New MCPS Superintendent announced

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The highly gifted program isn't more expensive than the regular program, with the exception of the expense of the testing and selection process and limited bus schedules.

It's 25 - 26 kids in a class of one teacher, just like regular MCPS.

Even more important, children who truly need this program have a legal right to appropriate instruction.

If that is true, why wouldn't the county make as many HGT classes as parents want?

Well, I do think they should have more. Every year there is a waiting pool of qualified kids that don't get in. But there's also politics and philosophy behind the decision.

But beyond that, remember that HGCs are really intended for kids whose needs can't be met in their home school. This is a relatively small number -- a handful per school. I think they should keep the HGCs and also provide real enrichment and flexible grouping in each home school so that kids can always get challenged to their true potential.

I think this can be done for not much more money than they currently spend, and maybe not any more. Plus it's equally needed in red zone schools, and maybe even more so, because the range of needs can be so much greater.

I totally agree.

[Anonymous]

"Well, I do think they should have more. Every year there is a waiting pool of qualified kids that don't get in. But there's also politics and philosophy behind the decision.

But beyond that, remember that HGCs are really intended for kids whose needs can't be met in their home school. This is a relatively small number -- a handful per school. I think they should keep the HGCs and also provide real enrichment and flexible grouping in each home school so that kids can always get challenged to their true potential.

I think this can be done for not much more money than they currently spend, and maybe not any more. Plus it's equally needed in red zone schools, and maybe even more so, because the range of needs can be so much greater. "


I agree. My question is this, say there are five classes per grade. Why can't they form five levels and make five homogeneous groups ? The kids will learn more, and it will be easier for the teachers. The groups would be fluid allowing the kid to be always engaged.

[Anonymous]

Anonymous wrote:"Well, I do think they should have more. Every year there is a waiting pool of qualified kids that don't get in. But there's also politics and philosophy behind the decision.

But beyond that, remember that HGCs are really intended for kids whose needs can't be met in their home school. This is a relatively small number -- a handful per school. I think they should keep the HGCs and also provide real enrichment and flexible grouping in each home school so that kids can always get challenged to their true potential.

I think this can be done for not much more money than they currently spend, and maybe not any more. Plus it's equally needed in red zone schools, and maybe even more so, because the range of needs can be so much greater. "


I agree. My question is this, say there are five classes per grade. Why can't they form five levels and make five homogeneous groups ? The kids will learn more, and it will be easier for the teachers. The groups would be fluid allowing the kid to be always engaged.

Because that would be tracking, and according to MCPS, tracking is bad.

Studies show that low-performing kids do better when they are in classes with high-performing kids. Of course, the tradeoff is that the high-performing kids don't do as well when they are with low-performing kids as they would if they were only with their high-performing peers. (Again, this is supported by studies.)

MCPS doesn't care about that latter part, though, because they know that the high performers will always do well, especially on tests, which is ultimately what MCPS *does* care about.

[Anonymous]

Anonymous wrote:The highly gifted program isn't more expensive than the regular program, with the exception of the expense of the testing and selection process and limited bus schedules.

It's 25 - 26 kids in a class of one teacher, just like regular MCPS.

Even more important, children who truly need this program have a legal right to appropriate instruction.

I don't think there is a law for highly gifted children that is equivalent to IDEA, which entitles children with disabilities to a free appropriate public education.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The highly gifted program isn't more expensive than the regular program, with the exception of the expense of the testing and selection process and limited bus schedules.

It's 25 - 26 kids in a class of one teacher, just like regular MCPS.

Even more important, children who truly need this program have a legal right to appropriate instruction.

I don't think there is a law for highly gifted children that is equivalent to IDEA, which entitles children with disabilities to a free appropriate public education.

Both Maryland and Federal law identify gifted children as a special needs population requiring appropriate instruction.

[Anonymous]

From WaPo's Valerie Strauss:

http://www.washingtonpost.com/blogs/answer-sheet/post/what-newly-tapped-montgomery-county-schools-chief-said--and-didnt-say/2011/04/26/AFX4rotE_blog.html

[Anonymous]

Anonymous wrote:

Anonymous wrote:The highly gifted program isn't more expensive than the regular program, with the exception of the expense of the testing and selection process and limited bus schedules.

It's 25 - 26 kids in a class of one teacher, just like regular MCPS.

Even more important, children who truly need this program have a legal right to appropriate instruction.

I don't think there is a law for highly gifted children that is equivalent to IDEA, which entitles children with disabilities to a free appropriate public education.

Not true...here is the Maryland Law:

Maryland State Law

THE ANNOTATED CODE OF THE PUBLIC GENERAL LAWS OF MARYLAND

Education: Title 8. Special Programs for Exceptional Children
Subtitle 2. Gifted and Talented Students

§ 8-201. "Gifted and talented student" defined.

In this subtitle, "gifted and talented student" means an elementary or secondary student who is identified by professionally qualified individuals as:

(1) Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment;

(2) Exhibiting high performance capability in intellectual, creative, or artistic areas;

(3) Possessing an unusual leadership capacity; or

(4) Excelling in specific academic fields.

[An. Code 1957, art. 77, § 106F; 1978, ch. 22, § 2; 1997, ch. 109; 2003, ch. 418.]


§ 8-202. Statement of policy.

The General Assembly finds that:

(1) A gifted and talented student needs different services beyond those normally provided by the regular school program in order to develop the student's potential; and

(2) Gifted and talented students are to be found in youth from all cultural groups, across all economic strata, and in all areas of human endeavor.

[An. Code 1957, art. 77, § 106F; 1978, ch. 22, § 2; 1997, ch. 109; 2003, ch. 418.]

§ 8-203. Development and implementation of programs.

The State Board shall encourage each county board to develop and implement programs for gifted and talented students.

[An. Code 1957, art. 77, § 106G; 1978, ch. 22, § 2; 1997, ch. 109.]


§ 8-204. State Board to support programs.

To the extent funds are provided in the State budget or are available from other sources, the State Board shall provide guidance, consultative and technical assistance, and fiscal support for programs that include:

(1) Teacher training to incorporate instruction in methods and techniques that are designed to enable teachers to identify and teach gifted and talented students;

(2) Research undertaken to help develop new or modified curricula for gifted and talented students; and

(3) Evaluation, demonstration, and distribution of findings that are related to programs for gifted and talented students.

[An. Code 1957, art. 77, § 106G; 1978, ch. 22, § 2; 1997, ch. 109.]

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The highly gifted program isn't more expensive than the regular program, with the exception of the expense of the testing and selection process and limited bus schedules.

It's 25 - 26 kids in a class of one teacher, just like regular MCPS.

Even more important, children who truly need this program have a legal right to appropriate instruction.

I don't think there is a law for highly gifted children that is equivalent to IDEA, which entitles children with disabilities to a free appropriate public education.

Both Maryland and Federal law identify gifted children as a special needs population requiring appropriate instruction.

Which continues to leave the middle kids just lost in the abyss.

[Anonymous]

Something that really bugs me about the new superintendent:

Stamford CT has a student population of 15,000: 20 schools, including three high schools. That's pretty small.

MCPS has a student population of 144,000, and 200 schools. It's literally ten times bigger.

He was with NY schools for less than a year.

What makes them think he can manage a school district this size?

[Anonymous]

Because that would be tracking, and according to MCPS, tracking is bad.

Studies show that low-performing kids do better when they are in classes with high-performing kids. Of course, the tradeoff is that the high-performing kids don't do as well when they are with low-performing kids as they would if they were only with their high-performing peers. (Again, this is supported by studies.)

MCPS doesn't care about that latter part, though, because they know that the high performers will always do well, especially on tests, which is ultimately what MCPS *does* care about.

yep. And so all the middle class families in the red zone are faced w/ the difficult decisions of: a) move, b) somehow come up w/ money for private school (usually Catholic because if they could afford other options they wouldn't likely be living in the red zone to begin w/) or c) take their chances that their kid will do "good enough" in the regular schools. Until MCPS implements busing so that the low performing kids are mixed with those in both red AND green zones, I will continue to believe that the anti-tracking approach is completely unfair and unjustified since those able to afford the best neighborhoods can buy their way out of this approach.

[Anonymous]

I am so tired of the Catholic school slamming. This was not a necessary statement to add to this matter, as it doesn't relate directly to the topic. I imagine that you either have a beef with Catholic education, or you can't even afford $6K per year (or slightly more if you're not of the Catholic faith).

Furthermore, don't assume that by osmosis our low performers will do well in mixed-ability classes. I don't care what studies show. In practice, this is not always the case.

Finally, it is clear by your tone that you are not an advocate for our low achievers, who usually come from poor families and who are at a disadvantage, in many cases, b/c of language barriers.

sorry if you're not able to "afford the best neighborhoods" - But by your "understood" definition, the best neighborhoods don't include many people of color, or those who populalate the "red zone" schools with their underperforming children.

talk about arrogance

Anonymous wrote:

Because that would be tracking, and according to MCPS, tracking is bad.

Studies show that low-performing kids do better when they are in classes with high-performing kids. Of course, the tradeoff is that the high-performing kids don't do as well when they are with low-performing kids as they would if they were only with their high-performing peers. (Again, this is supported by studies.)

MCPS doesn't care about that latter part, though, because they know that the high performers will always do well, especially on tests, which is ultimately what MCPS *does* care about.

yep. And so all the middle class families in the red zone are faced w/ the difficult decisions of: a) move, b) somehow come up w/ money for private school (usually Catholic because if they could afford other options they wouldn't likely be living in the red zone to begin w/) or c) take their chances that their kid will do "good enough" in the regular schools. Until MCPS implements busing so that the low performing kids are mixed with those in both red AND green zones, I will continue to believe that the anti-tracking approach is completely unfair and unjustified since those able to afford the best neighborhoods can buy their way out of this approach.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The highly gifted program isn't more expensive than the regular program, with the exception of the expense of the testing and selection process and limited bus schedules.

It's 25 - 26 kids in a class of one teacher, just like regular MCPS.

Even more important, children who truly need this program have a legal right to appropriate instruction.

I don't think there is a law for highly gifted children that is equivalent to IDEA, which entitles children with disabilities to a free appropriate public education.

Both Maryland and Federal law identify gifted children as a special needs population requiring appropriate instruction.

Thank you. I do know Maryland has a state law. What is the Federal law? Does MCPS provide special services to all children identified as gifted? How does MCPS identify children as gifted?
Sorry, I know that's hijacking. I just don't have a lot of clear information on this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The highly gifted program isn't more expensive than the regular program, with the exception of the expense of the testing and selection process and limited bus schedules.

It's 25 - 26 kids in a class of one teacher, just like regular MCPS.

Even more important, children who truly need this program have a legal right to appropriate instruction.

I don't think there is a law for highly gifted children that is equivalent to IDEA, which entitles children with disabilities to a free appropriate public education.

Not true...here is the Maryland Law:

Maryland State Law

THE ANNOTATED CODE OF THE PUBLIC GENERAL LAWS OF MARYLAND

Education: Title 8. Special Programs for Exceptional Children
Subtitle 2. Gifted and Talented Students

§ 8-201. "Gifted and talented student" defined.

In this subtitle, "gifted and talented student" means an elementary or secondary student who is identified by professionally qualified individuals as:

(1) Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment;

(2) Exhibiting high performance capability in intellectual, creative, or artistic areas;

(3) Possessing an unusual leadership capacity; or

(4) Excelling in specific academic fields.

[An. Code 1957, art. 77, § 106F; 1978, ch. 22, § 2; 1997, ch. 109; 2003, ch. 418.]


§ 8-202. Statement of policy.

The General Assembly finds that:

(1) A gifted and talented student needs different services beyond those normally provided by the regular school program in order to develop the student's potential; and

(2) Gifted and talented students are to be found in youth from all cultural groups, across all economic strata, and in all areas of human endeavor.

[An. Code 1957, art. 77, § 106F; 1978, ch. 22, § 2; 1997, ch. 109; 2003, ch. 418.]

§ 8-203. Development and implementation of programs.

The State Board shall encourage each county board to develop and implement programs for gifted and talented students.

[An. Code 1957, art. 77, § 106G; 1978, ch. 22, § 2; 1997, ch. 109.]


§ 8-204. State Board to support programs.

To the extent funds are provided in the State budget or are available from other sources, the State Board shall provide guidance, consultative and technical assistance, and fiscal support for programs that include:

(1) Teacher training to incorporate instruction in methods and techniques that are designed to enable teachers to identify and teach gifted and talented students;

(2) Research undertaken to help develop new or modified curricula for gifted and talented students; and

(3) Evaluation, demonstration, and distribution of findings that are related to programs for gifted and talented students.

[An. Code 1957, art. 77, § 106G; 1978, ch. 22, § 2; 1997, ch. 109.]

Thank you.

[Anonymous]

That Act does not require GT classes. Though it does encourage such classes. Much different than the IDEA.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The highly gifted program isn't more expensive than the regular program, with the exception of the expense of the testing and selection process and limited bus schedules.

It's 25 - 26 kids in a class of one teacher, just like regular MCPS.

Even more important, children who truly need this program have a legal right to appropriate instruction.

I don't think there is a law for highly gifted children that is equivalent to IDEA, which entitles children with disabilities to a free appropriate public education.

Not true...here is the Maryland Law:

Maryland State Law

THE ANNOTATED CODE OF THE PUBLIC GENERAL LAWS OF MARYLAND

Education: Title 8. Special Programs for Exceptional Children
Subtitle 2. Gifted and Talented Students

§ 8-201. "Gifted and talented student" defined.

In this subtitle, "gifted and talented student" means an elementary or secondary student who is identified by professionally qualified individuals as:

(1) Having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment;

(2) Exhibiting high performance capability in intellectual, creative, or artistic areas;

(3) Possessing an unusual leadership capacity; or

(4) Excelling in specific academic fields.

[An. Code 1957, art. 77, § 106F; 1978, ch. 22, § 2; 1997, ch. 109; 2003, ch. 418.]


§ 8-202. Statement of policy.

The General Assembly finds that:

(1) A gifted and talented student needs different services beyond those normally provided by the regular school program in order to develop the student's potential; and

(2) Gifted and talented students are to be found in youth from all cultural groups, across all economic strata, and in all areas of human endeavor.

[An. Code 1957, art. 77, § 106F; 1978, ch. 22, § 2; 1997, ch. 109; 2003, ch. 418.]

§ 8-203. Development and implementation of programs.

The State Board shall encourage each county board to develop and implement programs for gifted and talented students.

[An. Code 1957, art. 77, § 106G; 1978, ch. 22, § 2; 1997, ch. 109.]


§ 8-204. State Board to support programs.

To the extent funds are provided in the State budget or are available from other sources, the State Board shall provide guidance, consultative and technical assistance, and fiscal support for programs that include:

(1) Teacher training to incorporate instruction in methods and techniques that are designed to enable teachers to identify and teach gifted and talented students;

(2) Research undertaken to help develop new or modified curricula for gifted and talented students; and

(3) Evaluation, demonstration, and distribution of findings that are related to programs for gifted and talented students.

[An. Code 1957, art. 77, § 106G; 1978, ch. 22, § 2; 1997, ch. 109.]

Thank you.

[Anonymous]

Here is some more info GT in MoCo:

http://www.gtamc.org/Home/programs/advocacy/top-10-issues

Here is a link to a local blogger who follows MoCo policy closely as it relates to GT issues. Her initial findings on Starr are disturbing when it comes to the needs of advanced learners:

http://themorechild.com/