School e-mail. Can someone interpret this for me?
08-05-22, 06:54 PM
#1
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School e-mail. Can someone interpret this for me?
This is part of e-mail we received today from our son's school, regarding their math program. I have no idea what it is saying. It comes across as pure buzzword-speak. I think I've redacted everyone's names. Can anyone translate this for me?
My best guess of what they're saying is they're just going to group the kids without regard for their math scores, and get some teaching tips from a local university.
<school's name> Math Program: Last spring the Middle School Math Department (Mr. <redacted> and Mr. <redacted>
, Primary School Math Lead (Mrs. <redacted>, and I analyzed our trends in math achievement, expectations, and instruction Kindergarten through Grade 8. We researched and discussed strategies to balance depth and mastery of understanding with student success given the range of student achievement. We also discussed cross curricular approaches to incorporating math standards in both science and social studies and the benefits/costs of heterogeneous and homogeneous (leveled) grouping in math
As a result, the committee deconstructed the math standards to align vertically both internally (<school's name> and externally (high schools) and agreed to return to homogeneous grouping in the Middle School at this time. To assist us in deepening the foundation of our students’ conceptual understanding of math, we will be partnering with <local university name> practitioners to provide professional development and teacher coaching in the Primary School. Our facilitator, Ms. <redacted>, will use literacy to lead our teachers through standards-based math instruction and Dr. <redacted> will provide teacher coaching and collaborative discussions.
, Primary School Math Lead (Mrs. <redacted>, and I analyzed our trends in math achievement, expectations, and instruction Kindergarten through Grade 8. We researched and discussed strategies to balance depth and mastery of understanding with student success given the range of student achievement. We also discussed cross curricular approaches to incorporating math standards in both science and social studies and the benefits/costs of heterogeneous and homogeneous (leveled) grouping in mathAs a result, the committee deconstructed the math standards to align vertically both internally (<school's name>
and externally (high schools) and agreed to return to homogeneous grouping in the Middle School at this time. To assist us in deepening the foundation of our students’ conceptual understanding of math, we will be partnering with <local university name> practitioners to provide professional development and teacher coaching in the Primary School. Our facilitator, Ms. <redacted>, will use literacy to lead our teachers through standards-based math instruction and Dr. <redacted> will provide teacher coaching and collaborative discussions.
08-05-22, 06:56 PM
#2
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Re: School e-mail. Can someone interpret this for me?
Argh. Posted in the wrong forum. I could have sworn there was a delete. I'll ask a mod to move it.
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Abob Teff (08-07-22)
08-05-22, 07:55 PM
#4
DVD Talk Reviewer/Moderator
Re: School e-mail. Can someone interpret this for me?
Sounds like they are trying to push the gay agenda what with homogenous and all. But I think maybe they are saying they want to group students with others at the same level. Also, those teachers need to be Will Smithed for writing that.
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08-05-22, 08:01 PM
#5
Re: School e-mail. Can someone interpret this for me?
Originally Posted by Kevin Phillips
This is part of e-mail we received today from our son's school, regarding their math program. I have no idea what it is saying. It comes across as pure buzzword-speak. I think I've redacted everyone's names. Can anyone translate this for me?
<school's name> Math Program: Last spring the Middle School Math Department (Mr. <redacted> and Mr. <redacted>, Primary School Math Lead (Mrs. <redacted>, and I analyzed our trends in math achievement, expectations, and instruction Kindergarten through Grade 8. We researched and discussed strategies to balance depth and mastery of understanding with student success given the range of student achievement. We also discussed cross curricular approaches to incorporating math standards in both science and social studies and the benefits/costs of heterogeneous and homogeneous (leveled) grouping in math
As a result, the committee deconstructed the math standards to align vertically both internally (<school's name> and externally (high schools) and agreed to return to homogeneous grouping in the Middle School at this time. To assist us in deepening the foundation of our students’ conceptual understanding of math, we will be partnering with <local university name> practitioners to provide professional development and teacher coaching in the Primary School. Our facilitator, Ms. <redacted>, will use literacy to lead our teachers through standards-based math instruction and Dr. <redacted> will provide teacher coaching and collaborative discussions.
My best guess of what they're saying is they're just going to group the kids without regard for their math scores, and get some teaching tips from a local university.
<school's name> Math Program: Last spring the Middle School Math Department (Mr. <redacted> and Mr. <redacted>, Primary School Math Lead (Mrs. <redacted>, and I analyzed our trends in math achievement, expectations, and instruction Kindergarten through Grade 8. We researched and discussed strategies to balance depth and mastery of understanding with student success given the range of student achievement. We also discussed cross curricular approaches to incorporating math standards in both science and social studies and the benefits/costs of heterogeneous and homogeneous (leveled) grouping in math
As a result, the committee deconstructed the math standards to align vertically both internally (<school's name> and externally (high schools) and agreed to return to homogeneous grouping in the Middle School at this time. To assist us in deepening the foundation of our students’ conceptual understanding of math, we will be partnering with <local university name> practitioners to provide professional development and teacher coaching in the Primary School. Our facilitator, Ms. <redacted>, will use literacy to lead our teachers through standards-based math instruction and Dr. <redacted> will provide teacher coaching and collaborative discussions.
My best guess of what they're saying is they're just going to group the kids without regard for their math scores, and get some teaching tips from a local university.
Now I know why our kids are doomed. With such a preponderance of doubletalk and useless words, no wonder American kids are hopelessly falling behind. Their teachers are bending over backwards to pat themselves on the back with a veritable Greek Salad of word hyperbole, while stating and doing so very little for the precious children...
Sickening. Double-plus ungood.
08-05-22, 08:14 PM
#6
DVD Talk Legend
Re: School e-mail. Can someone interpret this for me?
Originally Posted by Kurt D
Sounds like they are trying to push the gay agenda what with homogenous and all.
08-05-22, 08:47 PM
#7
DVD Talk Hero
Re: School e-mail. Can someone interpret this for me?
It sounds like the kids are doing shitty in math, so they're doing things to make it easier to pass them, and they're trying to hide it behind a bunch of corporatespeak.
At least they didn't use "synergy."
At least they didn't use "synergy."
08-05-22, 08:48 PM
#8
DVD Talk Hall of Fame
Re: School e-mail. Can someone interpret this for me?
I think your interpretation is basically correct. I'd interpret it as them saying this: We researched whether students did better grouped with those who score similarly or among a more diverse skill set. We also looked into ways to start integrating math lessons into other subjects. In the end, we decided to do what the high school does and group students by grades/test scores. And we're working with a local university to coach our teachers so please don't freak out if you think your kid won't learn anything if placed in the dumb class.
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08-05-22, 09:21 PM
#9
DVD Talk Legend
Re: School e-mail. Can someone interpret this for me?
Originally Posted by Josh-da-man
It sounds like the kids are doing shitty in math, so they're doing things to make it easier to pass them, and they're trying to hide it behind a bunch of corporatespeak.
At least they didn't use "synergy."
At least they didn't use "synergy."
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LurkerDan (08-06-22)
08-05-22, 09:22 PM
#10
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Re: School e-mail. Can someone interpret this for me?
Originally Posted by zyzzle
Please don't delete it.
08-05-22, 10:52 PM
#11
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Re: School e-mail. Can someone interpret this for me?
<school's name> Math Program: Last spring the Middle School Math Department (Mr. <redacted> and Mr. <redacted>, Primary School Math Lead (Mrs. <redacted>, and I analyzed our trends in math achievement, expectations, and instruction Kindergarten through Grade 8.
We looked at a bunch of "data" (test scores, teacher evaluations, homework assignments) for every grade level.
We researched and discussed strategies to balance depth and mastery of understanding with student success given the range of student achievement. We also discussed cross curricular approaches to incorporating math standards in both science and social studies and the benefits/costs of heterogeneous and homogeneous (leveled) grouping in math.
We think we are asking too much of our students. Scores are bad. We think math is so important, it shouldn't just be it's own class, your kid should be thinking about numbers all day. We hope that will improve these scores that are tied to funding our classrooms.
"heterogeneous grouping" = normal classes with kids of mixed math scores
"homogeneous grouping" = splitting kids up based on the DATA aka standardized test scores that are taken every quarter
As a result, the committee deconstructed the math standards to align vertically both internally (<school's name> and externally (high schools) and agreed to return to homogeneous grouping in the Middle School at this time.
We looked at how we are making teachers teach this stuff to make sure things line up between grade levels and classes at the school, as well as with what kids need to know going into high school. We decided to go with the leveled Math classes.
To assist us in deepening the foundation of our students’ conceptual understanding of math, we will be partnering with <local university name> practitioners to provide professional development and teacher coaching in the Primary School. Our facilitator, Ms. <redacted>, will use literacy to lead our teachers through standards-based math instruction and Dr. <redacted> will provide teacher coaching and collaborative discussions.
Admin blames poor scores on us teachers, so they will be putting us through hours upon hours of unnecessary nitpicking and torture until the scores are high enough to please the district overlords. We will also be trying to put Math into English class.
Source: retired from teaching elementary school at age 31
We looked at a bunch of "data" (test scores, teacher evaluations, homework assignments) for every grade level.
We researched and discussed strategies to balance depth and mastery of understanding with student success given the range of student achievement. We also discussed cross curricular approaches to incorporating math standards in both science and social studies and the benefits/costs of heterogeneous and homogeneous (leveled) grouping in math.
We think we are asking too much of our students. Scores are bad. We think math is so important, it shouldn't just be it's own class, your kid should be thinking about numbers all day. We hope that will improve these scores that are tied to funding our classrooms.
"heterogeneous grouping" = normal classes with kids of mixed math scores
"homogeneous grouping" = splitting kids up based on the DATA aka standardized test scores that are taken every quarter
As a result, the committee deconstructed the math standards to align vertically both internally (<school's name> and externally (high schools) and agreed to return to homogeneous grouping in the Middle School at this time.
We looked at how we are making teachers teach this stuff to make sure things line up between grade levels and classes at the school, as well as with what kids need to know going into high school. We decided to go with the leveled Math classes.
To assist us in deepening the foundation of our students’ conceptual understanding of math, we will be partnering with <local university name> practitioners to provide professional development and teacher coaching in the Primary School. Our facilitator, Ms. <redacted>, will use literacy to lead our teachers through standards-based math instruction and Dr. <redacted> will provide teacher coaching and collaborative discussions.
Admin blames poor scores on us teachers, so they will be putting us through hours upon hours of unnecessary nitpicking and torture until the scores are high enough to please the district overlords. We will also be trying to put Math into English class.
Source: retired from teaching elementary school at age 31
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08-05-22, 11:04 PM
#12
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Re: School e-mail. Can someone interpret this for me?
My interpretation: When I see rubbish prose like that, I always assume that Mr Redacted and his pals are creating a smokescreen to cover their own incompetence.
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OldDude (08-06-22)
08-05-22, 11:29 PM
#13
DVD Talk Legend
Re: School e-mail. Can someone interpret this for me?
08-05-22, 11:42 PM
#14
Re: School e-mail. Can someone interpret this for me?
Originally Posted by Nick Danger
My interpretation: When I see rubbish prose like that, I always assume that Mr Redacted and his pals are creating a smokescreen to cover their own incompetence.
DaveWadding's de-bullshit-o-meter seems to indicate that's exactly the case here. I feel sorry for the kids, AND the teachers. The Admins, as the bean counters, rule the roost over all, and are incompetant, as always... Slippery slope ... pushing the ball of Sisyphus futilely, forevermore.
08-06-22, 02:03 AM
#15
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Re: School e-mail. Can someone interpret this for me?
It's a Temporary Refund Adjustment.
08-06-22, 08:42 AM
#16
DVD Talk Hero
Re: School e-mail. Can someone interpret this for me?
I would probably go to the school and talk to someone face-to-face for clarification. I'm sure you're not the only parent that is baffled.
08-06-22, 09:12 AM
#17
Re: School e-mail. Can someone interpret this for me?
Originally Posted by TomOpus
I would probably go to the school and talk to someone face-to-face for clarification. I'm sure you're not the only parent that is baffled.
08-06-22, 09:33 AM
#18
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Re: School e-mail. Can someone interpret this for me?
This is a private school. My son is starting the 7th grade this fall, and has been going to this school since pre-K. My wife doesn't want him going to public schools, which I think is unjustified because our local public schools rank well (but are running at full capacity and may even be overcrowded). Anyway, this private school is (was?) pretty highly regarded, but my wife has become disillusioned with them the last year or two.
Last edited by Kevin Phillips; 08-06-22 at 10:43 AM.
08-06-22, 12:07 PM
#20
Re: School e-mail. Can someone interpret this for me?
Here's my version:
The way we've been teaching math is not working and causing a major reduction in math scores on standardized tests. The "Experts" don't know what they're talking about by grouping students of differing ability so we're going back to how it *should* be done with "targeted" classes based on your student's grade and test scores at the Jr High and High school levels. We're also putting math back into classes from which it was removed in efforts to make those classes easier. That was a mistake. We found kids learn better when grouped with others of similar skills (we really knew this all along but were going with the current forced trend of not making kids/parents feel "bad" if their kid wasn't in the "top" class). Your kid may wind up in the "dumb" class because they don't "get it" but don't be alarmed as we're also unnecessarily "retraining" our teaching staff to better address these issues while directing the elementary staff to "teach the test" to produce better test results (which will also fail because it's a main part of "no child left behind" that's been proven to produce people who graduate HS lacking relevant skills).
This is from directly observing K-12 classrooms in my duties as an IT technician/network admin and talking with teachers about how they feel things are going in their classroom.
The way we've been teaching math is not working and causing a major reduction in math scores on standardized tests. The "Experts" don't know what they're talking about by grouping students of differing ability so we're going back to how it *should* be done with "targeted" classes based on your student's grade and test scores at the Jr High and High school levels. We're also putting math back into classes from which it was removed in efforts to make those classes easier. That was a mistake. We found kids learn better when grouped with others of similar skills (we really knew this all along but were going with the current forced trend of not making kids/parents feel "bad" if their kid wasn't in the "top" class). Your kid may wind up in the "dumb" class because they don't "get it" but don't be alarmed as we're also unnecessarily "retraining" our teaching staff to better address these issues while directing the elementary staff to "teach the test" to produce better test results (which will also fail because it's a main part of "no child left behind" that's been proven to produce people who graduate HS lacking relevant skills).
This is from directly observing K-12 classrooms in my duties as an IT technician/network admin and talking with teachers about how they feel things are going in their classroom.
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08-06-22, 12:58 PM
#22
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Re: School e-mail. Can someone interpret this for me?
Originally Posted by TGM
those who can't do, teach.
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08-06-22, 01:25 PM
#23
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Re: School e-mail. Can someone interpret this for me?
Originally Posted by Mrs. Danger
None of that will be optimal if they don't utilize synergy to quantify their paradigm.
Seriously, I think you have your translation already, but I think you should reply explaining that this isn't decipherable for most people and can they please use regular English to communicate (DaveWadding was able to).
08-06-22, 04:15 PM
#25
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Re: School e-mail. Can someone interpret this for me?
As someone who was an adjunct professor, I can tell you that teaching is fucking hard. And good teachers make it look easy, make it look like anyone can do it.
And good teachers of school age kids are goddam magicians.
And good teachers of school age kids are goddam magicians.
