Compacted Math- FYI

[Anonymous]

Anonymous wrote:

Anonymous wrote:Do we know yet what the cutoff is to be allowed to continue from Math 4/5 to math 5/6? Or will that be a school specific decision?

The report above says that the recommendation is 3 parts: 1) 90% or above on MAP-M in the fall or Spring; All As on report cards + all 4s or 5s in County assessments.

How having an almost perfect record in Math in 4th Grade connects to learning loss during the pandemic has not been announced.

Thank you. Can you tell me which page of this thread I can find the report discussed? Or tell me where to find the report? My kid makes the cut, but I want to see what they're doing at a policy level.

[Anonymous]

There is nothing more (at this time). If kids hit those three recommendations, they move on to 5/6. If they don’t, they do 5th grade level math. I’m not sure what else you’re looking for, especially since your kids makes the cut.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Do we know yet what the cutoff is to be allowed to continue from Math 4/5 to math 5/6? Or will that be a school specific decision?

The report above says that the recommendation is 3 parts: 1) 90% or above on MAP-M in the fall or Spring; All As on report cards + all 4s or 5s in County assessments.

How having an almost perfect record in Math in 4th Grade connects to learning loss during the pandemic has not been announced.

What does a 4 or a 5 on a county assessment mean? They basically got them all right, or just one or two questions wrong?

[Anonymous]

I’m sorry, but this is crazy to me that they would change the criteria in the middle of the program.

[Anonymous]

Anonymous wrote:
Yes, and if my uncoordinated 9th grader isn't allowed onto the varsity soccer team it will impact her chances of being selected for a Division I scholarship.

Except my kid isn't on the path for a D1 scholarship and I need to accept that in the same way that PP needs to accept that their 60th percentil math kid is not on their way to MIT and therefore not taking Linear Algebra in 12th is a moot point.

I'd like to thank whoever posted this for the best laugh I had all day.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Do we know yet what the cutoff is to be allowed to continue from Math 4/5 to math 5/6? Or will that be a school specific decision?

The report above says that the recommendation is 3 parts: 1) 90% or above on MAP-M in the fall or Spring; All As on report cards + all 4s or 5s in County assessments.

How having an almost perfect record in Math in 4th Grade connects to learning loss during the pandemic has not been announced.

What does a 4 or a 5 on a county assessment mean? They basically got them all right, or just one or two questions wrong?

Where does one even find the score for the county assessment?

[Anonymous]

Anonymous wrote:

Anonymous wrote:
Yes, and if my uncoordinated 9th grader isn't allowed onto the varsity soccer team it will impact her chances of being selected for a Division I scholarship.

Except my kid isn't on the path for a D1 scholarship and I need to accept that in the same way that PP needs to accept that their 60th percentil math kid is not on their way to MIT and therefore not taking Linear Algebra in 12th is a moot point.

I'd like to thank whoever posted this for the best laugh I had all day.

(takes a bow)

But I'm serious! Not every kid is headed for Cal's math program and that's fine. It's one thing to advocate for your child to reach their potential. It's another to completely delude yourself about what your child's potential is.

[Anonymous]

But what about that kid who is in the 89th percentile? Are you really positive that kid can not succeed and are willing to just not include him for no other reason than ONE question on MAP testing?

The point is why is one cutoff score the end all be all?

[Anonymous]

Anonymous wrote:But what about that kid who is in the 89th percentile? Are you really positive that kid can not succeed and are willing to just not include him for no other reason than ONE question on MAP testing?

The point is why is one cutoff score the end all be all?

I've been in MCPS long enough to know that there is always flex. But we've got someone on this thread whose kids have scores in the range of 60th percentile arguing that their child should advance on (pandemic era) grades alone. That's bananas and does not end well for anyone. Moreover, I'd note that we are talking about 90th percentile nationwide. In a country that includes Baltimore, and Appalachia, and the parts of rural Idado where I grew up.

Also, I desperately want to see the overlap between folks claiming that MPCS is "watering down" the curriculum due to "equity" and people arguing that THEIR kid is different and the rules should not apply. I suspect there is substantial overlap.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Do we know yet what the cutoff is to be allowed to continue from Math 4/5 to math 5/6? Or will that be a school specific decision?

The report above says that the recommendation is 3 parts: 1) 90% or above on MAP-M in the fall or Spring; All As on report cards + all 4s or 5s in County assessments.

How having an almost perfect record in Math in 4th Grade connects to learning loss during the pandemic has not been announced.

What does a 4 or a 5 on a county assessment mean? They basically got them all right, or just one or two questions wrong?

Where does one even find the score for the county assessment?

And what MAP score does 90% equate to?

[Anonymous]

90% is 238 or higher for the end of 4th grade Map.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Do we know yet what the cutoff is to be allowed to continue from Math 4/5 to math 5/6? Or will that be a school specific decision?

The report above says that the recommendation is 3 parts: 1) 90% or above on MAP-M in the fall or Spring; All As on report cards + all 4s or 5s in County assessments.

How having an almost perfect record in Math in 4th Grade connects to learning loss during the pandemic has not been announced.

What does a 4 or a 5 on a county assessment mean? They basically got them all right, or just one or two questions wrong?

Where does one even find the score for the county assessment?

In ParentVue I see a letter grade for the mid-module and end-of-module assessments, but no hunger grade. Is a 5 and A and a 4 a B?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Do we know yet what the cutoff is to be allowed to continue from Math 4/5 to math 5/6? Or will that be a school specific decision?

The report above says that the recommendation is 3 parts: 1) 90% or above on MAP-M in the fall or Spring; All As on report cards + all 4s or 5s in County assessments.

How having an almost perfect record in Math in 4th Grade connects to learning loss during the pandemic has not been announced.

What does a 4 or a 5 on a county assessment mean? They basically got them all right, or just one or two questions wrong?

Where does one even find the score for the county assessment?

In ParentVue I see a letter grade for the mid-module and end-of-module assessments, but no hunger grade. Is a 5 and A and a 4 a B?

A teacher would need to pull it up. We don’t usually use the Performance Matters tests as straight grades because they often cover multiple topics. Also, there was only one required test per quarter that counts toward being 5/6 ready, but most of the kids take multiple tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Yes, and if my uncoordinated 9th grader isn't allowed onto the varsity soccer team it will impact her chances of being selected for a Division I scholarship.

Except my kid isn't on the path for a D1 scholarship and I need to accept that in the same way that PP needs to accept that their 60th percentil math kid is not on their way to MIT and therefore not taking Linear Algebra in 12th is a moot point.

I'd like to thank whoever posted this for the best laugh I had all day.

(takes a bow)

But I'm serious! Not every kid is headed for Cal's math program and that's fine. It's one thing to advocate for your child to reach their potential. It's another to completely delude yourself about what your child's potential is.

Oh I figured you were serious that's why its so funny to me. I agree with you 1000%. My kids are not athletes. One of them happens to be very good at math. We all have our strengths.

[Anonymous]

Anonymous wrote:

Anonymous wrote:But what about that kid who is in the 89th percentile? Are you really positive that kid can not succeed and are willing to just not include him for no other reason than ONE question on MAP testing?

The point is why is one cutoff score the end all be all?

I've been in MCPS long enough to know that there is always flex. But we've got someone on this thread whose kids have scores in the range of 60th percentile arguing that their child should advance on (pandemic era) grades alone. That's bananas and does not end well for anyone. Moreover, I'd note that we are talking about 90th percentile nationwide. In a country that includes Baltimore, and Appalachia, and the parts of rural Idado where I grew up.

Also, I desperately want to see the overlap between folks claiming that MPCS is "watering down" the curriculum due to "equity" and people arguing that THEIR kid is different and the rules should not apply. I suspect there is substantial overlap.

If you look at the MAP reports in the document section of ParentVue, they show the difference between the nationwide an county mean. It's not that different.