Anonymous wrote:My child asks about the wars , slavery, homeless people, helping with charities and all sorts of things on a consistent basis but got never for “ is sensitive to larger issues”
The teachers don’t even want to hear from us on things that we do outside of school. Very strange.

My kid got "Never" for "Effectively interacting with adults and older children". I don't even know where that came from. My kid talk to neighbors and random older kids at the pool or soccer field all the time, I don't know what happens in school that earn him that score.

My child asks about the wars , slavery, homeless people, helping with charities and all sorts of things on a consistent basis but got never for “ is sensitive to larger issues”
The teachers don’t even want to hear from us on things that we do outside of school. Very strange.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The trick to acing the HOPE is... *checks notes*... having your student consistently display in the classroom those behaviors which the HOPE scale measures (and excelling beyond grade level in the named content areas).

If a 2nd grader "Is sensitive to larger or deeper issues of human concern", that's horrible. Being hypocritical at such young age?

My child read an age appropriate book about Sacagawea in first or second grade. He told me that it was sad that the name that we all knew was not her real name but know one knew what her name was before she was taken from her family. That is an example of being sensitive to a larger or deeper issue while being age appropriate. He read a book about a historical figure and understood the importance of her name being changed and what it meant that we did not know her original name. The book was part of the ordinary people who changed the world series.

Second graders can see things happening in the world around them and show empathy. They can step up if a kid is calling another kid a name and say “that is not nice.” They can learn about people who struggled in social studies and understand their struggles and empathize with that.

They are not expecting a second grader to understand the conflict in the Ukraine or in Israel.

Other examples that may or may not manifest in the classroom: some kids are somewhat sensitive to environmental issues and will at least voice concern about wasting water, garbage in the ocean hurting the sea turtles, etc. Also in class they are partnered with other students for math sometimes. My DS said something to me about understanding that regrouping can be tough when you are first learning it. Again, this may not have been evident in front of his teacher, but he is obviously emphatic about things not coming easily to everyone and remembers having to master it himself (which I think is also important since it shows his persistence).

Anonymous wrote:

Anonymous wrote:It would be one thing if HOPE was done at the end of first grade by a teacher who by at that point knew every student very well, but for a teacher to do it at the beginning of the school year is completely clueless. My child was new to FCPS this year and didn’t know any of the kids in her class. It took the first quarter for her to make friends, how on earth could she be expected to demonstrate leadership, etc??? Such utter BS.

I agree with this. The teacher in 2 months can not evaluate 30 children accurately at that point not to mention in some programs such as immersion these teachers only spend half a day with the children.

The immersion Teachers actually have a fair amount of info because they see what kids come in remembering what they learned in first grade and how they are progressing with the new material. They also are the ones who can see how well a child is learning math in a new language. Not to mention, first and second grade immersion classrooms have aides who are there to help the Teacher and the kids because they are working in a new language.

And they do have comments from the First Grade Teachers that they can look at.

Schools do GBRSs, I guess now HOPE, for every student at the end of the year. At least, my Teacher friends tell me that. So they do have the comments and thoughts of the First Grade Teachers.

Teachers do work with kids in small groups, which is how they gain insight into kids. It is not all large group work and calling kids who raise their hands. Unless your child is not talking in their small groups and at their table group work or at various points of time in the day when they are working with the Teacher, they are talking to the Teacher. You have no idea what your kid is saying to their Teacher or what your kids Teacher is over hearing. You automatically assume that the Teachers are not able to do their jobs and question their judgement on everything, unless the form comes back saying your kid is the next Einstein/MLK rolled in one.

There are areas on the HOPE scale that he wouldn’t have scored great and that is fine. They are in second grade. They are not all MIT/Harvard/Yale/Cal Tech bound who are going to win the Noble Peace Prize. Most kids have areas that they are strong in and areas they are average in and areas that they are weak in but you all have this unrealistic expectation that your kid should score high in everything.

Anonymous wrote:It would be one thing if HOPE was done at the end of first grade by a teacher who by at that point knew every student very well, but for a teacher to do it at the beginning of the school year is completely clueless. My child was new to FCPS this year and didn’t know any of the kids in her class. It took the first quarter for her to make friends, how on earth could she be expected to demonstrate leadership, etc??? Such utter BS.

I agree with this. The teacher in 2 months can not evaluate 30 children accurately at that point not to mention in some programs such as immersion these teachers only spend half a day with the children.

It would be one thing if HOPE was done at the end of first grade by a teacher who by at that point knew every student very well, but for a teacher to do it at the beginning of the school year is completely clueless. My child was new to FCPS this year and didn’t know any of the kids in her class. It took the first quarter for her to make friends, how on earth could she be expected to demonstrate leadership, etc??? Such utter BS.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The trick to acing the HOPE is... *checks notes*... having your student consistently display in the classroom those behaviors which the HOPE scale measures (and excelling beyond grade level in the named content areas).

If a 2nd grader "Is sensitive to larger or deeper issues of human concern", that's horrible. Being hypocritical at such young age?

My child read an age appropriate book about Sacagawea in first or second grade. He told me that it was sad that the name that we all knew was not her real name but know one knew what her name was before she was taken from her family. That is an example of being sensitive to a larger or deeper issue while being age appropriate. He read a book about a historical figure and understood the importance of her name being changed and what it meant that we did not know her original name. The book was part of the ordinary people who changed the world series.

Second graders can see things happening in the world around them and show empathy. They can step up if a kid is calling another kid a name and say “that is not nice.” They can learn about people who struggled in social studies and understand their struggles and empathize with that.

They are not expecting a second grader to understand the conflict in the Ukraine or in Israel.

Nice touching story. But how did the teacher hear what your 2nd grader said at home, to assign appropriate HOPE rating?

My 2nd grader worries lot about alot, including hungry kids in Africa. But there is no reliable mechanism to get that info to the teacher, so that she gets assigned Always rating on her HOPE form.

You don’t think there are opportunities at school for similar reading and remarks? Teachers ask kids about what they got out of reading in small groups. They observe kids behavior and comments all day. I know the HOPE scores don’t have that same comments but the ones on my kids GBRSs a few years back included examples I had no clue had happened. My favorite was his telling the Teacher he learned about the sphinx from playing Mario, I told him the story of the sphinx when he came across one in the game.

They hear the kids insights from reading books. The picture books and young reader books have all sorts of opportunities for kids to chime in with empathy. It’s not that hard or deep.

My child's GBRS had nothing in it because they are quiet outside our home but a riot inside the house. My child not only knew about the Sphinx but also recognized that the head was that of a pharaoh or a god, as we watched a documentary together. However, there was no way for the teacher to know this since my child is quiet in the classroom. Unless the teacher took a proactive approach, established rapport with my child, and gently engaged them in conversation, my child would not have shared their wealth of knowledge. This highlights how impractical the HOPE process is for teachers to truly assess the children in their classroom.

Anonymous wrote:The trick to acing the HOPE is... *checks notes*... having your student consistently display in the classroom those behaviors which the HOPE scale measures (and excelling beyond grade level in the named content areas).

My child’s HOPE was filled out in early November. How can a six year old even have the opportunity to demonstrate most of those behaviors in the first 2.5 months of school??

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The trick to acing the HOPE is... *checks notes*... having your student consistently display in the classroom those behaviors which the HOPE scale measures (and excelling beyond grade level in the named content areas).

If a 2nd grader "Is sensitive to larger or deeper issues of human concern", that's horrible. Being hypocritical at such young age?

My child read an age appropriate book about Sacagawea in first or second grade. He told me that it was sad that the name that we all knew was not her real name but know one knew what her name was before she was taken from her family. That is an example of being sensitive to a larger or deeper issue while being age appropriate. He read a book about a historical figure and understood the importance of her name being changed and what it meant that we did not know her original name. The book was part of the ordinary people who changed the world series.

Second graders can see things happening in the world around them and show empathy. They can step up if a kid is calling another kid a name and say “that is not nice.” They can learn about people who struggled in social studies and understand their struggles and empathize with that.

They are not expecting a second grader to understand the conflict in the Ukraine or in Israel.

Nice touching story. But how did the teacher hear what your 2nd grader said at home, to assign appropriate HOPE rating?

My 2nd grader worries lot about alot, including hungry kids in Africa. But there is no reliable mechanism to get that info to the teacher, so that she gets assigned Always rating on her HOPE form.

You don’t think there are opportunities at school for similar reading and remarks? Teachers ask kids about what they got out of reading in small groups. They observe kids behavior and comments all day. I know the HOPE scores don’t have that same comments but the ones on my kids GBRSs a few years back included examples I had no clue had happened. My favorite was his telling the Teacher he learned about the sphinx from playing Mario, I told him the story of the sphinx when he came across one in the game.

They hear the kids insights from reading books. The picture books and young reader books have all sorts of opportunities for kids to chime in with empathy. It’s not that hard or deep.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The trick to acing the HOPE is... *checks notes*... having your student consistently display in the classroom those behaviors which the HOPE scale measures (and excelling beyond grade level in the named content areas).

If a 2nd grader "Is sensitive to larger or deeper issues of human concern", that's horrible. Being hypocritical at such young age?

My child read an age appropriate book about Sacagawea in first or second grade. He told me that it was sad that the name that we all knew was not her real name but know one knew what her name was before she was taken from her family. That is an example of being sensitive to a larger or deeper issue while being age appropriate. He read a book about a historical figure and understood the importance of her name being changed and what it meant that we did not know her original name. The book was part of the ordinary people who changed the world series.

Second graders can see things happening in the world around them and show empathy. They can step up if a kid is calling another kid a name and say “that is not nice.” They can learn about people who struggled in social studies and understand their struggles and empathize with that.

They are not expecting a second grader to understand the conflict in the Ukraine or in Israel.

Nice touching story. But how did the teacher hear what your 2nd grader said at home, to assign appropriate HOPE rating?

My 2nd grader worries lot about alot, including hungry kids in Africa. But there is no reliable mechanism to get that info to the teacher, so that she gets assigned Always rating on her HOPE form.

That’s what your parent questionnaire is for. No, it won’t impact HOPE rating, but you can convey that info to the committee that way.

What is the point of the HOPE rating if there's no way for a teacher to assess how a second-grade student thinks about broader issues, particularly regarding items like being "sensitive to larger or deeper issues of human concern"? If process relies on a parent questionnaire, wouldnt it always be biased, and render it ineffective. How can a public school implement such an impractical HOPE process to make such a significant decision about the level of education, Gen Ed or AAP, a student should receive?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The trick to acing the HOPE is... *checks notes*... having your student consistently display in the classroom those behaviors which the HOPE scale measures (and excelling beyond grade level in the named content areas).

If a 2nd grader "Is sensitive to larger or deeper issues of human concern", that's horrible. Being hypocritical at such young age?

My child read an age appropriate book about Sacagawea in first or second grade. He told me that it was sad that the name that we all knew was not her real name but know one knew what her name was before she was taken from her family. That is an example of being sensitive to a larger or deeper issue while being age appropriate. He read a book about a historical figure and understood the importance of her name being changed and what it meant that we did not know her original name. The book was part of the ordinary people who changed the world series.

Second graders can see things happening in the world around them and show empathy. They can step up if a kid is calling another kid a name and say “that is not nice.” They can learn about people who struggled in social studies and understand their struggles and empathize with that.

They are not expecting a second grader to understand the conflict in the Ukraine or in Israel.

Nice touching story. But how did the teacher hear what your 2nd grader said at home, to assign appropriate HOPE rating?

My 2nd grader worries lot about alot, including hungry kids in Africa. But there is no reliable mechanism to get that info to the teacher, so that she gets assigned Always rating on her HOPE form.

That’s what your parent questionnaire is for. No, it won’t impact HOPE rating, but you can convey that info to the committee that way.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The trick to acing the HOPE is... *checks notes*... having your student consistently display in the classroom those behaviors which the HOPE scale measures (and excelling beyond grade level in the named content areas).

If a 2nd grader "Is sensitive to larger or deeper issues of human concern", that's horrible. Being hypocritical at such young age?

My child read an age appropriate book about Sacagawea in first or second grade. He told me that it was sad that the name that we all knew was not her real name but know one knew what her name was before she was taken from her family. That is an example of being sensitive to a larger or deeper issue while being age appropriate. He read a book about a historical figure and understood the importance of her name being changed and what it meant that we did not know her original name. The book was part of the ordinary people who changed the world series.

Second graders can see things happening in the world around them and show empathy. They can step up if a kid is calling another kid a name and say “that is not nice.” They can learn about people who struggled in social studies and understand their struggles and empathize with that.

They are not expecting a second grader to understand the conflict in the Ukraine or in Israel.

Nice touching story. But how did the teacher hear what your 2nd grader said at home, to assign appropriate HOPE rating?

My 2nd grader worries lot about alot, including hungry kids in Africa. But there is no reliable mechanism to get that info to the teacher, so that she gets assigned Always rating on her HOPE form.

Anonymous wrote:

Anonymous wrote:The trick to acing the HOPE is... *checks notes*... having your student consistently display in the classroom those behaviors which the HOPE scale measures (and excelling beyond grade level in the named content areas).

If a 2nd grader "Is sensitive to larger or deeper issues of human concern", that's horrible. Being hypocritical at such young age?

It's actually the opposite of being hypocritical, no? I read that as having a sense of justice, which is often listed as a gifted trait. In 2nd grade, that can be something like recognizing that pulling a chair out from someone who is about to sit in it is not actually funny (real example).

Anonymous wrote:

Anonymous wrote:The trick to acing the HOPE is... *checks notes*... having your student consistently display in the classroom those behaviors which the HOPE scale measures (and excelling beyond grade level in the named content areas).

If a 2nd grader "Is sensitive to larger or deeper issues of human concern", that's horrible. Being hypocritical at such young age?

My child read an age appropriate book about Sacagawea in first or second grade. He told me that it was sad that the name that we all knew was not her real name but know one knew what her name was before she was taken from her family. That is an example of being sensitive to a larger or deeper issue while being age appropriate. He read a book about a historical figure and understood the importance of her name being changed and what it meant that we did not know her original name. The book was part of the ordinary people who changed the world series.

Second graders can see things happening in the world around them and show empathy. They can step up if a kid is calling another kid a name and say “that is not nice.” They can learn about people who struggled in social studies and understand their struggles and empathize with that.

They are not expecting a second grader to understand the conflict in the Ukraine or in Israel.