Compacted Math- FYI

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What is happening with math now, aside from everyone in 4/5 bombarding their principal with questions because of this thread?

Exactly what has been posted on this thread is what is happening. I am not sure what you are asking. As soon as we are done with Map testing and the 4th quarter Performance Matters testing, schools will notify parents about their child's 5th-grade math placement. Unless your child meets the 3 criteria, your letter will say Math 5. I'm not sure what else you are asking or if you had another question.

I think the question is: Is MCPS going to announce the math curriculum change they have been talking about announcing for months or a pandemic recovery plan or anything? Or are they too busy focusing on how to mess with 4th Graders in math 4/5?

Our MS said no changes but the names of the classes may change with the new curriculum. So there will be AIM or AIM equivalent. Kids who weren't in compacted math are allowed in AIM if wanting to try it or ready.

So if a child wasn’t in 4/5 but wants to compacted 5/6 they can if they meet the scores?

If your child just finished Grade 4 math and has the required Map score, I would definitely question why he/she was not originally placed in the class. That seems like a big oversight. However, I think, but an not sure, that your child would be Math 5 next year and then get some acceleration in middle school.

[Anonymous]

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

Thank you for answering. I really appreciate it. I'm sorry the teachers are getting stuck in the middle on this, it must be frustrating. I hope they let you have some input on case-by-case basis, considering you know the kids' math skills best.

[Anonymous]

Looks like technically to hit 90% it should be 218 in fall and 230 in spring according to 2020 NWEA.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

Thank you for answering. I really appreciate it. I'm sorry the teachers are getting stuck in the middle on this, it must be frustrating. I hope they let you have some input on case-by-case basis, considering you know the kids' math skills best.

+1
This thread has much more info than the weekly school email, which only says placement is being evaluated

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

So 90th%? Sorry, but that is crap, particularly as our DC’s class didn’t even cover all of the material.

I think that is the point... if they didn't cover the material and don't know it, compacting curriculum and moving forward in addition to what was missed already would not be beneficial.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

So 90th%? Sorry, but that is crap, particularly as our DC’s class didn’t even cover all of the material.

I think that is the point... if they didn't cover the material and don't know it, compacting curriculum and moving forward in addition to what was missed already would not be beneficial.

Makes me wonder what the CES cut off is. How is it different and what would the county propose to address those kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

So 90th%? Sorry, but that is crap, particularly as our DC’s class didn’t even cover all of the material.

I think that is the point... if they didn't cover the material and don't know it, compacting curriculum and moving forward in addition to what was missed already would not be beneficial.

The same would be true of all kids in that class unless they had outside support and tutoring to cover that material. So much for equity, especially in the pandemic. So curious how this will impact DCs class where many of the kids were in the care of cousins and older siblings and just joining class and submitting assignments was a big deal. Such a crappy way for the county to manage this. Let’s be as disruptive as possible to kids midstream.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

Thank you for answering. I really appreciate it. I'm sorry the teachers are getting stuck in the middle on this, it must be frustrating. I hope they let you have some input on case-by-case basis, considering you know the kids' math skills best.

+1
This thread has much more info than the weekly school email, which only says placement is being evaluated

Seems a bit high on the end since 240 in the Spring of 5th was the benchmark previously for IM in 6th

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

So 90th%? Sorry, but that is crap, particularly as our DC’s class didn’t even cover all of the material.

I think that is the point... if they didn't cover the material and don't know it, compacting curriculum and moving forward in addition to what was missed already would not be beneficial.

The same would be true of all kids in that class unless they had outside support and tutoring to cover that material. So much for equity, especially in the pandemic. So curious how this will impact DCs class where many of the kids were in the care of cousins and older siblings and just joining class and submitting assignments was a big deal. Such a crappy way for the county to manage this. Let’s be as disruptive as possible to kids midstream.

They covered all the material at our school. Not sure which schools are failing to keep up and why.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

So 90th%? Sorry, but that is crap, particularly as our DC’s class didn’t even cover all of the material.

I think that is the point... if they didn't cover the material and don't know it, compacting curriculum and moving forward in addition to what was missed already would not be beneficial.

The same would be true of all kids in that class unless they had outside support and tutoring to cover that material. So much for equity, especially in the pandemic. So curious how this will impact DCs class where many of the kids were in the care of cousins and older siblings and just joining class and submitting assignments was a big deal. Such a crappy way for the county to manage this. Let’s be as disruptive as possible to kids midstream.

They covered all the material at our school. Not sure which schools are failing to keep up and why.

Ours too. I think its parents just justifying why their kids aren't doing well and don't feel like getting involved and monitoring so they are blaming the school instead.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

So 90th%? Sorry, but that is crap, particularly as our DC’s class didn’t even cover all of the material.

I think that is the point... if they didn't cover the material and don't know it, compacting curriculum and moving forward in addition to what was missed already would not be beneficial.

The same would be true of all kids in that class unless they had outside support and tutoring to cover that material. So much for equity, especially in the pandemic. So curious how this will impact DCs class where many of the kids were in the care of cousins and older siblings and just joining class and submitting assignments was a big deal. Such a crappy way for the county to manage this. Let’s be as disruptive as possible to kids midstream.

They covered all the material at our school. Not sure which schools are failing to keep up and why.

Ours too. I think its parents just justifying why their kids aren't doing well and don't feel like getting involved and monitoring so they are blaming the school instead.

This is just not true. Feel free to pat yourself on the back if you have done outside instruction for your kid, but please do not put down other kids.

Compacted math is a two-year course. It was decided earlier in the year that we would combine the 4th and 5th-grade geometry units and only teach it once. This makes sense as there is so much overlap. The instruction for this unit is during grade 5. This instruction includes using a protractor, types of angles, the difference between rays and lines, volume, etc... These are not topics that a child without outside instruction can just figure out.

To explain why this matters, you have to understand more about how the MAP test is scored. It is broken into 4 domains- one of which is geometry. It is normal for all kids to have some variation in the 4 domains. A child can have a domain that brings their score up, but also a domain that brings their score down. For all of our students, we are seeing that their geometry domain scores are bringing their overall scores down. There are children that score high in the other 3 domains, but are not hitting the target score- a 96th percentile in the country score.

This is a reach score and is hurting some kids. Hopefully we will have some flexibility that has not been offered to this point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

Thank you for answering. I really appreciate it. I'm sorry the teachers are getting stuck in the middle on this, it must be frustrating. I hope they let you have some input on case-by-case basis, considering you know the kids' math skills best.

I find it hard to believe that 238 would be the standard for compacted 5/6 when the standard for IM 6th is 240 in the spring of 5th.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

So 90th%? Sorry, but that is crap, particularly as our DC’s class didn’t even cover all of the material.

I think that is the point... if they didn't cover the material and don't know it, compacting curriculum and moving forward in addition to what was missed already would not be beneficial.

The same would be true of all kids in that class unless they had outside support and tutoring to cover that material. So much for equity, especially in the pandemic. So curious how this will impact DCs class where many of the kids were in the care of cousins and older siblings and just joining class and submitting assignments was a big deal. Such a crappy way for the county to manage this. Let’s be as disruptive as possible to kids midstream.

They covered all the material at our school. Not sure which schools are failing to keep up and why.

Ours too. I think its parents just justifying why their kids aren't doing well and don't feel like getting involved and monitoring so they are blaming the school instead.

This is just not true. Feel free to pat yourself on the back if you have done outside instruction for your kid, but please do not put down other kids.

Compacted math is a two-year course. It was decided earlier in the year that we would combine the 4th and 5th-grade geometry units and only teach it once. This makes sense as there is so much overlap. The instruction for this unit is during grade 5. This instruction includes using a protractor, types of angles, the difference between rays and lines, volume, etc... These are not topics that a child without outside instruction can just figure out.

To explain why this matters, you have to understand more about how the MAP test is scored. It is broken into 4 domains- one of which is geometry. It is normal for all kids to have some variation in the 4 domains. A child can have a domain that brings their score up, but also a domain that brings their score down. For all of our students, we are seeing that their geometry domain scores are bringing their overall scores down. There are children that score high in the other 3 domains, but are not hitting the target score- a 96th percentile in the country score.

This is a reach score and is hurting some kids. Hopefully we will have some flexibility that has not been offered to this point.

On the contrary, it is true. At our school compacted 5/6 is currently finishing module for of grade 6. They kept up and covered all the material. I really don't know what the problem is at some schools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m a teacher. MCPS is using the following numbers:

220 in the Fall
Or
238 in the Spring

The kids must meet one of those two score.

There are also 2 other required criteria.

So 90th%? Sorry, but that is crap, particularly as our DC’s class didn’t even cover all of the material.

I think that is the point... if they didn't cover the material and don't know it, compacting curriculum and moving forward in addition to what was missed already would not be beneficial.

The same would be true of all kids in that class unless they had outside support and tutoring to cover that material. So much for equity, especially in the pandemic. So curious how this will impact DCs class where many of the kids were in the care of cousins and older siblings and just joining class and submitting assignments was a big deal. Such a crappy way for the county to manage this. Let’s be as disruptive as possible to kids midstream.

They covered all the material at our school. Not sure which schools are failing to keep up and why.

Ours too. I think its parents just justifying why their kids aren't doing well and don't feel like getting involved and monitoring so they are blaming the school instead.

This is just not true. Feel free to pat yourself on the back if you have done outside instruction for your kid, but please do not put down other kids.

Compacted math is a two-year course. It was decided earlier in the year that we would combine the 4th and 5th-grade geometry units and only teach it once. This makes sense as there is so much overlap. The instruction for this unit is during grade 5. This instruction includes using a protractor, types of angles, the difference between rays and lines, volume, etc... These are not topics that a child without outside instruction can just figure out.

To explain why this matters, you have to understand more about how the MAP test is scored. It is broken into 4 domains- one of which is geometry. It is normal for all kids to have some variation in the 4 domains. A child can have a domain that brings their score up, but also a domain that brings their score down. For all of our students, we are seeing that their geometry domain scores are bringing their overall scores down. There are children that score high in the other 3 domains, but are not hitting the target score- a 96th percentile in the country score.

This is a reach score and is hurting some kids. Hopefully we will have some flexibility that has not been offered to this point.

On the contrary, it is true. At our school compacted 5/6 is currently finishing module for of grade 6. They kept up and covered all the material. I really don't know what the problem is at some schools.

Unless your school went rogue - they covered all the material MCPS outlined to cover, which was a reduced courseload because of the reduced time of instructional hours. There is a document showing what was not covered this year put out by MCPS. If the school followed the MCPS curriculum this year, they did not cover everything that would be covered in a typical year. Again, unless they went out on their own and did not follow the MCPS pace/coursework.

[Anonymous]

The content that was left out this year is discussed in detail in this topic:
https://www.dcurbanmom.com/jforum/posts/list/968637.page


Everything was not taught this year in 4/5 or 5/6 unless the teachers found a way to teach everything that MCPS lists as omitted in the documents outlining was wasn't covered.