Starr on Kojo's Show on Math Acceleration

[Anonymous]

Reality check:
1. How did you parents figure out that your child had mastered the grade level curriculum and was ready for more?
2. How did you figure out the new complete grade level curriculum for math under 2.0?

[Anonymous]

Quick examples:

1) If a 5th or 6th grader passes the HSA Algebra 1 exam with a score of above 90% and has an math SAT score > 700 (qualifies for the SET group at JHU for 13 yr old and under group) and wants to move ahead to geometry or algebra 2 I would qualify as an imbecile for blocking this move in preference for marinade in Math 5, 6 or IM in MPCS. Even if MCPS is too lazy to expeditiously access the child and she on her own takes those exams as an example.

2) If a student starts Kindergarten and has already mastered addition, multiplication, division and subtraction I would qualify as an imbecile if his math menu is counting blocks to 100 all year. That is simply not commensurate with his achievement and not a challenge for her as it might be for her peers. I find MCPS is either too lazy to assess and evaluate kids or is incompetent and doesn't know how to assess the achievement levels of K kids or doesn't care as their objective is not to challenge kids appropriately.

Most competent teachers and school systems know how to make these assessments and evaluations in an expeditious manner.

Do you want more case studies and examples?

[Anonymous]

Elementary and middle school math is not quantum physics. There is no new knowledge or content in 100 years. Qualified math teachers are indeed capable of making an expeditious evaluation, assessment or determination regardless of the alphabet soup curriculum (e.g., everyday math, once in a blue moon math, fuzzy math, curriculum 2.0, curriculum 007). There appears a dearth of these qualified teachers in MCPS at the elementary school level or MCPS is making a mountain out of a mole hill.

[Anonymous]

At our PTA meeting this morning, we received a sample report card and I was interested to note that they will include 2 check boxes besides the math grade breakdown:
one to check if the student received grade-level instruction, or the other box to check if the student received enriched instruction or acceleration.

I was disappointed to note that for no other subject such boxes are provided.

Now, are these check boxes just a smokescreen? Will the enrichment box never be checked, for any student? Or will it be checked but will the student receive instruction below his or her potential?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:He said that math acceleration has not been eliminated and will be provided to those who need it. My question is, how does MCPS determine who needs it? It certainly is not being provided in my kid's 3rd grade class. Everyone does the same thing.

Just might be that no one in your kids class deserves acceleration. By the way differentiation and acceleration are not the same.

I am not OP, but, honestly, it's hard to believe that in 3rd grade everyone are on the same level...

Well, it's easy for school to say that no one need acceleration, since there is no SOP to identify those kids... Wait, you might think that ES as a grade will show those who really excell and had to be challenged, hovewer, in our school none out of 50 kids in 1st grade never got ES as a grade
Again, I'm sceptical that none of the desereved it...

Wow and the pp sarcastically said thanks for pointing out differentiation is not the same as acceleration.... Sarah palinism has taken hold on this issue with parents failing to understand that they do not understand.

Do tell more, teach me the differrence, I'm listening... I got poor education, no curriculum 2.0 in my school

[Anonymous]

The devil is in the details. It all depends on what enriched instruction really is and how the teacher define this? I wouldn't be surprised in our case if Jolly Ranchers qualify for enriched instruction.

[Anonymous]

Anonymous wrote:Quick examples:

1) If a 5th or 6th grader passes the HSA Algebra 1 exam with a score of above 90% and has an math SAT score > 700 (qualifies for the SET group at JHU for 13 yr old and under group) and wants to move ahead to geometry or algebra 2 I would qualify as an imbecile for blocking this move in preference for marinade in Math 5, 6 or IM in MPCS. Even if MCPS is too lazy to expeditiously access the child and she on her own takes those exams as an example.

2) If a student starts Kindergarten and has already mastered addition, multiplication, division and subtraction I would qualify as an imbecile if his math menu is counting blocks to 100 all year. That is simply not commensurate with his achievement and not a challenge for her as it might be for her peers. I find MCPS is either too lazy to assess and evaluate kids or is incompetent and doesn't know how to assess the achievement levels of K kids or doesn't care as their objective is not to challenge kids appropriately.

Most competent teachers and school systems know how to make

Do you want more case studies and examples?

I find this reasonable albeit a bit overkill. The thing is these parents think their child should be accelerated based on far far less.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:He said that math acceleration has not been eliminated and will be provided to those who need it. My question is, how does MCPS determine who needs it? It certainly is not being provided in my kid's 3rd grade class. Everyone does the same thing.

Just might be that no one in your kids class deserves acceleration. By the way differentiation and acceleration are not the same.

I am not OP, but, honestly, it's hard to believe that in 3rd grade everyone are on the same level...

Well, it's easy for school to say that no one need acceleration, since there is no SOP to identify those kids... Wait, you might think that ES as a grade will show those who really excell and had to be challenged, hovewer, in our school none out of 50 kids in 1st grade never got ES as a grade
Again, I'm sceptical that none of the desereved it...

Wow and the pp sarcastically said thanks for pointing out differentiation is not the same as acceleration.... Sarah palinism has taken hold on this issue with parents failing to understand that they do not understand.

You make no sense.

[Anonymous]

The Map-M tells schools who needs acceleration. Schools can put together a pre-assessment of the entire grade 3 curriculum and give it to the kids to see what they know in the curriculum and what they still need to learn.

MCPS hasn't provided the assessment to teachers (as far as I know). Teachers have to create the assessment themselves. That's a lot of work at the same time that they are learning the curriculum.

I've heard that a couple of schools are still switching kids around for math, but very few. In schools without that, teaching can be quite varied. At our school, some teachers are better at handling the multiple levels than others.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Quick examples:

1) If a 5th or 6th grader passes the HSA Algebra 1 exam with a score of above 90% and has an math SAT score > 700 (qualifies for the SET group at JHU for 13 yr old and under group) and wants to move ahead to geometry or algebra 2 I would qualify as an imbecile for blocking this move in preference for marinade in Math 5, 6 or IM in MPCS. Even if MCPS is too lazy to expeditiously access the child and she on her own takes those exams as an example.

2) If a student starts Kindergarten and has already mastered addition, multiplication, division and subtraction I would qualify as an imbecile if his math menu is counting blocks to 100 all year. That is simply not commensurate with his achievement and not a challenge for her as it might be for her peers. I find MCPS is either too lazy to assess and evaluate kids or is incompetent and doesn't know how to assess the achievement levels of K kids or doesn't care as their objective is not to challenge kids appropriately.

Most competent teachers and school systems know how to make

Do you want more case studies and examples?

I find this reasonable albeit a bit overkill. The thing is these parents think their child should be accelerated based on far far less.

those examples are way too extreem, none of the system would be able to accomodate the needs of highly gifted kids... With abilities in the top 1% they have good chances to get into magnet program.
Majority of the kids be ok with just 1-2 years of acceleration, like Algebra in 7th grade, pre-calc in 10th, nothing exeptional. Right now they are held behind with 2.0.

[Anonymous]

Anonymous wrote:The Map-M tells schools who needs acceleration. Schools can put together a pre-assessment of the entire grade 3 curriculum and give it to the kids to see what they know in the curriculum and what they still need to learn.

MCPS hasn't provided the assessment to teachers (as far as I know). Teachers have to create the assessment themselves. That's a lot of work at the same time that they are learning the curriculum.

I've heard that a couple of schools are still switching kids around for math, but very few. In schools without that, teaching can be quite varied. At our school, some teachers are better at handling the multiple levels than others.

Could you please share the names of those schools?

[Anonymous]

Anonymous wrote:Quick examples:

1) If a 5th or 6th grader passes the HSA Algebra 1 exam with a score of above 90% and has an math SAT score > 700 (qualifies for the SET group at JHU for 13 yr old and under group) and wants to move ahead to geometry or algebra 2 I would qualify as an imbecile for blocking this move in preference for marinade in Math 5, 6 or IM in MPCS. Even if MCPS is too lazy to expeditiously access the child and she on her own takes those exams as an example.

2) If a student starts Kindergarten and has already mastered addition, multiplication, division and subtraction I would qualify as an imbecile if his math menu is counting blocks to 100 all year. That is simply not commensurate with his achievement and not a challenge for her as it might be for her peers. I find MCPS is either too lazy to assess and evaluate kids or is incompetent and doesn't know how to assess the achievement levels of K kids or doesn't care as their objective is not to challenge kids appropriately.

Most competent teachers and school systems know how to make these assessments and evaluations in an expeditious manner.

Do you want more case studies and examples?

Please answer the question regarding C 2.0.

1. How did the parents who decided that their child is bored in class figure out that their child had mastered the grade level C 2.0 curriculum?
2. How did the parents obtain the complete C 2.0 math curriculum to answer the question above?

It is sad that you need to stoop to derogatory terms in any response. Sure, Starr has violated your sense of entitlement but that's no reason to be obnoxious. Ever wonder why MCPS ignores parents??

[Anonymous]

Anonymous wrote:[Please answer the question regarding C 2.0.

1. How did the parents who decided that their child is bored in class figure out that their child had mastered the grade level C 2.0 curriculum?
2. How did the parents obtain the complete C 2.0 math curriculum to answer the question above?

It is sad that you need to stoop to derogatory terms in any response. Sure, Starr has violated your sense of entitlement but that's no reason to be obnoxious. Ever wonder why MCPS ignores parents??

Please answer - did you see math curricculum for G1-G2? Do you realy think parents cannot see if their children mastered concept of addition 1 to 20 and application of this knowelage to solve problem?

[Anonymous]

Anonymous wrote:

Anonymous wrote:[Please answer the question regarding C 2.0.

1. How did the parents who decided that their child is bored in class figure out that their child had mastered the grade level C 2.0 curriculum?
2. How did the parents obtain the complete C 2.0 math curriculum to answer the question above?

It is sad that you need to stoop to derogatory terms in any response. Sure, Starr has violated your sense of entitlement but that's no reason to be obnoxious. Ever wonder why MCPS ignores parents??

Please answer - did you see math curricculum for G1-G2? Do you realy think parents cannot see if their children mastered concept of addition 1 to 20 and application of this knowelage to solve problem?

The constant evasiveness in answering the two questions above is persuasive evidence that the demand for math acceleration may be more about bragging rights and less about learning. Remember that storm over losing the GT label?

I get the GTA emails and I know there is one individual obsessed with math pathways. All the postings about math pathways may the work of one person.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Quick examples:

1) If a 5th or 6th grader passes the HSA Algebra 1 exam with a score of above 90% and has an math SAT score > 700 (qualifies for the SET group at JHU for 13 yr old and under group) and wants to move ahead to geometry or algebra 2 I would qualify as an imbecile for blocking this move in preference for marinade in Math 5, 6 or IM in MPCS. Even if MCPS is too lazy to expeditiously access the child and she on her own takes those exams as an example.

2) If a student starts Kindergarten and has already mastered addition, multiplication, division and subtraction I would qualify as an imbecile if his math menu is counting blocks to 100 all year. That is simply not commensurate with his achievement and not a challenge for her as it might be for her peers. I find MCPS is either too lazy to assess and evaluate kids or is incompetent and doesn't know how to assess the achievement levels of K kids or doesn't care as their objective is not to challenge kids appropriately.

Most competent teachers and school systems know how to make these assessments and evaluations in an expeditious manner.

Do you want more case studies and examples?

Please answer the question regarding C 2.0.

1. How did the parents who decided that their child is bored in class figure out that their child had mastered the grade level C 2.0 curriculum?
2. How did the parents obtain the complete C 2.0 math curriculum to answer the question above?

It is sad that you need to stoop to derogatory terms in any response. Sure, Starr has violated your sense of entitlement but that's no reason to be obnoxious. Ever wonder why MCPS ignores parents??

To test giftedness, you really have to test above grade level, not at grade level. MCPS does this with the 2nd grade Raven test. It might do this with the MAP-R and MAP-M, but I don't know enough about them yet. I was never sure about my kid's HG status until he was tested privately for the Johns Hopkins Center for Talented Youth. In that test, my 4th grader took a 6th grade level test and graded out in the 90th percentile among 6th graders. So if you have this kind of information and you see what your kid can do at home, then you know that adding numbers between 1 and 20 is not really challenging.