Anonymous wrote:My 9th grader has two classes with no grades put in since October.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child’s health teacher has inputted nothing from second quarter. The last grade was drivers ed stuff which was from the 1st quarter.

Same, but for math. How am I supposed to know if my kid needs extra help? How is he supposed to know.

To the teacher above, I'm sorry my kid needing to stay after school for extra help is such a pain. If I could afford tutors I wouldn't send him to public school. Sorry we are poor. Sorry he isn't learning after your first presentation. Geez. He is trying and I thought him staying late was a good thing because he really is trying. He would rather be smarter and just learn it in class too. OH, he has perfect attendance by the way.

It costs me $200/week to pay for after care for my own children so I can remediate your child after school for free. It is something I do out of the kindness of my heart. I’m not rich either.

Math honor society students offer free peer tutoring at every high school I’ve ever taught at—worth looking into if your child needs more supports.

Anonymous wrote:

Anonymous wrote:My child’s health teacher has inputted nothing from second quarter. The last grade was drivers ed stuff which was from the 1st quarter.

Same, but for math. How am I supposed to know if my kid needs extra help? How is he supposed to know.

To the teacher above, I'm sorry my kid needing to stay after school for extra help is such a pain. If I could afford tutors I wouldn't send him to public school. Sorry we are poor. Sorry he isn't learning after your first presentation. Geez. He is trying and I thought him staying late was a good thing because he really is trying. He would rather be smarter and just learn it in class too. OH, he has perfect attendance by the way.

Anonymous wrote:

Anonymous wrote:My child’s health teacher has inputted nothing from second quarter. The last grade was drivers ed stuff which was from the 1st quarter.

Same, but for math. How am I supposed to know if my kid needs extra help? How is he supposed to know.

To the teacher above, I'm sorry my kid needing to stay after school for extra help is such a pain. If I could afford tutors I wouldn't send him to public school. Sorry we are poor. Sorry he isn't learning after your first presentation. Geez. He is trying and I thought him staying late was a good thing because he really is trying. He would rather be smarter and just learn it in class too. OH, he has perfect attendance by the way.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:and to think parents think teachers are doing nothing.

The problem is for a strong student who does everything well the first time, it probably looks like that. Obviously they don't see all the behind the scenes hoops we are jumping through for kids who aren't their own.

I have a student who has missed over 75% of class periods this year, due to "anxiety". I don't doubt the anxiety is real. But there's also nothing I can do to improve it, as I'm not a trained psychologist or psychiatrist or counselor. This is a child who needs specialized supports beyond public school. Yet we have had 3 meetings so far this year (to discuss this child and how to keep them up to date and passing classes/start coming to school), where all 8 of their teachers, their counselor, their administrator, the school psychologist, school social worker, and attendance specialist all sit around the table to discuss this child. We are coming up with alternative ways to assess the child from home, to get them work, to give them instruction. (Even a year ago that would be a homebound kid, but homebound is basically nonexistent and is just edmentum these days--so now the classroom teacher is responsible for assigning, monitoring, and assessing work in an alternate system vs. just sharing schoology log ins with the homebound teacher). Each meeting is 13 people giving 30 minutes of their time for a single student. 6.5 man hours devoted to 1/3000 students in the school.

And it's not just 1. I teach at a "good" fcps high school, and i have 6 students with over 30% of days missed. Attendance monitoring doesn't start until a child has 10 full day unexcused absences (so missing 1st period 50 times but coming to 3-7 doesn't count), so imagine how many have crummy attendance and aren't on that list. It's why teachers groan when you ask if it's okay to extend winter break or take spring break early or go to disney for a few days in February. It's so much added work for us if we're doing what we're told to do.

Old days: Kid doesn't come to school, kid doesn't graduate. Today: Kid doesn't come to school, school is labeled "failing" in attendance metrics, loses autonomy and funding, housing values plummet, etc. Again, the responsibility for getting an education has moved from the kid to the school.

Old days: teachers actually taught/lectured/had kids take notes, had textbooks to read from, no YouTube videos. Parents could easily see the work and help kids study.

Today: No textbooks, crappy presentation slides, virtual learning, no tests returned for kids to learn from mistakes, over reliance on computers.

Anonymous wrote:

Anonymous wrote:and to think parents think teachers are doing nothing.

The problem is for a strong student who does everything well the first time, it probably looks like that. Obviously they don't see all the behind the scenes hoops we are jumping through for kids who aren't their own.

I have a student who has missed over 75% of class periods this year, due to "anxiety". I don't doubt the anxiety is real. But there's also nothing I can do to improve it, as I'm not a trained psychologist or psychiatrist or counselor. This is a child who needs specialized supports beyond public school. Yet we have had 3 meetings so far this year (to discuss this child and how to keep them up to date and passing classes/start coming to school), where all 8 of their teachers, their counselor, their administrator, the school psychologist, school social worker, and attendance specialist all sit around the table to discuss this child. We are coming up with alternative ways to assess the child from home, to get them work, to give them instruction. (Even a year ago that would be a homebound kid, but homebound is basically nonexistent and is just edmentum these days--so now the classroom teacher is responsible for assigning, monitoring, and assessing work in an alternate system vs. just sharing schoology log ins with the homebound teacher). Each meeting is 13 people giving 30 minutes of their time for a single student. 6.5 man hours devoted to 1/3000 students in the school.

And it's not just 1. I teach at a "good" fcps high school, and i have 6 students with over 30% of days missed. Attendance monitoring doesn't start until a child has 10 full day unexcused absences (so missing 1st period 50 times but coming to 3-7 doesn't count), so imagine how many have crummy attendance and aren't on that list. It's why teachers groan when you ask if it's okay to extend winter break or take spring break early or go to disney for a few days in February. It's so much added work for us if we're doing what we're told to do.

Old days: Kid doesn't come to school, kid doesn't graduate. Today: Kid doesn't come to school, school is labeled "failing" in attendance metrics, loses autonomy and funding, housing values plummet, etc. Again, the responsibility for getting an education has moved from the kid to the school.

Anonymous wrote:My child’s health teacher has inputted nothing from second quarter. The last grade was drivers ed stuff which was from the 1st quarter.

Anonymous wrote:

I love the kids. I want them to pass. But the responsibility for passing has moved from them to me.

Anonymous wrote:and to think parents think teachers are doing nothing.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What's changed? 20 years ago, if a kid failed my class everyone acknowledged that was the kid's choice. My job was to present the material, the child's job was to learn it.

Today, if a kid fails my class, it's *my* fault. I have meetings with parents, counselors are asking me what work I can adjust/modify/offer to get kids to pass, admin is asking for documentation of every offered intervention/remediation/retake. I have to have formal remediation sessions with any kid scoring below X, complete with parental notifications, pre and post tests, and a certain number of documented hours working on pre-identified skills, documented in the MTSS tab on SIS. I have to offer extra help to anyone during the remediation block AND after school. (Old days: you'd figure it out at home, or you'd get a tutor, or you just didn't score well) If they are struggling and aren't coming to extra help, I have to communicate with home and track them down with ehallpasses and force them to come. It is no longer my job to present/the child's job to learn. It is the child's job to sit and my job to get them to learn.

Old days: Kid fails test. Onwards. Today: Kid fails test. Teacher documents initial score, creates remediation assignment, assigns mandatory extra help session(s) until kid feels confident, documents that extra support to CYA, provides retake opportunity, regrades assessment. Any given week I have 5-10 kids after school working on various unit remediation.

Old days: Kid missed 3 classes for vacation, it was unexcused and they failed the quarter. Today: Kid tells me they are missing a week to go to disney, I have to provide a packet of all the missing work. I have to make them video lessons or meet with them after school to make up the work.

I am required to accept late work, so I have spent this week pouring through old papers, scrolling through old electronic assignments looking for new submissions, and fielding emails from kids about "I did this assignment from December, can you please grade it now?" 20 years ago we would have said, "Too bad, deadline is passed."

I love the kids. I want them to pass. But the responsibility for passing has moved from them to me.

(The CT meetings honestly aren't that big a deal to me. It's 2 hours a week, and a good portion of it is valuable for my teams. We break down standards, discuss strategies, split up work load. We work well together. If we didn't meet formally, we'd still meet informally to make sure we were on track with each other.)

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Anonymous wrote:What's changed? 20 years ago, if a kid failed my class everyone acknowledged that was the kid's choice. My job was to present the material, the child's job was to learn it.

Today, if a kid fails my class, it's *my* fault. I have meetings with parents, counselors are asking me what work I can adjust/modify/offer to get kids to pass, admin is asking for documentation of every offered intervention/remediation/retake. I have to have formal remediation sessions with any kid scoring below X, complete with parental notifications, pre and post tests, and a certain number of documented hours working on pre-identified skills, documented in the MTSS tab on SIS. I have to offer extra help to anyone during the remediation block AND after school. (Old days: you'd figure it out at home, or you'd get a tutor, or you just didn't score well) If they are struggling and aren't coming to extra help, I have to communicate with home and track them down with ehallpasses and force them to come. It is no longer my job to present/the child's job to learn. It is the child's job to sit and my job to get them to learn.

Old days: Kid fails test. Onwards. Today: Kid fails test. Teacher documents initial score, creates remediation assignment, assigns mandatory extra help session(s) until kid feels confident, documents that extra support to CYA, provides retake opportunity, regrades assessment. Any given week I have 5-10 kids after school working on various unit remediation.

Old days: Kid missed 3 classes for vacation, it was unexcused and they failed the quarter. Today: Kid tells me they are missing a week to go to disney, I have to provide a packet of all the missing work. I have to make them video lessons or meet with them after school to make up the work.

I am required to accept late work, so I have spent this week pouring through old papers, scrolling through old electronic assignments looking for new submissions, and fielding emails from kids about "I did this assignment from December, can you please grade it now?" 20 years ago we would have said, "Too bad, deadline is passed."

I love the kids. I want them to pass. But the responsibility for passing has moved from them to me.

(The CT meetings honestly aren't that big a deal to me. It's 2 hours a week, and a good portion of it is valuable for my teams. We break down standards, discuss strategies, split up work load. We work well together. If we didn't meet formally, we'd still meet informally to make sure we were on track with each other.)

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What's changed? 20 years ago, if a kid failed my class everyone acknowledged that was the kid's choice. My job was to present the material, the child's job was to learn it.

Today, if a kid fails my class, it's *my* fault. I have meetings with parents, counselors are asking me what work I can adjust/modify/offer to get kids to pass, admin is asking for documentation of every offered intervention/remediation/retake. I have to have formal remediation sessions with any kid scoring below X, complete with parental notifications, pre and post tests, and a certain number of documented hours working on pre-identified skills, documented in the MTSS tab on SIS. I have to offer extra help to anyone during the remediation block AND after school. (Old days: you'd figure it out at home, or you'd get a tutor, or you just didn't score well) If they are struggling and aren't coming to extra help, I have to communicate with home and track them down with ehallpasses and force them to come. It is no longer my job to present/the child's job to learn. It is the child's job to sit and my job to get them to learn.

Old days: Kid fails test. Onwards. Today: Kid fails test. Teacher documents initial score, creates remediation assignment, assigns mandatory extra help session(s) until kid feels confident, documents that extra support to CYA, provides retake opportunity, regrades assessment. Any given week I have 5-10 kids after school working on various unit remediation.

Old days: Kid missed 3 classes for vacation, it was unexcused and they failed the quarter. Today: Kid tells me they are missing a week to go to disney, I have to provide a packet of all the missing work. I have to make them video lessons or meet with them after school to make up the work.

I am required to accept late work, so I have spent this week pouring through old papers, scrolling through old electronic assignments looking for new submissions, and fielding emails from kids about "I did this assignment from December, can you please grade it now?" 20 years ago we would have said, "Too bad, deadline is passed."

I love the kids. I want them to pass. But the responsibility for passing has moved from them to me.

(The CT meetings honestly aren't that big a deal to me. It's 2 hours a week, and a good portion of it is valuable for my teams. We break down standards, discuss strategies, split up work load. We work well together. If we didn't meet formally, we'd still meet informally to make sure we were on track with each other.)

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