests that the district uses to gauge mathematics are ridiculous. 7 questions for an entire module does NOT accurately gauge a student's mastery of the module, but MCPS relies on those scores. Same with the Benchmark assessments. Everyone is focusing on the wrong things right now. People should be concerned with meeting kids where they are right NOW rather than test scores. The overemphasis on data rather than teaching is a major problem. The only positive COVID provided us with was an opportunity to do a major overhaul on public education. Instead, we are doing the same ol status quo nonsense that didn't work pre-pandemic because it keeps the loud parents quiet and MCPS just wants to avoid further controversy. The reopening parents actually did a major disservice to the students of this county. (I wasn't opposed to the reopening, but their actions really ruined any outside the box thinking MCPS may have considered)...so congratulations! We're doing the same shit that didn't work in 2019 today! And we wonder why we are where we are....

So, you think eureka by zoom was better with Wednesdays off was better for kids? You make no sense.

Anonymous wrote:MCPS needs to stop worrying about test scores right now. Eureka math Performance Matters tests that the district uses to gauge mathematics are ridiculous. 7 questions for an entire module does NOT accurately gauge a student's mastery of the module, but MCPS relies on those scores. Same with the Benchmark assessments. Everyone is focusing on the wrong things right now. People should be concerned with meeting kids where they are right NOW rather than test scores. The overemphasis on data rather than teaching is a major problem. The only positive COVID provided us with was an opportunity to do a major overhaul on public education. Instead, we are doing the same ol status quo nonsense that didn't work pre-pandemic because it keeps the loud parents quiet and MCPS just wants to avoid further controversy. The reopening parents actually did a major disservice to the students of this county. (I wasn't opposed to the reopening, but their actions really ruined any outside the box thinking MCPS may have considered)...so congratulations! We're doing the same shit that didn't work in 2019 today! And we wonder why we are where we are....

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Current MCPS elem teacher. Behavior is OFF THE CHAINS this year. Behavior issues meaning extreme behavior challenges - multiple classes have exit plans for evacuating the classroom due to a student having a meltdown (tearing everything from walls, hitting other students, throwing chairs and desks, etc.).

In addition, we also have multiple autistic students this year that need a one to one aide and it has not happened. I believe all behavior is a form of communication but those behavior issues make teaching the other students challenging. Students need to be in an environment where they are able to be supported to reach their full potential.

It is difficult to teach when a student is overstimulated and rolling around the floor screaming. Admin does not notice and advises us to continue building relationships (which I agree with but when you have a class of 20 and 4-5 have extreme behavior challenges, it feels very overwhelming). No consequences for disruptive behavior (not talking about the autistic students - totally different issue). We need more paraeducators, and they need to be treated like professionals. The paras at our school are pulled every day to sub. Admin has no clue what it’s like to constantly sub in various classrooms - no sub plans and students that know there are no consequences. We have to collect so much data there leaves little time for teaching (benchmark assessments, Eureka, reading comp checks, DIBELS every two weeks for students not meeting expectation, MAP math and reading tests - not to mention knowing every students 504/IEP accommodations for the assessment). Instead of offering support, admin demands we create parent newsletters every two weeks when we already have a difficult time getting parents to check folders on a weekly basis. Last, we have so many students that have experienced severe trauma (hence the severe behavior issues). Admin is clueless.

Students with special needs should be separated with qualified teachers and a supportive environment. Mainstreaming is horrible.

Mainstreaming isn’t going away. It isn’t always the case that the students with special needs are the most disrespectful or disruptive either. The things that students say to each other and adults is so much worse than it has been in the past. These are things that can’t be ignored and must be addressed. Many students have serious social emotional needs that often means they are unavailable to learn many days and this impacts the teaching and learning that happens in the classroom. I have multiple students who have had to visit the crisis center this year for threatening to harm themselves.

Do any of you have children in a school where there is an SESES program? If so, have you asked your children about what they observe throughout the day during lunch, recess, or just when walking in the halls? There is more profanity and crude language than you would ever imagine. Anyone walking in the hallway (or with their door open) hears the most awful language every single day. Staff members being physically and verbally attacked is the norm. Some students from programs like these are mainstreamed into general education classrooms for all or part of the day. It’s a lot for a general education teacher to manage.

My child is at a school with an SESES program and there are very few students in the program. My child has a couple in one of their classes. No problems at all.

I can assure you there are indeed problems. You’re not in the building all day, every day, so you don’t know the entirety of the situation. Admin spends the bulk of their days dealing with problems that arise in these classrooms (and all staff members are aware of the situations that happen daily in schools with these programs).

Anonymous wrote:MCPS needs to stop worrying about test scores right now. Eureka math Performance Matters tests that the district uses to gauge mathematics are ridiculous. 7 questions for an entire module does NOT accurately gauge a student's mastery of the module, but MCPS relies on those scores. Same with the Benchmark assessments. Everyone is focusing on the wrong things right now. People should be concerned with meeting kids where they are right NOW rather than test scores. The overemphasis on data rather than teaching is a major problem. The only positive COVID provided us with was an opportunity to do a major overhaul on public education. Instead, we are doing the same ol status quo nonsense that didn't work pre-pandemic because it keeps the loud parents quiet and MCPS just wants to avoid further controversy. The reopening parents actually did a major disservice to the students of this county. (I wasn't opposed to the reopening, but their actions really ruined any outside the box thinking MCPS may have considered)...so congratulations! We're doing the same shit that didn't work in 2019 today! And we wonder why we are where we are....

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Current MCPS elem teacher. Behavior is OFF THE CHAINS this year. Behavior issues meaning extreme behavior challenges - multiple classes have exit plans for evacuating the classroom due to a student having a meltdown (tearing everything from walls, hitting other students, throwing chairs and desks, etc.).

In addition, we also have multiple autistic students this year that need a one to one aide and it has not happened. I believe all behavior is a form of communication but those behavior issues make teaching the other students challenging. Students need to be in an environment where they are able to be supported to reach their full potential.

It is difficult to teach when a student is overstimulated and rolling around the floor screaming. Admin does not notice and advises us to continue building relationships (which I agree with but when you have a class of 20 and 4-5 have extreme behavior challenges, it feels very overwhelming). No consequences for disruptive behavior (not talking about the autistic students - totally different issue). We need more paraeducators, and they need to be treated like professionals. The paras at our school are pulled every day to sub. Admin has no clue what it’s like to constantly sub in various classrooms - no sub plans and students that know there are no consequences. We have to collect so much data there leaves little time for teaching (benchmark assessments, Eureka, reading comp checks, DIBELS every two weeks for students not meeting expectation, MAP math and reading tests - not to mention knowing every students 504/IEP accommodations for the assessment). Instead of offering support, admin demands we create parent newsletters every two weeks when we already have a difficult time getting parents to check folders on a weekly basis. Last, we have so many students that have experienced severe trauma (hence the severe behavior issues). Admin is clueless.

Students with special needs should be separated with qualified teachers and a supportive environment. Mainstreaming is horrible.

Mainstreaming isn’t going away. It isn’t always the case that the students with special needs are the most disrespectful or disruptive either. The things that students say to each other and adults is so much worse than it has been in the past. These are things that can’t be ignored and must be addressed. Many students have serious social emotional needs that often means they are unavailable to learn many days and this impacts the teaching and learning that happens in the classroom. I have multiple students who have had to visit the crisis center this year for threatening to harm themselves.

Do any of you have children in a school where there is an SESES program? If so, have you asked your children about what they observe throughout the day during lunch, recess, or just when walking in the halls? There is more profanity and crude language than you would ever imagine. Anyone walking in the hallway (or with their door open) hears the most awful language every single day. Staff members being physically and verbally attacked is the norm. Some students from programs like these are mainstreamed into general education classrooms for all or part of the day. It’s a lot for a general education teacher to manage.

My child is at a school with an SESES program and there are very few students in the program. My child has a couple in one of their classes. No problems at all.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:BOE could do many things. Starting with eliminating ridiculous excess central office positions....hire full-time building subs, with benefits, at the step and rate the teacher would be hired as a regular classroom teacher. There are way too many positions that are useless in this district and important positions remain unfilled because working conditions, wages are stagnant, lack of benefits for support conditions, etc...etc... MCPS is a sinking ship. I know so many people changing districts next year. Many are taking pay cuts just to get the hell out of MCPS-things are that bad right now.

OMG OMG the sky is falling! What shall we do?

Do you really not think that kids and teachers feeling safe in schools is a priority? Talk to teachers- and not just at the W feeder schools. Try to understand what schools are like. Then report back.

My kids feel safe. One told me they once saw a kid vape but this doesn't really concern them.

Good for your kids? MCPS isn't created equally. Every building has its own set of unique problems. I'm glad you're in a mythical place where nothing goes wrong and you think if it doesnt happen to you or affect you personally then it must not happen everywhere, but the rest of us live in reality. We aren't 5 year old children living in fantasy worlds. Try and do better because right now, you're a huge part of the problem.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:BOE could do many things. Starting with eliminating ridiculous excess central office positions....hire full-time building subs, with benefits, at the step and rate the teacher would be hired as a regular classroom teacher. There are way too many positions that are useless in this district and important positions remain unfilled because working conditions, wages are stagnant, lack of benefits for support conditions, etc...etc... MCPS is a sinking ship. I know so many people changing districts next year. Many are taking pay cuts just to get the hell out of MCPS-things are that bad right now.

OMG OMG the sky is falling! What shall we do?

Do you really not think that kids and teachers feeling safe in schools is a priority? Talk to teachers- and not just at the W feeder schools. Try to understand what schools are like. Then report back.

My kids feel safe. One told me they once saw a kid vape but this doesn't really concern them.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Current MCPS elem teacher. Behavior is OFF THE CHAINS this year. Behavior issues meaning extreme behavior challenges - multiple classes have exit plans for evacuating the classroom due to a student having a meltdown (tearing everything from walls, hitting other students, throwing chairs and desks, etc.).

In addition, we also have multiple autistic students this year that need a one to one aide and it has not happened. I believe all behavior is a form of communication but those behavior issues make teaching the other students challenging. Students need to be in an environment where they are able to be supported to reach their full potential.

It is difficult to teach when a student is overstimulated and rolling around the floor screaming. Admin does not notice and advises us to continue building relationships (which I agree with but when you have a class of 20 and 4-5 have extreme behavior challenges, it feels very overwhelming). No consequences for disruptive behavior (not talking about the autistic students - totally different issue). We need more paraeducators, and they need to be treated like professionals. The paras at our school are pulled every day to sub. Admin has no clue what it’s like to constantly sub in various classrooms - no sub plans and students that know there are no consequences. We have to collect so much data there leaves little time for teaching (benchmark assessments, Eureka, reading comp checks, DIBELS every two weeks for students not meeting expectation, MAP math and reading tests - not to mention knowing every students 504/IEP accommodations for the assessment). Instead of offering support, admin demands we create parent newsletters every two weeks when we already have a difficult time getting parents to check folders on a weekly basis. Last, we have so many students that have experienced severe trauma (hence the severe behavior issues). Admin is clueless.

Students with special needs should be separated with qualified teachers and a supportive environment. Mainstreaming is horrible.

Mainstreaming isn’t going away. It isn’t always the case that the students with special needs are the most disrespectful or disruptive either. The things that students say to each other and adults is so much worse than it has been in the past. These are things that can’t be ignored and must be addressed. Many students have serious social emotional needs that often means they are unavailable to learn many days and this impacts the teaching and learning that happens in the classroom. I have multiple students who have had to visit the crisis center this year for threatening to harm themselves.

Do any of you have children in a school where there is an SESES program? If so, have you asked your children about what they observe throughout the day during lunch, recess, or just when walking in the halls? There is more profanity and crude language than you would ever imagine. Anyone walking in the hallway (or with their door open) hears the most awful language every single day. Staff members being physically and verbally attacked is the norm. Some students from programs like these are mainstreamed into general education classrooms for all or part of the day. It’s a lot for a general education teacher to manage.

My child is at a school with an SESES program and there are very few students in the program. My child has a couple in one of their classes. No problems at all.

I can assure you there are indeed problems. You’re not in the building all day, every day, so you don’t know the entirety of the situation. Admin spends the bulk of their days dealing with problems that arise in these classrooms (and all staff members are aware of the situations that happen daily in schools with these programs).

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:BOE could do many things. Starting with eliminating ridiculous excess central office positions....hire full-time building subs, with benefits, at the step and rate the teacher would be hired as a regular classroom teacher. There are way too many positions that are useless in this district and important positions remain unfilled because working conditions, wages are stagnant, lack of benefits for support conditions, etc...etc... MCPS is a sinking ship. I know so many people changing districts next year. Many are taking pay cuts just to get the hell out of MCPS-things are that bad right now.

OMG OMG the sky is falling! What shall we do?

Do you really not think that kids and teachers feeling safe in schools is a priority? Talk to teachers- and not just at the W feeder schools. Try to understand what schools are like. Then report back.

My kids feel safe. One told me they once saw a kid vape but this doesn't really concern them.

Anonymous wrote:I started having suicidal thoughts two weeks ago and I have 20 years experience. I am thinking to ask to be excluded from teaching any SEL since It triggers my own anxiety now when the kids are behaving so badly.

Anonymous wrote:

Anonymous wrote:Current MCPS elem teacher. Behavior is OFF THE CHAINS this year. Behavior issues meaning extreme behavior challenges - multiple classes have exit plans for evacuating the classroom due to a student having a meltdown (tearing everything from walls, hitting other students, throwing chairs and desks, etc.).

In addition, we also have multiple autistic students this year that need a one to one aide and it has not happened. I believe all behavior is a form of communication but those behavior issues make teaching the other students challenging. Students need to be in an environment where they are able to be supported to reach their full potential.

It is difficult to teach when a student is overstimulated and rolling around the floor screaming. Admin does not notice and advises us to continue building relationships (which I agree with but when you have a class of 20 and 4-5 have extreme behavior challenges, it feels very overwhelming). No consequences for disruptive behavior (not talking about the autistic students - totally different issue). We need more paraeducators, and they need to be treated like professionals. The paras at our school are pulled every day to sub. Admin has no clue what it’s like to constantly sub in various classrooms - no sub plans and students that know there are no consequences. We have to collect so much data there leaves little time for teaching (benchmark assessments, Eureka, reading comp checks, DIBELS every two weeks for students not meeting expectation, MAP math and reading tests - not to mention knowing every students 504/IEP accommodations for the assessment). Instead of offering support, admin demands we create parent newsletters every two weeks when we already have a difficult time getting parents to check folders on a weekly basis. Last, we have so many students that have experienced severe trauma (hence the severe behavior issues). Admin is clueless.

Students with special needs should be separated with qualified teachers and a supportive environment. Mainstreaming is horrible.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:BOE could do many things. Starting with eliminating ridiculous excess central office positions....hire full-time building subs, with benefits, at the step and rate the teacher would be hired as a regular classroom teacher. There are way too many positions that are useless in this district and important positions remain unfilled because working conditions, wages are stagnant, lack of benefits for support conditions, etc...etc... MCPS is a sinking ship. I know so many people changing districts next year. Many are taking pay cuts just to get the hell out of MCPS-things are that bad right now.

OMG OMG the sky is falling! What shall we do?

Do you really not think that kids and teachers feeling safe in schools is a priority? Talk to teachers- and not just at the W feeder schools. Try to understand what schools are like. Then report back.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Current MCPS elem teacher. Behavior is OFF THE CHAINS this year. Behavior issues meaning extreme behavior challenges - multiple classes have exit plans for evacuating the classroom due to a student having a meltdown (tearing everything from walls, hitting other students, throwing chairs and desks, etc.).

In addition, we also have multiple autistic students this year that need a one to one aide and it has not happened. I believe all behavior is a form of communication but those behavior issues make teaching the other students challenging. Students need to be in an environment where they are able to be supported to reach their full potential.

It is difficult to teach when a student is overstimulated and rolling around the floor screaming. Admin does not notice and advises us to continue building relationships (which I agree with but when you have a class of 20 and 4-5 have extreme behavior challenges, it feels very overwhelming). No consequences for disruptive behavior (not talking about the autistic students - totally different issue). We need more paraeducators, and they need to be treated like professionals. The paras at our school are pulled every day to sub. Admin has no clue what it’s like to constantly sub in various classrooms - no sub plans and students that know there are no consequences. We have to collect so much data there leaves little time for teaching (benchmark assessments, Eureka, reading comp checks, DIBELS every two weeks for students not meeting expectation, MAP math and reading tests - not to mention knowing every students 504/IEP accommodations for the assessment). Instead of offering support, admin demands we create parent newsletters every two weeks when we already have a difficult time getting parents to check folders on a weekly basis. Last, we have so many students that have experienced severe trauma (hence the severe behavior issues). Admin is clueless.

Students with special needs should be separated with qualified teachers and a supportive environment. Mainstreaming is horrible.

Mainstreaming isn’t going away. It isn’t always the case that the students with special needs are the most disrespectful or disruptive either. The things that students say to each other and adults is so much worse than it has been in the past. These are things that can’t be ignored and must be addressed. Many students have serious social emotional needs that often means they are unavailable to learn many days and this impacts the teaching and learning that happens in the classroom. I have multiple students who have had to visit the crisis center this year for threatening to harm themselves.

Do any of you have children in a school where there is an SESES program? If so, have you asked your children about what they observe throughout the day during lunch, recess, or just when walking in the halls? There is more profanity and crude language than you would ever imagine. Anyone walking in the hallway (or with their door open) hears the most awful language every single day. Staff members being physically and verbally attacked is the norm. Some students from programs like these are mainstreamed into general education classrooms for all or part of the day. It’s a lot for a general education teacher to manage.

My child is at a school with an SESES program and there are very few students in the program. My child has a couple in one of their classes. No problems at all.