CES Lottery

[Anonymous]

Anonymous wrote:

Anonymous wrote:Off topic, but some students’ magnet bus routes are 2 hours in each direction, so commute time can be an issue.

For a CES? Those are regional, usually for a single high school cluster. What elementary school magnet has a two hour each way commute?

They are not for a single high school cluster. They are for 2-4 high school clusters each. That said, I am not aware of any that require a 2-hour commute.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:MCPS should stop wasting money on surveys and contractors and start focusing on properly educating all the kids who meet the parameters for CES/enrichment/magnet schools. Or perhaps MCPS needs to also ask why so many kids qualify for these enhancement programs? Maybe educational standards need to go up. These lotteries are ridiculous.

Agreed.

+1 Maybe raise the bar to top 2 percent, the way CTY does, to enter the lottery, and moderate or high FARMs can be locally normed.

Maybe we could actually dedicate money and resources to expanding the enriched studies program so that every kid who qualifies can access that instruction.

Most of the new funds this past year went to increasing the number of Central Office positions.

While there may be new central office positions, ELC is also expanding to all schools so there is supposed to be enrichment available at all schools. How the implement it we will see, but I've heard great things about it from other schools. I find this encouraging.

Correct, and I want to pull this out because I think it will reassure some parents on this thread, but also encourage them to get involved in advocacy. There is a large-scale enlargement of the ELC curriculum coming for next year's 4th graders. Almost every school in MCPS will get the curriculum.

However, contrary to the intent of the ELC and in opposition to best practice for GT education, many schools will be rolling out the new curriculum to every single 4th grader and with no cohorting. That is, it amounts to a change in the reading/ELA curriculum but classes will remain heterogenous.

When the ELC was piloted, it was always meant to serve the needs to highly able learners, and to cohort them with one another for ELA. It was meant to provide an appropriate education, with academic peers, in the home school and without the trouble of changing to a CES.

This matters because MCPS had found that BIPOC kids and poor/working class kids were far less likely to accept CES placements than their white/Asian and middle class peers. Providing an appropriate, differentiated, education in the home school was meant to serve those kids in their home environment while not creating logistical challenges for their families.

So, the good news is that every kid who qualified for the lottery will have access to the ELC curriculum next year (almost). The bad news is that principals may decide NOT to cohort those kids together.

The opportunity to advocate for the lottery-eligible kids to receive the ELC curriculum together is right now. Literally right now. Call/email/show up to PTA meetings and ask your principals how they intend to handle the ELC rollout. If they are going to offer it to every single kid without differentiating or cohorting the highly able learners, get in touch with the MCCPTA Gifted Committee and ask them for help advocating to the next level.

You can check them out here: https://www.facebook.com/groups/875483609961996

MCPS teacher w/ an MCPS 3rd grader here--this is very true. I reached out the reading specialist at my kid's school (qualified for lottery but did not get placed, will receive ELC) to ask about what it would look like in our home school next year, which would help us determine whether we would accept a CES spot if offered. I was told that this:
-a dedicated teacher will pull the ELC students into another classroom for the entire ELA block every day
-all students who qualified for the lottery will be in this group
-classroom teachers and others involved in 3rd grade (I'm guessing SpEd, ESOL, etc) will meet soon and add students who did not qualify for the lottery but teachers feel would benefit from the ELC

This is just what I was told about my kids' home school. I'm sure it will look different in other schools (although this sounds very similar to what my school is doing). As with everything, if you want to know what's happening in your child's school, just ask! Email the reading specialist and ask what ELC implementation will look like.

This sounds great. Can you share the school?

This sounds like what Central Office is recommending according to the person I spoke to on the phone about my kid in the wait pool. I hope it's what will happen at most schools once the schools have more information about ELC and any changes with Benchmark.

If this is the case and if the home school has the ELC then what is the advantage of going to a CES? Just the cohort? My DD was accepted and I'm just trying to figure out whether it makes sense for her. I wonder how many kids at the home school qualify for the ELC. Would people expect that it is a full class of kids?

My thoughts on this are the CES has the kids all together in one class all day. So your child will have the same classmates all day long, and probably the same teacher. If the CES is not your home school, your child will change schools and ride a bus. Some of the bus rides are really, really long. My child attends an "early" school (dismissal at 3:20) but the CES is late (dismissal at 3:50). I checked the current bus routes for the CES school, and my child's stop would begin the route, 70 minutes before drop-off. That would be a huge factor in the decision for our family. However, your CES might have the same schedule as the home school, and/or you might be one of the last stops on the route, so the bus ride wouldn't be an issue. Also, the CES classes stay at the max because there is a waiting list. If you're coming from a Title I or Focus school, that's a switch. Finally, you can accept a spot in the CES and give it a try, and then move back to the home school if it doesn't work for your family. I would imagine the home school would make arrangements for your child to be in the ELC class if that were the case.

For ELC, depending on the model, your child will have one classroom teacher and then leave to another room for reading/writing, with a different teacher and different classmates. From what we've read here, it sounds like compacted math is treated the same way, so potentially your child would have one classroom teacher, one ELA teacher, and one math teacher. There is likely a big overlap between ELC and compacted math, so there could be some consistency with classmates still. The class size for ELC is not pre-determined at the max. If there are 10 kids in the ELC, then there are 10 kids in the class. There might be students who didn't qualify for automatic placement still in the group, but they would be chosen by teacher recommendation, meaning they are motivated kids and would probably be academic peers for your child. However if 30+ students qualify for ELC, there's no guarantee that the school will have the staff to divide the group in two. This is why it's critical to find out what ELC will look like in your child's school, especially if you are deciding between it and CES.

Those are my thoughts as an MCPS teacher and parent. (I'm the original PP up there--Viers Mill is the ELC model I described)

Thank you for this. I can understand how transportation would be a big factor in deciding to attend. For us, transportation isn't a big issue because the CES is Chevy Chase and our home school is NCC. My bigger concern is the social aspect and making new friends. I will definitely try to have a conversation with our home school to better understand what the ELC offering looks like. Very helpful to hear your perspective as a parent and teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:MCPS should stop wasting money on surveys and contractors and start focusing on properly educating all the kids who meet the parameters for CES/enrichment/magnet schools. Or perhaps MCPS needs to also ask why so many kids qualify for these enhancement programs? Maybe educational standards need to go up. These lotteries are ridiculous.

Agreed.

+1 Maybe raise the bar to top 2 percent, the way CTY does, to enter the lottery, and moderate or high FARMs can be locally normed.

Maybe we could actually dedicate money and resources to expanding the enriched studies program so that every kid who qualifies can access that instruction.

Most of the new funds this past year went to increasing the number of Central Office positions.

While there may be new central office positions, ELC is also expanding to all schools so there is supposed to be enrichment available at all schools. How the implement it we will see, but I've heard great things about it from other schools. I find this encouraging.

Correct, and I want to pull this out because I think it will reassure some parents on this thread, but also encourage them to get involved in advocacy. There is a large-scale enlargement of the ELC curriculum coming for next year's 4th graders. Almost every school in MCPS will get the curriculum.

However, contrary to the intent of the ELC and in opposition to best practice for GT education, many schools will be rolling out the new curriculum to every single 4th grader and with no cohorting. That is, it amounts to a change in the reading/ELA curriculum but classes will remain heterogenous.

When the ELC was piloted, it was always meant to serve the needs to highly able learners, and to cohort them with one another for ELA. It was meant to provide an appropriate education, with academic peers, in the home school and without the trouble of changing to a CES.

This matters because MCPS had found that BIPOC kids and poor/working class kids were far less likely to accept CES placements than their white/Asian and middle class peers. Providing an appropriate, differentiated, education in the home school was meant to serve those kids in their home environment while not creating logistical challenges for their families.

So, the good news is that every kid who qualified for the lottery will have access to the ELC curriculum next year (almost). The bad news is that principals may decide NOT to cohort those kids together.

The opportunity to advocate for the lottery-eligible kids to receive the ELC curriculum together is right now. Literally right now. Call/email/show up to PTA meetings and ask your principals how they intend to handle the ELC rollout. If they are going to offer it to every single kid without differentiating or cohorting the highly able learners, get in touch with the MCCPTA Gifted Committee and ask them for help advocating to the next level.

You can check them out here: https://www.facebook.com/groups/875483609961996

MCPS teacher w/ an MCPS 3rd grader here--this is very true. I reached out the reading specialist at my kid's school (qualified for lottery but did not get placed, will receive ELC) to ask about what it would look like in our home school next year, which would help us determine whether we would accept a CES spot if offered. I was told that this:
-a dedicated teacher will pull the ELC students into another classroom for the entire ELA block every day
-all students who qualified for the lottery will be in this group
-classroom teachers and others involved in 3rd grade (I'm guessing SpEd, ESOL, etc) will meet soon and add students who did not qualify for the lottery but teachers feel would benefit from the ELC

This is just what I was told about my kids' home school. I'm sure it will look different in other schools (although this sounds very similar to what my school is doing). As with everything, if you want to know what's happening in your child's school, just ask! Email the reading specialist and ask what ELC implementation will look like.

This sounds great. Can you share the school?

This sounds like what Central Office is recommending according to the person I spoke to on the phone about my kid in the wait pool. I hope it's what will happen at most schools once the schools have more information about ELC and any changes with Benchmark.

If this is the case and if the home school has the ELC then what is the advantage of going to a CES? Just the cohort? My DD was accepted and I'm just trying to figure out whether it makes sense for her. I wonder how many kids at the home school qualify for the ELC. Would people expect that it is a full class of kids?

My thoughts on this are the CES has the kids all together in one class all day. So your child will have the same classmates all day long, and probably the same teacher. If the CES is not your home school, your child will change schools and ride a bus. Some of the bus rides are really, really long. My child attends an "early" school (dismissal at 3:20) but the CES is late (dismissal at 3:50). I checked the current bus routes for the CES school, and my child's stop would begin the route, 70 minutes before drop-off. That would be a huge factor in the decision for our family. However, your CES might have the same schedule as the home school, and/or you might be one of the last stops on the route, so the bus ride wouldn't be an issue. Also, the CES classes stay at the max because there is a waiting list. If you're coming from a Title I or Focus school, that's a switch. Finally, you can accept a spot in the CES and give it a try, and then move back to the home school if it doesn't work for your family. I would imagine the home school would make arrangements for your child to be in the ELC class if that were the case.

For ELC, depending on the model, your child will have one classroom teacher and then leave to another room for reading/writing, with a different teacher and different classmates. From what we've read here, it sounds like compacted math is treated the same way, so potentially your child would have one classroom teacher, one ELA teacher, and one math teacher. There is likely a big overlap between ELC and compacted math, so there could be some consistency with classmates still. The class size for ELC is not pre-determined at the max. If there are 10 kids in the ELC, then there are 10 kids in the class. There might be students who didn't qualify for automatic placement still in the group, but they would be chosen by teacher recommendation, meaning they are motivated kids and would probably be academic peers for your child. However if 30+ students qualify for ELC, there's no guarantee that the school will have the staff to divide the group in two. This is why it's critical to find out what ELC will look like in your child's school, especially if you are deciding between it and CES.

Those are my thoughts as an MCPS teacher and parent. (I'm the original PP up there--Viers Mill is the ELC model I described)

Thank you for this. I can understand how transportation would be a big factor in deciding to attend. For us, transportation isn't a big issue because the CES is Chevy Chase and our home school is NCC. My bigger concern is the social aspect and making new friends. I will definitely try to have a conversation with our home school to better understand what the ELC offering looks like. Very helpful to hear your perspective as a parent and teacher.

NCC has a separate ELC class for those who qualify. It is much better than the ELC-for-all midel that some other schools use like Somerset.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:MCPS should stop wasting money on surveys and contractors and start focusing on properly educating all the kids who meet the parameters for CES/enrichment/magnet schools. Or perhaps MCPS needs to also ask why so many kids qualify for these enhancement programs? Maybe educational standards need to go up. These lotteries are ridiculous.

Agreed.

+1 Maybe raise the bar to top 2 percent, the way CTY does, to enter the lottery, and moderate or high FARMs can be locally normed.

Maybe we could actually dedicate money and resources to expanding the enriched studies program so that every kid who qualifies can access that instruction.

Most of the new funds this past year went to increasing the number of Central Office positions.

While there may be new central office positions, ELC is also expanding to all schools so there is supposed to be enrichment available at all schools. How the implement it we will see, but I've heard great things about it from other schools. I find this encouraging.

Correct, and I want to pull this out because I think it will reassure some parents on this thread, but also encourage them to get involved in advocacy. There is a large-scale enlargement of the ELC curriculum coming for next year's 4th graders. Almost every school in MCPS will get the curriculum.

However, contrary to the intent of the ELC and in opposition to best practice for GT education, many schools will be rolling out the new curriculum to every single 4th grader and with no cohorting. That is, it amounts to a change in the reading/ELA curriculum but classes will remain heterogenous.

When the ELC was piloted, it was always meant to serve the needs to highly able learners, and to cohort them with one another for ELA. It was meant to provide an appropriate education, with academic peers, in the home school and without the trouble of changing to a CES.

This matters because MCPS had found that BIPOC kids and poor/working class kids were far less likely to accept CES placements than their white/Asian and middle class peers. Providing an appropriate, differentiated, education in the home school was meant to serve those kids in their home environment while not creating logistical challenges for their families.

So, the good news is that every kid who qualified for the lottery will have access to the ELC curriculum next year (almost). The bad news is that principals may decide NOT to cohort those kids together.

The opportunity to advocate for the lottery-eligible kids to receive the ELC curriculum together is right now. Literally right now. Call/email/show up to PTA meetings and ask your principals how they intend to handle the ELC rollout. If they are going to offer it to every single kid without differentiating or cohorting the highly able learners, get in touch with the MCCPTA Gifted Committee and ask them for help advocating to the next level.

You can check them out here: https://www.facebook.com/groups/875483609961996

MCPS teacher w/ an MCPS 3rd grader here--this is very true. I reached out the reading specialist at my kid's school (qualified for lottery but did not get placed, will receive ELC) to ask about what it would look like in our home school next year, which would help us determine whether we would accept a CES spot if offered. I was told that this:
-a dedicated teacher will pull the ELC students into another classroom for the entire ELA block every day
-all students who qualified for the lottery will be in this group
-classroom teachers and others involved in 3rd grade (I'm guessing SpEd, ESOL, etc) will meet soon and add students who did not qualify for the lottery but teachers feel would benefit from the ELC

This is just what I was told about my kids' home school. I'm sure it will look different in other schools (although this sounds very similar to what my school is doing). As with everything, if you want to know what's happening in your child's school, just ask! Email the reading specialist and ask what ELC implementation will look like.

This sounds great. Can you share the school?

This sounds like what Central Office is recommending according to the person I spoke to on the phone about my kid in the wait pool. I hope it's what will happen at most schools once the schools have more information about ELC and any changes with Benchmark.

If this is the case and if the home school has the ELC then what is the advantage of going to a CES? Just the cohort? My DD was accepted and I'm just trying to figure out whether it makes sense for her. I wonder how many kids at the home school qualify for the ELC. Would people expect that it is a full class of kids?

My thoughts on this are the CES has the kids all together in one class all day. So your child will have the same classmates all day long, and probably the same teacher. If the CES is not your home school, your child will change schools and ride a bus. Some of the bus rides are really, really long. My child attends an "early" school (dismissal at 3:20) but the CES is late (dismissal at 3:50). I checked the current bus routes for the CES school, and my child's stop would begin the route, 70 minutes before drop-off. That would be a huge factor in the decision for our family. However, your CES might have the same schedule as the home school, and/or you might be one of the last stops on the route, so the bus ride wouldn't be an issue. Also, the CES classes stay at the max because there is a waiting list. If you're coming from a Title I or Focus school, that's a switch. Finally, you can accept a spot in the CES and give it a try, and then move back to the home school if it doesn't work for your family. I would imagine the home school would make arrangements for your child to be in the ELC class if that were the case.

For ELC, depending on the model, your child will have one classroom teacher and then leave to another room for reading/writing, with a different teacher and different classmates. From what we've read here, it sounds like compacted math is treated the same way, so potentially your child would have one classroom teacher, one ELA teacher, and one math teacher. There is likely a big overlap between ELC and compacted math, so there could be some consistency with classmates still. The class size for ELC is not pre-determined at the max. If there are 10 kids in the ELC, then there are 10 kids in the class. There might be students who didn't qualify for automatic placement still in the group, but they would be chosen by teacher recommendation, meaning they are motivated kids and would probably be academic peers for your child. However if 30+ students qualify for ELC, there's no guarantee that the school will have the staff to divide the group in two. This is why it's critical to find out what ELC will look like in your child's school, especially if you are deciding between it and CES.

Those are my thoughts as an MCPS teacher and parent. (I'm the original PP up there--Viers Mill is the ELC model I described)

Thank you for this. I can understand how transportation would be a big factor in deciding to attend. For us, transportation isn't a big issue because the CES is Chevy Chase and our home school is NCC. My bigger concern is the social aspect and making new friends. I will definitely try to have a conversation with our home school to better understand what the ELC offering looks like. Very helpful to hear your perspective as a parent and teacher.

I am familiar with both schools and I would encourage you to take the CES spot. We have fond feelings toward NCC, but the CES program was very very worth the switch. There are good and kind teachers at NCC, but the CES teachers are somehow other-level magical in how they bring the curriculum to life. Our year was a very warm group of kids — making friends was actually easy because most kids came without a predefined friend group. The only bittersweet part was all heading different ways for middle school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Off topic, but some students’ magnet bus routes are 2 hours in each direction, so commute time can be an issue.

For a CES? Those are regional, usually for a single high school cluster. What elementary school magnet has a two hour each way commute?

Yes, can confirm the two hour x 2 commute. For the highly motivated.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:MCPS should stop wasting money on surveys and contractors and start focusing on properly educating all the kids who meet the parameters for CES/enrichment/magnet schools. Or perhaps MCPS needs to also ask why so many kids qualify for these enhancement programs? Maybe educational standards need to go up. These lotteries are ridiculous.

Agreed.

+1 Maybe raise the bar to top 2 percent, the way CTY does, to enter the lottery, and moderate or high FARMs can be locally normed.

Maybe we could actually dedicate money and resources to expanding the enriched studies program so that every kid who qualifies can access that instruction.

Most of the new funds this past year went to increasing the number of Central Office positions.

While there may be new central office positions, ELC is also expanding to all schools so there is supposed to be enrichment available at all schools. How the implement it we will see, but I've heard great things about it from other schools. I find this encouraging.

Correct, and I want to pull this out because I think it will reassure some parents on this thread, but also encourage them to get involved in advocacy. There is a large-scale enlargement of the ELC curriculum coming for next year's 4th graders. Almost every school in MCPS will get the curriculum.

However, contrary to the intent of the ELC and in opposition to best practice for GT education, many schools will be rolling out the new curriculum to every single 4th grader and with no cohorting. That is, it amounts to a change in the reading/ELA curriculum but classes will remain heterogenous.

When the ELC was piloted, it was always meant to serve the needs to highly able learners, and to cohort them with one another for ELA. It was meant to provide an appropriate education, with academic peers, in the home school and without the trouble of changing to a CES.

This matters because MCPS had found that BIPOC kids and poor/working class kids were far less likely to accept CES placements than their white/Asian and middle class peers. Providing an appropriate, differentiated, education in the home school was meant to serve those kids in their home environment while not creating logistical challenges for their families.

So, the good news is that every kid who qualified for the lottery will have access to the ELC curriculum next year (almost). The bad news is that principals may decide NOT to cohort those kids together.

The opportunity to advocate for the lottery-eligible kids to receive the ELC curriculum together is right now. Literally right now. Call/email/show up to PTA meetings and ask your principals how they intend to handle the ELC rollout. If they are going to offer it to every single kid without differentiating or cohorting the highly able learners, get in touch with the MCCPTA Gifted Committee and ask them for help advocating to the next level.

You can check them out here: https://www.facebook.com/groups/875483609961996

MCPS teacher w/ an MCPS 3rd grader here--this is very true. I reached out the reading specialist at my kid's school (qualified for lottery but did not get placed, will receive ELC) to ask about what it would look like in our home school next year, which would help us determine whether we would accept a CES spot if offered. I was told that this:
-a dedicated teacher will pull the ELC students into another classroom for the entire ELA block every day
-all students who qualified for the lottery will be in this group
-classroom teachers and others involved in 3rd grade (I'm guessing SpEd, ESOL, etc) will meet soon and add students who did not qualify for the lottery but teachers feel would benefit from the ELC

This is just what I was told about my kids' home school. I'm sure it will look different in other schools (although this sounds very similar to what my school is doing). As with everything, if you want to know what's happening in your child's school, just ask! Email the reading specialist and ask what ELC implementation will look like.

This sounds great. Can you share the school?

This sounds like what Central Office is recommending according to the person I spoke to on the phone about my kid in the wait pool. I hope it's what will happen at most schools once the schools have more information about ELC and any changes with Benchmark.

If this is the case and if the home school has the ELC then what is the advantage of going to a CES? Just the cohort? My DD was accepted and I'm just trying to figure out whether it makes sense for her. I wonder how many kids at the home school qualify for the ELC. Would people expect that it is a full class of kids?

My thoughts on this are the CES has the kids all together in one class all day. So your child will have the same classmates all day long, and probably the same teacher. If the CES is not your home school, your child will change schools and ride a bus. Some of the bus rides are really, really long. My child attends an "early" school (dismissal at 3:20) but the CES is late (dismissal at 3:50). I checked the current bus routes for the CES school, and my child's stop would begin the route, 70 minutes before drop-off. That would be a huge factor in the decision for our family. However, your CES might have the same schedule as the home school, and/or you might be one of the last stops on the route, so the bus ride wouldn't be an issue. Also, the CES classes stay at the max because there is a waiting list. If you're coming from a Title I or Focus school, that's a switch. Finally, you can accept a spot in the CES and give it a try, and then move back to the home school if it doesn't work for your family. I would imagine the home school would make arrangements for your child to be in the ELC class if that were the case.

For ELC, depending on the model, your child will have one classroom teacher and then leave to another room for reading/writing, with a different teacher and different classmates. From what we've read here, it sounds like compacted math is treated the same way, so potentially your child would have one classroom teacher, one ELA teacher, and one math teacher. There is likely a big overlap between ELC and compacted math, so there could be some consistency with classmates still. The class size for ELC is not pre-determined at the max. If there are 10 kids in the ELC, then there are 10 kids in the class. There might be students who didn't qualify for automatic placement still in the group, but they would be chosen by teacher recommendation, meaning they are motivated kids and would probably be academic peers for your child. However if 30+ students qualify for ELC, there's no guarantee that the school will have the staff to divide the group in two. This is why it's critical to find out what ELC will look like in your child's school, especially if you are deciding between it and CES.

Those are my thoughts as an MCPS teacher and parent. (I'm the original PP up there--Viers Mill is the ELC model I described)

Thank you for this. I can understand how transportation would be a big factor in deciding to attend. For us, transportation isn't a big issue because the CES is Chevy Chase and our home school is NCC. My bigger concern is the social aspect and making new friends. I will definitely try to have a conversation with our home school to better understand what the ELC offering looks like. Very helpful to hear your perspective as a parent and teacher.

I am familiar with both schools and I would encourage you to take the CES spot. We have fond feelings toward NCC, but the CES program was very very worth the switch. There are good and kind teachers at NCC, but the CES teachers are somehow other-level magical in how they bring the curriculum to life. Our year was a very warm group of kids — making friends was actually easy because most kids came without a predefined friend group. The only bittersweet part was all heading different ways for middle school.

Thank you for this. Very helpful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Off topic, but some students’ magnet bus routes are 2 hours in each direction, so commute time can be an issue.

For a CES? Those are regional, usually for a single high school cluster. What elementary school magnet has a two hour each way commute?

Yes, can confirm the two hour x 2 commute. For the highly motivated.

Please name the CES with a two hour commute.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At a W feeder school, did not make it to the lottery pool even … wtf

So, being at a W feeder automatically qualifies your kid? wtf

Actually I meant the opposite. Not sure what stats you need to qualify from a W feeder as my kid has the stats required but i am
Sure the cut off for low farms school is higher and therefore my kid did not qualify.

If the kid didn’t make the lottery pool, then they didn’t meet the basic score requirements of report card and top 15 percentile MAP-R.

But that’s what I am telling you. He did. Report card is straight A’s and the map r was above 85th so there must be a different cut off for our w feeder school.
It will be helpful if people can post the mapr scores for qualifying students. It would take the guesswork out.

MCPS is so weird about this. My straight A student with 99th percentile MAP scores was not identified as GT last year bc of “district assessments”. She got 4s in reading and math and you need 5s? I still don’t understand it. A 4 is an A with standards-based grading. It seems like mcps enjoys making things intentionally vague. She was not even entered in the lottery pool this year. I suppose she’ll once again barely miss GT designation… ugh.

Didn't they use the Cogat last year?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At a W feeder school, did not make it to the lottery pool even … wtf

So, being at a W feeder automatically qualifies your kid? wtf

Actually I meant the opposite. Not sure what stats you need to qualify from a W feeder as my kid has the stats required but i am
Sure the cut off for low farms school is higher and therefore my kid did not qualify.

If the kid didn’t make the lottery pool, then they didn’t meet the basic score requirements of report card and top 15 percentile MAP-R.

No. Just the MAP-R.


But that’s what I am telling you. He did. Report card is straight A’s and the map r was above 85th so there must be a different cut off for our w feeder school.
It will be helpful if people can post the mapr scores for qualifying students. It would take the guesswork out.

MCPS is so weird about this. My straight A student with 99th percentile MAP scores was not identified as GT last year bc of “district assessments”. She got 4s in reading and math and you need 5s? I still don’t understand it. A 4 is an A with standards-based grading. It seems like mcps enjoys making things intentionally vague. She was not even entered in the lottery pool this year. I suppose she’ll once again barely miss GT designation… ugh.

Didn't they use the Cogat last year?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:At a W feeder school, did not make it to the lottery pool even … wtf

So, being at a W feeder automatically qualifies your kid? wtf

Actually I meant the opposite. Not sure what stats you need to qualify from a W feeder as my kid has the stats required but i am
Sure the cut off for low farms school is higher and therefore my kid did not qualify.

If the kid didn’t make the lottery pool, then they didn’t meet the basic score requirements of report card and top 15 percentile MAP-R.

But that’s what I am telling you. He did. Report card is straight A’s and the map r was above 85th so there must be a different cut off for our w feeder school.
It will be helpful if people can post the mapr scores for qualifying students. It would take the guesswork out.

MCPS is so weird about this. My straight A student with 99th percentile MAP scores was not identified as GT last year bc of “district assessments”. She got 4s in reading and math and you need 5s? I still don’t understand it. A 4 is an A with standards-based grading. It seems like mcps enjoys making things intentionally vague. She was not even entered in the lottery pool this year. I suppose she’ll once again barely miss GT designation… ugh.

Didn't they use the Cogat last year?

No. Just the MAP-R.

[Anonymous]

Anonymous wrote:For those of you who got a seat, how long do you have to make a decision? Would like to understand when waitlist offers might come through. Thanks!

Bumping this - when do you have to accept a CES seat by?

[Anonymous]

You have until 4/24 to accept or decline. Then they call the no responses and them down to find out. Then they start offering up spots.

[Anonymous]

Anonymous wrote:You have until 4/24 to accept or decline. Then they call the no responses and them down to find out. Then they start offering up spots.

Thank you!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Off topic, but some students’ magnet bus routes are 2 hours in each direction, so commute time can be an issue.

For a CES? Those are regional, usually for a single high school cluster. What elementary school magnet has a two hour each way commute?

Yes, can confirm the two hour x 2 commute. For the highly motivated.

Anon confirmation just doesn't cut it for me. Can you provide a real citation?

[Anonymous]

We're having a hard time deciding whether we should accept the spot or not! For reference, we looked at the bus schedules from our home school to the CES and it looked like it's 40 min bus ride.