What should the regional boundaries be?

[Anonymous]

Anonymous wrote:What are the odds, OP?

*Bethesda-Chevy Chase
* Charles W. Woodward
* Walter Johnson
* Walt Whitman
* Winston Churchill

It was never about long rides to Blair, or RM.
Or proximity. Gerrymandering.

Not gonna happen.

[Anonymous]

Anonymous wrote:They shouldn't do regions. Just focus on cohorting and opportunities at each school within the current populations. All of these schools are big enough to do this.

It’s not going to be possible to provide every opportunity to every school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thank you to the PP that shared the CTE regions. Based on the NEC and DCC being intact in the CTE clusters I imagine these were designed with input from the Transportation department. However, the BoE should ask for updated CRE regions for each of the 5 regional options presented at the 7/24 meeting. MCPS sort of brushed off this question when the BOE asked at the meeting.

I think the CTE programs have yo be considered along side the individual school signature programs and any choice programs currently being offered.

IMO each region should have at least one IB program, one SMACS type program, and one dual enrollment program. Then, each school should have an AP Scholars type of program (if they don’t have IB) and a couple of CTE/signature programs with a variety of focuses.

All schools have dual enrollment. Each school needs more AP and higher level classes so kids can choose their home schools. They need to look at how many are graduating with IB diploma's and talk to families on if they want IB. Very few from our school graduate with IB degrees so it shouldn't be an IB school.

Hi
About how many?

The solution to the IB program woes would be solved by integrating it with several of the existing magnets, for example Global Ecology and BioEngineering. This would help emphasize it as not just humanities focus but interdisciplinary and research oriented. Including scientific research. Additionally the ToK and Research paper would be part of the required Capstone.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thank you to the PP that shared the CTE regions. Based on the NEC and DCC being intact in the CTE clusters I imagine these were designed with input from the Transportation department. However, the BoE should ask for updated CRE regions for each of the 5 regional options presented at the 7/24 meeting. MCPS sort of brushed off this question when the BOE asked at the meeting.

I think the CTE programs have yo be considered along side the individual school signature programs and any choice programs currently being offered.

IMO each region should have at least one IB program, one SMACS type program, and one dual enrollment program. Then, each school should have an AP Scholars type of program (if they don’t have IB) and a couple of CTE/signature programs with a variety of focuses.

All schools have dual enrollment. Each school needs more AP and higher level classes so kids can choose their home schools. They need to look at how many are graduating with IB diploma's and talk to families on if they want IB. Very few from our school graduate with IB degrees so it shouldn't be an IB school.

Hi
About how many?

The solution to the IB program woes would be solved by integrating it with several of the existing magnets, for example Global Ecology and BioEngineering. This would help emphasize it as not just humanities focus but interdisciplinary and research oriented. Including scientific research. Additionally the ToK and Research paper would be part of the required Capstone.

Isn't the IBDP intense enough as it is without integrating it with additional programs?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thank you to the PP that shared the CTE regions. Based on the NEC and DCC being intact in the CTE clusters I imagine these were designed with input from the Transportation department. However, the BoE should ask for updated CRE regions for each of the 5 regional options presented at the 7/24 meeting. MCPS sort of brushed off this question when the BOE asked at the meeting.

I think the CTE programs have yo be considered along side the individual school signature programs and any choice programs currently being offered.

IMO each region should have at least one IB program, one SMACS type program, and one dual enrollment program. Then, each school should have an AP Scholars type of program (if they don’t have IB) and a couple of CTE/signature programs with a variety of focuses.

All schools have dual enrollment. Each school needs more AP and higher level classes so kids can choose their home schools. They need to look at how many are graduating with IB diploma's and talk to families on if they want IB. Very few from our school graduate with IB degrees so it shouldn't be an IB school.

Hi
About how many?

The solution to the IB program woes would be solved by integrating it with several of the existing magnets, for example Global Ecology and BioEngineering. This would help emphasize it as not just humanities focus but interdisciplinary and research oriented. Including scientific research. Additionally the ToK and Research paper would be part of the required Capstone.

IB looked like the route for humanities kids though. Is that a bad thing?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thank you to the PP that shared the CTE regions. Based on the NEC and DCC being intact in the CTE clusters I imagine these were designed with input from the Transportation department. However, the BoE should ask for updated CRE regions for each of the 5 regional options presented at the 7/24 meeting. MCPS sort of brushed off this question when the BOE asked at the meeting.

I think the CTE programs have yo be considered along side the individual school signature programs and any choice programs currently being offered.

IMO each region should have at least one IB program, one SMACS type program, and one dual enrollment program. Then, each school should have an AP Scholars type of program (if they don’t have IB) and a couple of CTE/signature programs with a variety of focuses.

All schools have dual enrollment. Each school needs more AP and higher level classes so kids can choose their home schools. They need to look at how many are graduating with IB diploma's and talk to families on if they want IB. Very few from our school graduate with IB degrees so it shouldn't be an IB school.

Hi
About how many?

The solution to the IB program woes would be solved by integrating it with several of the existing magnets, for example Global Ecology and BioEngineering. This would help emphasize it as not just humanities focus but interdisciplinary and research oriented. Including scientific research. Additionally the ToK and Research paper would be part of the required Capstone.

Isn't the IBDP intense enough as it is without integrating it with additional programs?

The IBDP is rigorous. That's entirely the point. But it only requires 9 class whereas many students take 14 across their junior and senior year and 21 if you count sophomore year. Its curriculum covers classes that students are required or want to take anyway (foreign language, English, math, science, chem, etc). It not necessarily difficult to layer it into some of the magnet program. Moreover, the rigorousness from the individual course of study and examination can be tracked alongside outcomes, which is actually more important than the actual IB diploma.

IB Diploma Program Curriculum
https://www.youtube.com/watch?v=wcr4K5vhf-w

[Anonymous]

Poor Whitman, it got all the silver spring unwashed masses they paid so much to avoid and the fake W too. It will be fine as most kids will stay home as they do today. The regional programs in the poor schools will struggle causing more to stay home and they will fall further behind esp Blair who will lose they down-county pull. It will be funny if what ever program they stick at Whitman with minimal reading requirements (that attempts to attract east county kids) just fills up with Chevy Case and downtown Bethesda kids fleeing BCC

[Anonymous]

Anonymous wrote:

Anonymous wrote:They shouldn't do regions. Just focus on cohorting and opportunities at each school within the current populations. All of these schools are big enough to do this.

It’s not going to be possible to provide every opportunity to every school.

It is, they just don’t want to.

[Anonymous]

Anonymous wrote:Poor Whitman, it got all the silver spring unwashed masses they paid so much to avoid and the fake W too. It will be fine as most kids will stay home as they do today. The regional programs in the poor schools will struggle causing more to stay home and they will fall further behind esp Blair who will lose they down-county pull. It will be funny if what ever program they stick at Whitman with minimal reading requirements (that attempts to attract east county kids) just fills up with Chevy Case and downtown Bethesda kids fleeing BCC

It keeps Whitman a bubble.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They shouldn't do regions. Just focus on cohorting and opportunities at each school within the current populations. All of these schools are big enough to do this.

It’s not going to be possible to provide every opportunity to every school.

It is, they just don’t want to.

You really think you can replicate the Blair Magnet at every MCPS HS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They shouldn't do regions. Just focus on cohorting and opportunities at each school within the current populations. All of these schools are big enough to do this.

It’s not going to be possible to provide every opportunity to every school.

It is, they just don’t want to.

You really think you can replicate the Blair Magnet at every MCPS HS?

Not once the kids leave, it isn’t Blair it’s the kids they bus in. Most of the kids who currently populate it will no longer go there. I bet the cluster out west will be close though

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:They shouldn't do regions. Just focus on cohorting and opportunities at each school within the current populations. All of these schools are big enough to do this.

It’s not going to be possible to provide every opportunity to every school.

It is, they just don’t want to.

You really think you can replicate the Blair Magnet at every MCPS HS?

Not once the kids leave, it isn’t Blair it’s the kids they bus in. Most of the kids who currently populate it will no longer go there. I bet the cluster out west will be close though

Kids who currently populate it will be there through their graduation. As will kids who start this year and next.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thank you to the PP that shared the CTE regions. Based on the NEC and DCC being intact in the CTE clusters I imagine these were designed with input from the Transportation department. However, the BoE should ask for updated CRE regions for each of the 5 regional options presented at the 7/24 meeting. MCPS sort of brushed off this question when the BOE asked at the meeting.

I think the CTE programs have yo be considered along side the individual school signature programs and any choice programs currently being offered.

IMO each region should have at least one IB program, one SMACS type program, and one dual enrollment program. Then, each school should have an AP Scholars type of program (if they don’t have IB) and a couple of CTE/signature programs with a variety of focuses.

All schools have dual enrollment. Each school needs more AP and higher level classes so kids can choose their home schools. They need to look at how many are graduating with IB diploma's and talk to families on if they want IB. Very few from our school graduate with IB degrees so it shouldn't be an IB school.

Hi
About how many?

The solution to the IB program woes would be solved by integrating it with several of the existing magnets, for example Global Ecology and BioEngineering. This would help emphasize it as not just humanities focus but interdisciplinary and research oriented. Including scientific research. Additionally the ToK and Research paper would be part of the required Capstone.

Isn't the IBDP intense enough as it is without integrating it with additional programs?

The IBDP is rigorous. That's entirely the point. But it only requires 9 class whereas many students take 14 across their junior and senior year and 21 if you count sophomore year. Its curriculum covers classes that students are required or want to take anyway (foreign language, English, math, science, chem, etc). It not necessarily difficult to layer it into some of the magnet program. Moreover, the rigorousness from the individual course of study and examination can be tracked alongside outcomes, which is actually more important than the actual IB diploma.

IB Diploma Program Curriculum
https://www.youtube.com/watch?v=wcr4K5vhf-w

RMIB has required pre IBDP magnet classes, and a specific path that includes AP, as well.

[Anonymous]

Best to avoid demographic complexity.

[Anonymous]

Anonymous wrote:

Anonymous wrote:They shouldn't do regions. Just focus on cohorting and opportunities at each school within the current populations. All of these schools are big enough to do this.

It’s not going to be possible to provide every opportunity to every school.

But there should be reasonably equivalent opportunities for students in the catchment of any school. The same access to reasonably similar magnets. The same access to reasonably similar local rigor. No "have" and "have not" zip codes within the public school system.