County-wide magnet/IB/GE/Humanity programs will become regional programs if the secondary program plan is passed

[Anonymous]

Anonymous wrote:How are we implementing new regional magnets by high school around the same time we’re changing the boundaries for some high school clusters? Shouldn’t the boundaries be finalized before we divvy up magnet regions by high school? Changing boundaries, high school programs, and grading policies all within a relatively short time frame will make it impossible to discern the impact of any one of these changes.

Is there a reason why we are we creating more magnets instead of taking a more measured approach, like expanding seats at current magnets or offering a few magnet courses at other high schools before rolling out the entire magnet curriculum?

This feels like a frenetic, “let’s throw spaghetti at the wall and see what sticks” kind of shakeup rather than a well thought out, multistep, long range plan.

Because if you're adding or subtracting programs that draw kids from outside school boundaries, that affects school utilization. I agree this feels rushed, but they're right that now is the right time to do it, it's just that they should have started sooner. It doesn't make any sense to redraw boundaries in 2027 and then a year later decide where you should add and remove regional programs but it turns out there's not enough space for the places you want to put them. Likewise, if you work hard contorting boundaries to get your goal utilization at a school with programs but then those programs go away, that doesn't make sense either

(Plus I suspect the expansion of regional program options is also supposed to be a consolation to DCC and NEC families losing their consortium choices ..)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How are we implementing new regional magnets by high school around the same time we’re changing the boundaries for some high school clusters? Shouldn’t the boundaries be finalized before we divvy up magnet regions by high school? Changing boundaries, high school programs, and grading policies all within a relatively short time frame will make it impossible to discern the impact of any one of these changes.

Is there a reason why we are we creating more magnets instead of taking a more measured approach, like expanding seats at current magnets or offering a few magnet courses at other high schools before rolling out the entire magnet curriculum?

This feels like a frenetic, “let’s throw spaghetti at the wall and see what sticks” kind of shakeup rather than a well thought out, multistep, long range plan.

MCPS is doing a million things at once, revamping with a chainsaw instead of a scalpel. It’s oddly similar to current DOGE style of break everything and rebuild.

This, it makes no sense when they've done serious cuts and screamed poverty the past few years, and then all of a sudden they are getting money to do all these changes.

I think they're trying to save money by decreasing busing to faraway programs and cutting underused ones

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How are we implementing new regional magnets by high school around the same time we’re changing the boundaries for some high school clusters? Shouldn’t the boundaries be finalized before we divvy up magnet regions by high school? Changing boundaries, high school programs, and grading policies all within a relatively short time frame will make it impossible to discern the impact of any one of these changes.

Is there a reason why we are we creating more magnets instead of taking a more measured approach, like expanding seats at current magnets or offering a few magnet courses at other high schools before rolling out the entire magnet curriculum?

This feels like a frenetic, “let’s throw spaghetti at the wall and see what sticks” kind of shakeup rather than a well thought out, multistep, long range plan.

MCPS is doing a million things at once, revamping with a chainsaw instead of a scalpel. It’s oddly similar to current DOGE style of break everything and rebuild.

This, it makes no sense when they've done serious cuts and screamed poverty the past few years, and then all of a sudden they are getting money to do all these changes.

I think they're trying to save money by decreasing busing to faraway programs and cutting underused ones

This isn't going to save money.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How are we implementing new regional magnets by high school around the same time we’re changing the boundaries for some high school clusters? Shouldn’t the boundaries be finalized before we divvy up magnet regions by high school? Changing boundaries, high school programs, and grading policies all within a relatively short time frame will make it impossible to discern the impact of any one of these changes.

Is there a reason why we are we creating more magnets instead of taking a more measured approach, like expanding seats at current magnets or offering a few magnet courses at other high schools before rolling out the entire magnet curriculum?

This feels like a frenetic, “let’s throw spaghetti at the wall and see what sticks” kind of shakeup rather than a well thought out, multistep, long range plan.

MCPS is doing a million things at once, revamping with a chainsaw instead of a scalpel. It’s oddly similar to current DOGE style of break everything and rebuild.

This, it makes no sense when they've done serious cuts and screamed poverty the past few years, and then all of a sudden they are getting money to do all these changes.

I think they're trying to save money by decreasing busing to faraway programs and cutting underused ones

If more students enroll at schools with special programs instead of their home schools, they’ll be busing more kids, even if they’re busing them shorter distances. This plan seems like it would increase transportation costs.

[Anonymous]

It sounds like many posters are not aware of how many special programs there currently are- most are only discussing SMCS and RMIB - but when we got the lust of programs when my kid was in 8th grade there were tons more programs- but it was different for my colleagues who lived in a different part of the county. Lots more choices down county than up county. Also MCPS offers a lot more career and tech classes than I realized. I think this program study includes them too- it’s about a lot more than Blair and RM.

[Anonymous]

Anonymous wrote:It sounds like many posters are not aware of how many special programs there currently are- most are only discussing SMCS and RMIB - but when we got the lust of programs when my kid was in 8th grade there were tons more programs- but it was different for my colleagues who lived in a different part of the county. Lots more choices down county than up county. Also MCPS offers a lot more career and tech classes than I realized. I think this program study includes them too- it’s about a lot more than Blair and RM.

I believe this post is intentionally focused on discussing the potential change and impact on magnet/IB programs as part of the consequence of this study?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How are we implementing new regional magnets by high school around the same time we’re changing the boundaries for some high school clusters? Shouldn’t the boundaries be finalized before we divvy up magnet regions by high school? Changing boundaries, high school programs, and grading policies all within a relatively short time frame will make it impossible to discern the impact of any one of these changes.

Is there a reason why we are we creating more magnets instead of taking a more measured approach, like expanding seats at current magnets or offering a few magnet courses at other high schools before rolling out the entire magnet curriculum?

This feels like a frenetic, “let’s throw spaghetti at the wall and see what sticks” kind of shakeup rather than a well thought out, multistep, long range plan.

MCPS is doing a million things at once, revamping with a chainsaw instead of a scalpel. It’s oddly similar to current DOGE style of break everything and rebuild.

This, it makes no sense when they've done serious cuts and screamed poverty the past few years, and then all of a sudden they are getting money to do all these changes.

I think they're trying to save money by decreasing busing to faraway programs and cutting underused ones

If more students enroll at schools with special programs instead of their home schools, they’ll be busing more kids, even if they’re busing them shorter distances. This plan seems like it would increase transportation costs.

Right but only a small minority of kids go to special programs outside their home school. Whereas tons of kids in the DCC and NEC go to schools that are not their home school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Folks need to get really clear and explicit on what exactly you are worried about losing by these magnets becoming regional. What are the specific classes that there wouldn't be enough kids to support regional programs? Is it just a few high level math and science classes for a couple dozen seniors, or is there anything else?

(If your complaint is just that they shouldn't change because you don't want your kid in class with a 95th percentile kid, you're not gonna get any sympathy or success. You need to spell out "kids will lose access to X and Y.")

DD went to Blair Magnet.

1. Advanced core math courses: functions, analysis 1 (calculus), analysis 2 (multivariable calculus, differential equations). They are incredibly fast-paced and rigorous. You would not be able to implement this with a regional program due to: lack of skilled teachers, inequitable implementation, lack of qualified students in some areas.
2. Unique electives: quantum mechanics, AI, neuroscience, biochemistry, math physics, genetic analysis.... MCPS would not be able to implement this into a regional model. They would all disappear or be a shell of what they used to be.
3. Student body. The Blair magnet takes the top from the county and are all incredibly talented. They are all very passionate in STEM, and their community helps to motivate everyone. They start clubs, do competitions together, and organize STEM activities together. They have an incredibly strong club culture.
4. Competitions: I mentioned that Blair takes the strongest from the county. I heard they recently won the National Science Bowl. They have a quizbowl team, science olympiad team, robotics team, and many more. They compete nationally. Blair offers them a very unique, once in a lifetime opportunity. Not possible if everything is divided.
5. Activities: Blair magnet students organize unique activities all the time. Their math tournament for middle students get 300+ participants each year and is highly successful. Their clubs do community outreach and volunteer. They organize plenty of other opportunities for other students all the time. The scale of these activities is incredibly unique to the magnet.
6. Research: The magnet has a senior research opportunity. The summer before senior year, each student interns in a lab at a university. They are able to write papers and present them to the entire program. Many are recognized for national awards.

I could go on and on. Ideally, I think many students could benefit from this program. But, expansion would mean a lack of resources and would bring everything down equally. Many of the very top students also need a challenge outside of their regular school curriculum, and this program provides exactly that.

But why should MCPS/taxpayers concentrate so many resources for such a small number of kids? It really does not make sense.

Why should MCPS pay for special needs programs? FARMS? ESOL? Therapists? These cost exorbitant amounts of taxpayer dollars, too. I do not benefit from all of these programs. And yet, I continue to support them. Why? Because every student deserves an education that fits their needs.

Students who happen to be talented in academics also deserve a quality education as well. If the regular school curriculumn isn't enough, MCPS should provide opportunities for them. And thus, the magnets.[/quote
Because those are required by law under iDEA under the specifics of FAPE. Meaning they are provided the tools and resources to be able to equitably access the curriculum.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How are we implementing new regional magnets by high school around the same time we’re changing the boundaries for some high school clusters? Shouldn’t the boundaries be finalized before we divvy up magnet regions by high school? Changing boundaries, high school programs, and grading policies all within a relatively short time frame will make it impossible to discern the impact of any one of these changes.

Is there a reason why we are we creating more magnets instead of taking a more measured approach, like expanding seats at current magnets or offering a few magnet courses at other high schools before rolling out the entire magnet curriculum?

This feels like a frenetic, “let’s throw spaghetti at the wall and see what sticks” kind of shakeup rather than a well thought out, multistep, long range plan.

MCPS is doing a million things at once, revamping with a chainsaw instead of a scalpel. It’s oddly similar to current DOGE style of break everything and rebuild.

This, it makes no sense when they've done serious cuts and screamed poverty the past few years, and then all of a sudden they are getting money to do all these changes.

They said they were working on a multi-year implement plan, they're probably only going to start a few of the new programs in 2027 but they want to have the locations figured out before they set the new school boundaries.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How are we implementing new regional magnets by high school around the same time we’re changing the boundaries for some high school clusters? Shouldn’t the boundaries be finalized before we divvy up magnet regions by high school? Changing boundaries, high school programs, and grading policies all within a relatively short time frame will make it impossible to discern the impact of any one of these changes.

Is there a reason why we are we creating more magnets instead of taking a more measured approach, like expanding seats at current magnets or offering a few magnet courses at other high schools before rolling out the entire magnet curriculum?

This feels like a frenetic, “let’s throw spaghetti at the wall and see what sticks” kind of shakeup rather than a well thought out, multistep, long range plan.

MCPS is doing a million things at once, revamping with a chainsaw instead of a scalpel. It’s oddly similar to current DOGE style of break everything and rebuild.

This, it makes no sense when they've done serious cuts and screamed poverty the past few years, and then all of a sudden they are getting money to do all these changes.

I think they're trying to save money by decreasing busing to faraway programs and cutting underused ones

If more students enroll at schools with special programs instead of their home schools, they’ll be busing more kids, even if they’re busing them shorter distances. This plan seems like it would increase transportation costs.

Right but only a small minority of kids go to special programs outside their home school. Whereas tons of kids in the DCC and NEC go to schools that are not their home school.

Which may change when the regions and programs are implemented

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Folks need to get really clear and explicit on what exactly you are worried about losing by these magnets becoming regional. What are the specific classes that there wouldn't be enough kids to support regional programs? Is it just a few high level math and science classes for a couple dozen seniors, or is there anything else?

(If your complaint is just that they shouldn't change because you don't want your kid in class with a 95th percentile kid, you're not gonna get any sympathy or success. You need to spell out "kids will lose access to X and Y.")

DD went to Blair Magnet.

1. Advanced core math courses: functions, analysis 1 (calculus), analysis 2 (multivariable calculus, differential equations). They are incredibly fast-paced and rigorous. You would not be able to implement this with a regional program due to: lack of skilled teachers, inequitable implementation, lack of qualified students in some areas.
2. Unique electives: quantum mechanics, AI, neuroscience, biochemistry, math physics, genetic analysis.... MCPS would not be able to implement this into a regional model. They would all disappear or be a shell of what they used to be.
3. Student body. The Blair magnet takes the top from the county and are all incredibly talented. They are all very passionate in STEM, and their community helps to motivate everyone. They start clubs, do competitions together, and organize STEM activities together. They have an incredibly strong club culture.
4. Competitions: I mentioned that Blair takes the strongest from the county. I heard they recently won the National Science Bowl. They have a quizbowl team, science olympiad team, robotics team, and many more. They compete nationally. Blair offers them a very unique, once in a lifetime opportunity. Not possible if everything is divided.
5. Activities: Blair magnet students organize unique activities all the time. Their math tournament for middle students get 300+ participants each year and is highly successful. Their clubs do community outreach and volunteer. They organize plenty of other opportunities for other students all the time. The scale of these activities is incredibly unique to the magnet.
6. Research: The magnet has a senior research opportunity. The summer before senior year, each student interns in a lab at a university. They are able to write papers and present them to the entire program. Many are recognized for national awards.

I could go on and on. Ideally, I think many students could benefit from this program. But, expansion would mean a lack of resources and would bring everything down equally. Many of the very top students also need a challenge outside of their regular school curriculum, and this program provides exactly that.

But why should MCPS/taxpayers concentrate so many resources for such a small number of kids? It really does not make sense.

Why should MCPS pay for special needs programs? FARMS? ESOL? Therapists? These cost exorbitant amounts of taxpayer dollars, too. I do not benefit from all of these programs. And yet, I continue to support them. Why? Because every student deserves an education that fits their needs.

Students who happen to be talented in academics also deserve a quality education as well. If the regular school curriculumn isn't enough, MCPS should provide opportunities for them. And thus, the magnets.

Because those are required by law under iDEA under the specifics of FAPE. Meaning they are provided the tools and resources to be able to equitably access the curriculum.

Identifying GT and meeting the associated need is required under COMAR.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Folks need to get really clear and explicit on what exactly you are worried about losing by these magnets becoming regional. What are the specific classes that there wouldn't be enough kids to support regional programs? Is it just a few high level math and science classes for a couple dozen seniors, or is there anything else?

(If your complaint is just that they shouldn't change because you don't want your kid in class with a 95th percentile kid, you're not gonna get any sympathy or success. You need to spell out "kids will lose access to X and Y.")

DD went to Blair Magnet.

1. Advanced core math courses: functions, analysis 1 (calculus), analysis 2 (multivariable calculus, differential equations). They are incredibly fast-paced and rigorous. You would not be able to implement this with a regional program due to: lack of skilled teachers, inequitable implementation, lack of qualified students in some areas.
2. Unique electives: quantum mechanics, AI, neuroscience, biochemistry, math physics, genetic analysis.... MCPS would not be able to implement this into a regional model. They would all disappear or be a shell of what they used to be.
3. Student body. The Blair magnet takes the top from the county and are all incredibly talented. They are all very passionate in STEM, and their community helps to motivate everyone. They start clubs, do competitions together, and organize STEM activities together. They have an incredibly strong club culture.
4. Competitions: I mentioned that Blair takes the strongest from the county. I heard they recently won the National Science Bowl. They have a quizbowl team, science olympiad team, robotics team, and many more. They compete nationally. Blair offers them a very unique, once in a lifetime opportunity. Not possible if everything is divided.
5. Activities: Blair magnet students organize unique activities all the time. Their math tournament for middle students get 300+ participants each year and is highly successful. Their clubs do community outreach and volunteer. They organize plenty of other opportunities for other students all the time. The scale of these activities is incredibly unique to the magnet.
6. Research: The magnet has a senior research opportunity. The summer before senior year, each student interns in a lab at a university. They are able to write papers and present them to the entire program. Many are recognized for national awards.

I could go on and on. Ideally, I think many students could benefit from this program. But, expansion would mean a lack of resources and would bring everything down equally. Many of the very top students also need a challenge outside of their regular school curriculum, and this program provides exactly that.

But why should MCPS/taxpayers concentrate so many resources for such a small number of kids? It really does not make sense.

Why should MCPS pay for special needs programs? FARMS? ESOL? Therapists? These cost exorbitant amounts of taxpayer dollars, too. I do not benefit from all of these programs. And yet, I continue to support them. Why? Because every student deserves an education that fits their needs.

Students who happen to be talented in academics also deserve a quality education as well. If the regular school curriculumn isn't enough, MCPS should provide opportunities for them. And thus, the magnets.

Because those are required by law under iDEA under the specifics of FAPE. Meaning they are provided the tools and resources to be able to equitably access the curriculum.

Identifying GT and meeting the associated need is required under COMAR.

Tell us then why CES is allowed to operate as it does, with identifying GT but not providing the program to all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Folks need to get really clear and explicit on what exactly you are worried about losing by these magnets becoming regional. What are the specific classes that there wouldn't be enough kids to support regional programs? Is it just a few high level math and science classes for a couple dozen seniors, or is there anything else?

(If your complaint is just that they shouldn't change because you don't want your kid in class with a 95th percentile kid, you're not gonna get any sympathy or success. You need to spell out "kids will lose access to X and Y.")

DD went to Blair Magnet.

1. Advanced core math courses: functions, analysis 1 (calculus), analysis 2 (multivariable calculus, differential equations). They are incredibly fast-paced and rigorous. You would not be able to implement this with a regional program due to: lack of skilled teachers, inequitable implementation, lack of qualified students in some areas.
2. Unique electives: quantum mechanics, AI, neuroscience, biochemistry, math physics, genetic analysis.... MCPS would not be able to implement this into a regional model. They would all disappear or be a shell of what they used to be.
3. Student body. The Blair magnet takes the top from the county and are all incredibly talented. They are all very passionate in STEM, and their community helps to motivate everyone. They start clubs, do competitions together, and organize STEM activities together. They have an incredibly strong club culture.
4. Competitions: I mentioned that Blair takes the strongest from the county. I heard they recently won the National Science Bowl. They have a quizbowl team, science olympiad team, robotics team, and many more. They compete nationally. Blair offers them a very unique, once in a lifetime opportunity. Not possible if everything is divided.
5. Activities: Blair magnet students organize unique activities all the time. Their math tournament for middle students get 300+ participants each year and is highly successful. Their clubs do community outreach and volunteer. They organize plenty of other opportunities for other students all the time. The scale of these activities is incredibly unique to the magnet.
6. Research: The magnet has a senior research opportunity. The summer before senior year, each student interns in a lab at a university. They are able to write papers and present them to the entire program. Many are recognized for national awards.

I could go on and on. Ideally, I think many students could benefit from this program. But, expansion would mean a lack of resources and would bring everything down equally. Many of the very top students also need a challenge outside of their regular school curriculum, and this program provides exactly that.

But why should MCPS/taxpayers concentrate so many resources for such a small number of kids? It really does not make sense.

Why should MCPS pay for special needs programs? FARMS? ESOL? Therapists? These cost exorbitant amounts of taxpayer dollars, too. I do not benefit from all of these programs. And yet, I continue to support them. Why? Because every student deserves an education that fits their needs.

Students who happen to be talented in academics also deserve a quality education as well. If the regular school curriculumn isn't enough, MCPS should provide opportunities for them. And thus, the magnets.

Because those are required by law under iDEA under the specifics of FAPE. Meaning they are provided the tools and resources to be able to equitably access the curriculum.

Identifying GT and meeting the associated need is required under COMAR.

COMAR does not say it MCPS needs to meet every need to GT kids, just services to promote their potential.

[Anonymous]

Old but interesting info on page 183 of the 2016 Metis report on how many kids from various high schools left for special programs: https://www.montgomeryschoolsmd.org/siteassets/district/info/choice/choicestudyreport-version2-20160307.pdf

It's 10 years old, doesn't count any kids who are in a program in their home school, and lumps together a bunch of programs including Blair SMCS and CAP, all 3 Poolesville ones, RMIB, VAC, Wheaton biomed/engineering, and Kennedy LTI. And I don't know if the criteria or number of spots for any of those have changed in the interim. But still interesting to note that, at least at the time, huge numbers were coming from Northwest, Wootton, and Clarksburg, and then the numbers drop off pretty significantly after that.

[Anonymous]

Anonymous wrote:Old but interesting info on page 183 of the 2016 Metis report on how many kids from various high schools left for special programs: https://www.montgomeryschoolsmd.org/siteassets/district/info/choice/choicestudyreport-version2-20160307.pdf

It's 10 years old, doesn't count any kids who are in a program in their home school, and lumps together a bunch of programs including Blair SMCS and CAP, all 3 Poolesville ones, RMIB, VAC, Wheaton biomed/engineering, and Kennedy LTI. And I don't know if the criteria or number of spots for any of those have changed in the interim. But still interesting to note that, at least at the time, huge numbers were coming from Northwest, Wootton, and Clarksburg, and then the numbers drop off pretty significantly after that.

Sorry, Northwest, Wootton, Quince Orchard, and Clarksburg. Then four more schools with 15-23 students that year, and all the others lower.