MCPS math sequence for visual learners who are strong students

[Anonymous]

DS is a strong student with good grades and a bit of a perfectionist. He is highly visual in his approach to learning. and always prefers to learn visual. This seems to affect his math abilities and we are pursuing a dyscalculia diagnosis. Overall, we do not think he will do well with the accelerated math sequences at MCPS and think he would do better with more time to learn math very thoroughly and practice more than others might need.

He will be in sixth grade next year at Tilden MS. How should we handle the MCPS math sequence for a kid like this? Will he be able to be in honors/advanced classes if he is not in an advanced math sequence? Will there be strong students in a less advanced math sequence?

[Anonymous]

There will be plenty of strong students in the regular math sequence. I don't know about Tilden but at DC's MS they did have honors for the regular track.

[Anonymous]

Tilden parent here. If he gets a dyscalculia diagnosis, get him an IEP with co-teaching services in Math (SPED teacher and GenEd teacher co-teach) and see if you can get a Resource class on the schedule (SPED support for classwork, executive functioning needs, etc.). And I wquldn't worry about starting him in the regular Math sequence. Keep in mind that MCPS requires 4 years of Math in High School. Every year. Take a look at the pathways and add up the courses.

FWIW, our DC with an IEP has taken regular Math each year at Tilden and will start Algebra I in 9th grade. On the regular pathway he'll graduate having met MCPS requirements and going into the world with probably just about the same level of Math education that DH and I graduated with. Not concerned about him missing out on Math-intensive higher learning -- DC's abilities and interests lie elsewhere. DC has benefited from co-teaching, and until this year had weekly outside tutoring for reinforcement. Hasn't needed the tutoring for Math 8 - we'll see how things go next year.

[Anonymous]

Anonymous wrote:Tilden parent here. If he gets a dyscalculia diagnosis, get him an IEP with co-teaching services in Math (SPED teacher and GenEd teacher co-teach) and see if you can get a Resource class on the schedule (SPED support for classwork, executive functioning needs, etc.). And I wquldn't worry about starting him in the regular Math sequence. Keep in mind that MCPS requires 4 years of Math in High School. Every year. Take a look at the pathways and add up the courses.

FWIW, our DC with an IEP has taken regular Math each year at Tilden and will start Algebra I in 9th grade. On the regular pathway he'll graduate having met MCPS requirements and going into the world with probably just about the same level of Math education that DH and I graduated with. Not concerned about him missing out on Math-intensive higher learning -- DC's abilities and interests lie elsewhere. DC has benefited from co-teaching, and until this year had weekly outside tutoring for reinforcement. Hasn't needed the tutoring for Math 8 - we'll see how things go next year.

Consider carefully a co taught class. They have 1 extra aid, but lots of kids with lots of different issues. My dyslexic/dysgraphic kid preferred a regular classroom.

[Anonymous]

They don't have co-taught honors/advanced classes.

[Anonymous]

Anonymous wrote:They don't have co-taught honors/advanced classes.

Honors for All English does, at least

[Anonymous]

Anonymous wrote:There will be plenty of strong students in the regular math sequence. I don't know about Tilden but at DC's MS they did have honors for the regular track.

What do you mean? MCPS, math does not have Honors until Geometry. Before that, differentiation is only Compacted 4/5/6 and year-skipping into AIM/AMP in MS, and take-home bonus worksheets for enrichment.

[Anonymous]

Anonymous wrote:They don't have co-taught honors/advanced classes.

Of course they do.

[Anonymous]

Anonymous wrote:DS is a strong student with good grades and a bit of a perfectionist. He is highly visual in his approach to learning. and always prefers to learn visual. This seems to affect his math abilities and we are pursuing a dyscalculia diagnosis. Overall, we do not think he will do well with the accelerated math sequences at MCPS and think he would do better with more time to learn math very thoroughly and practice more than others might need.

He will be in sixth grade next year at Tilden MS. How should we handle the MCPS math sequence for a kid like this? Will he be able to be in honors/advanced classes if he is not in an advanced math sequence? Will there be strong students in a less advanced math sequence?

What math are they in now?
On-level Math 5?
You should have been considered for Compacted math last year and again this year, based on performance in previous year and MAP. What were the qualifications and recommendations then?
If your child wasn't prepared for Compacted, and no big changes since, Math 6 is probably the right next step

[Anonymous]

Anonymous wrote:They don't have co-taught honors/advanced classes.

Not in math, the topic of this thread, at two different high schools. We were told by the resource teacher she believed they didn’t have this at any high school in the district but obviously haven’t checked all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Tilden parent here. If he gets a dyscalculia diagnosis, get him an IEP with co-teaching services in Math (SPED teacher and GenEd teacher co-teach) and see if you can get a Resource class on the schedule (SPED support for classwork, executive functioning needs, etc.). And I wquldn't worry about starting him in the regular Math sequence. Keep in mind that MCPS requires 4 years of Math in High School. Every year. Take a look at the pathways and add up the courses.

FWIW, our DC with an IEP has taken regular Math each year at Tilden and will start Algebra I in 9th grade. On the regular pathway he'll graduate having met MCPS requirements and going into the world with probably just about the same level of Math education that DH and I graduated with. Not concerned about him missing out on Math-intensive higher learning -- DC's abilities and interests lie elsewhere. DC has benefited from co-teaching, and until this year had weekly outside tutoring for reinforcement. Hasn't needed the tutoring for Math 8 - we'll see how things go next year.

Consider carefully a co taught class. They have 1 extra aid, but lots of kids with lots of different issues. My dyslexic/dysgraphic kid preferred a regular classroom.

+1 In MCPS MS co-teachers can sometimes be para educators whose primary responsibility is to redirect distracted students, not to deliver specialized Math instruction geared to dyscalculia, etc. Also, a PP suggested a Resource class. Resource and Related Studies classes have the same issues (students with low executive functioning grouped together, class quality is hit or miss depending on teacher skill).

[Anonymous]

Anonymous wrote:

Anonymous wrote:They don't have co-taught honors/advanced classes.

Not in math, the topic of this thread, at two different high schools. We were told by the resource teacher she believed they didn’t have this at any high school in the district but obviously haven’t checked all.

I have heard that this depends on the school. Our W HS does not offer co-taught honors classes. I don't know if this is due to policy or staffing shortages, or both.

[Anonymous]

How is "visual learner" related to "dyscalculia / trouble with math"?

Do you have experience with the child being successful with "visual" math?

[Anonymous]

Anonymous wrote:

Anonymous wrote:There will be plenty of strong students in the regular math sequence. I don't know about Tilden but at DC's MS they did have honors for the regular track.

What do you mean? MCPS, math does not have Honors until Geometry. Before that, differentiation is only Compacted 4/5/6 and year-skipping into AIM/AMP in MS, and take-home bonus worksheets for enrichment.

No, some go directly into Algebra and skip AIM/AMP.

[Anonymous]

What is AIM/AMP?