compact math

[Anonymous]

Anonymous wrote:Given that all 3rd graders have the exact same math class, how do they determine whether your child is a candidate? There is no way for the child to show s/he is ready for more, at least at our school.

InView results from last year are a factor, as are grades. In my school, there is a "small group" which receives more challenging math instruction. Per my 3rd grader, the rest of the class is learning 3 and 5 tables right now. She has already multiplied 2 digits by 2 digits and is learning division with remainders (for example 178 / 4).

[Anonymous]

parent of 4th grader who is in compacted math. at my kids' school, the evaluation process was shrouded in secrecy all year. now I know tbag when my younger child is in 3rd grade, I will ask at parent-teacher conf whether child is being evaluated, and if the answer is no then I would push hard to have him evaluated bc I agree with a pp that all kids should have the opportunity to be evaluated, esp since sept-oct is hardly enough time for a teacher to bave a good sense as to a child's math aptitude.

[Anonymous]

Not all children are marked on their report cards as receiving acceleration, not all children earned over 90% on their Inview, not all children are earning all P's... I know it will be surprising to many who read this forum, many children already find the curriculum challenging enough and do not need the accelerated pace. Teachers are able to distinguish between students that need a faster pace and students who are fine in an on grade level class.

[Anonymous]

Anonymous wrote:Not all children are marked on their report cards as receiving acceleration, not all children earned over 90% on their Inview, not all children are earning all P's... I know it will be surprising to many who read this forum, many children already find the curriculum challenging enough and do not need the accelerated pace. Teachers are able to distinguish between students that need a faster pace and students who are fine in an on grade level class.

I disagree. Our school, with a high FARMS and ESOL rate, does not offer acceleration. I've discussed with many other parents, and none of the kids are doing division in third grade or any of that. There's no way to prove readiness for additional work within that culture. Advocating for more is very frowned upon by teachers and administration.

[Anonymous]

Anonymous wrote:parent of 4th grader who is in compacted math. at my kids' school, the evaluation process was shrouded in secrecy all year. now I know tbag when my younger child is in 3rd grade, I will ask at parent-teacher conf whether child is being evaluated, and if the answer is no then I would push hard to have him evaluated bc I agree with a pp that all kids should have the opportunity to be evaluated, esp since sept-oct is hardly enough time for a teacher to bave a good sense as to a child's math aptitude.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:Not all children are marked on their report cards as receiving acceleration, not all children earned over 90% on their Inview, not all children are earning all P's... I know it will be surprising to many who read this forum, many children already find the curriculum challenging enough and do not need the accelerated pace. Teachers are able to distinguish between students that need a faster pace and students who are fine in an on grade level class.

I disagree. Our school, with a high FARMS and ESOL rate, does not offer acceleration. I've discussed with many other parents, and none of the kids are doing division in third grade or any of that. There's no way to prove readiness for additional work within that culture. Advocating for more is very frowned upon by teachers and administration.

So you think that, because the school does not offer acceleration, the teachers are unable to distinguish between students who could handle a faster place and students who are fine in an on-grade-level class?

[Anonymous]

All 2nd graders take InView though. Does anyone know what the InView quantitative reasoning score is that suggests evaluation for compacted math? On a related note, are MAP-M scores used?

[Anonymous]

I think its like a points system. If you get more than 90% or something on Inview quantitative reasoning you get points. The Inview is just one of the pieces. I don't think MAP-M used specifically but I would think influence teacher recommendation.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not all children are marked on their report cards as receiving acceleration, not all children earned over 90% on their Inview, not all children are earning all P's... I know it will be surprising to many who read this forum, many children already find the curriculum challenging enough and do not need the accelerated pace. Teachers are able to distinguish between students that need a faster pace and students who are fine in an on grade level class.

I disagree. Our school, with a high FARMS and ESOL rate, does not offer acceleration. I've discussed with many other parents, and none of the kids are doing division in third grade or any of that. There's no way to prove readiness for additional work within that culture. Advocating for more is very frowned upon by teachers and administration.

So you think that, because the school does not offer acceleration, the teachers are unable to distinguish between students who could handle a faster place and students who are fine in an on-grade-level class?

Let's say I don't find 3rd grade math to be very rigorous. He can do more on his own, but that is not a factor in the eval.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not all children are marked on their report cards as receiving acceleration, not all children earned over 90% on their Inview, not all children are earning all P's... I know it will be surprising to many who read this forum, many children already find the curriculum challenging enough and do not need the accelerated pace. Teachers are able to distinguish between students that need a faster pace and students who are fine in an on grade level class.

I disagree. Our school, with a high FARMS and ESOL rate, does not offer acceleration. I've discussed with many other parents, and none of the kids are doing division in third grade or any of that. There's no way to prove readiness for additional work within that culture. Advocating for more is very frowned upon by teachers and administration.

So you think that, because the school does not offer acceleration, the teachers are unable to distinguish between students who could handle a faster place and students who are fine in an on-grade-level class?

Let's say I don't find 3rd grade math to be very rigorous. He can do more on his own, but that is not a factor in the eval.

If your child's report card did not say that your child was receiving acceleration/enrichment and your child did not score very high (I think over 90%) in the math sections of the inview, then your child would probably not be a good candidate...

My child actually just came home and told me that he and three other children were taken out of class today to do a math puzzle- he said it was for compacted math. He was told not to tell any other third graders about it because others would be taking it next week and that would be like cheating but that he was allowed to tell us- his parents. He said it was fun and even though he didnt know the teacher, she was nice and all four kids were relaxed. Just thought everyone would want to know that our school has started.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Not all children are marked on their report cards as receiving acceleration, not all children earned over 90% on their Inview, not all children are earning all P's... I know it will be surprising to many who read this forum, many children already find the curriculum challenging enough and do not need the accelerated pace. Teachers are able to distinguish between students that need a faster pace and students who are fine in an on grade level class.

I disagree. Our school, with a high FARMS and ESOL rate, does not offer acceleration. I've discussed with many other parents, and none of the kids are doing division in third grade or any of that. There's no way to prove readiness for additional work within that culture. Advocating for more is very frowned upon by teachers and administration.

So you think that, because the school does not offer acceleration, the teachers are unable to distinguish between students who could handle a faster place and students who are fine in an on-grade-level class?

Let's say I don't find 3rd grade math to be very rigorous. He can do more on his own, but that is not a factor in the eval.

NP. Your concern makes sense, but I would look at it this way. I don't think a student has to ALREADY be doing advanced work in order to qualify to receive advanced work, because at some point the child would have had to qualify for acceleration based on the regular work first. I think it is entirely possible to show readiness for advanced work while still a student in a standard class. If your DC is not being appropriately challenged/engaged by the math at his school, that probably means several of the following are true of him:
- he likely received a high score on the Inview test
- he likely produces consistently high quality work on classroom-based math tasks
- he likely grasps concepts more quickly than many in the class, and can complete tasks reasonably accurately after only one or two explanations from the teacher, or with a few minutes of careful modeling of new math concepts and tasks
- he likely received mostly or all Ps in math each quarter last year and this year
- he is likely to exhibit an intuitive understanding of math or a deeper interest in math, based on things like the questions he asks or the explanations he provides for how he solved problems

These are all examples of things a teacher may notice about a student who might be suited for the compacted math track, and if your son is exhibiting similar traits of being ready for more challenge his teacher will probably see this and flag him for evaluation for the compacted math program. If you are concerned that this is not the case, maybe you could just ask your son's teacher whether or not he is being considered, and if he is not provide examples of the reasons you feel he is a suitable candidate. Best of luck to you and your son in obtaining the math placement that would be best for him.

[Anonymous]

We just received the letter to all 3rd grade parents from the principal. It said they would look at existing data to determine who to test. It also said that the testing wouldn't be separate. It would be part of class work.

[Anonymous]

My DS is in Compacted Math, 5th grader. The whole testing and even the class was like a huge secret. It has been such a better experience for DS than what he had in 2nd and 3rd grade and I am sure than what he would have had in non advanced Math. Fight for it people -- for your kids who will be bored stiff without it. Never have I seen such secrecy (and I am actually a fan of MCPS) but this program was just strange the way they do not want parents to know anything. DS so lucky to be in it. Different teachers too and have found them excellent!!

[Anonymous]

I agree that they were very secretive with the current 5th graders. At least they are now informing parents that there is such an option and that their child might be evaluated.

[Anonymous]

We have not received any letter about compacted math. Is that an indication that our kid is not being considered?