CES letters?

[Anonymous]

Anonymous wrote:MCPS just do not feel comfortable to see classroom full of Asian/White kids. That is the purpose of lottery.

Yeah, except it’s illegal to actually use race as a factor.

[Anonymous]

Anonymous wrote:No response yet. 240 MAP-R, 280 MAP-M, high FARM rate school

What is your child's reading lexile level?

[Anonymous]

Anonymous wrote:

Anonymous wrote:No response yet. 240 MAP-R, 280 MAP-M, high FARM rate school

What is your child's reading lexile level?

Not PP, but are you the same person who asked this earlier? Is there some significance to you about "1300?" Or if you're just trying to find out Lexile levels as reported with the MAP-R, you should know they correspond with the MAP score itself. As far as I know (and could stand to be corrected), kids don't score 240 and then have a Lexile of, say, 1000 or 500.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:No response yet. 240 MAP-R, 280 MAP-M, high FARM rate school

What is your child's reading lexile level?

Not PP, but are you the same person who asked this earlier? Is there some significance to you about "1300?" Or if you're just trying to find out Lexile levels as reported with the MAP-R, you should know they correspond with the MAP score itself. As far as I know (and could stand to be corrected), kids don't score 240 and then have a Lexile of, say, 1000 or 500.

NP. Here’s a chart showing MAP score to lexile conversion: https://cdavidmaxey.com/MAP-Growth-Reading-RIT-Score-to-Lexile-Range-Chart-2019-02.pdf

[Anonymous]

Anonymous wrote:I’m waiting to see. My kids have no clue what CES is. Our principal tried to reassure parents, saying each school offers the same advancement opportunities as CES. I doubt this is true.

I know from posting on this board that my DC's non-CES ELC class is doing the same unit as the CES. DC's ES also has compacted math, and it is pretty much the same cohort of students. Plenty of challenge and good teaching.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m waiting to see. My kids have no clue what CES is. Our principal tried to reassure parents, saying each school offers the same advancement opportunities as CES. I doubt this is true.

I know from posting on this board that my DC's non-CES ELC class is doing the same unit as the CES. DC's ES also has compacted math, and it is pretty much the same cohort of students. Plenty of challenge and good teaching.

CES doesn’t offer any enrichment or acceleration in math (that’s separate). The ELC is similar if not identical, so if your school offers ELC, the principal is at least close to correct. Those of us at schools without ELC are the ones who really “need” CES.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m waiting to see. My kids have no clue what CES is. Our principal tried to reassure parents, saying each school offers the same advancement opportunities as CES. I doubt this is true.

I know from posting on this board that my DC's non-CES ELC class is doing the same unit as the CES. DC's ES also has compacted math, and it is pretty much the same cohort of students. Plenty of challenge and good teaching.

Same poster. I'd also add that the ELC curriculum requires a lot of writing and independent work, including analysis of literary style and written argumentation with citations. Lexile levels and MAP scores definitely did not prepare us for this. DC has to work hard, and needs family involvement to explain concepts, teach writing technique, and get through the sheer planning of long-term projects (I've heard this from other parents in the class as well, so it is not just DC). We are _very_ pleased with the outcomes and the progress, but wonder what it would be like if we were unable to pitch in at home: the students get independent assignments with deadlines that are a month away that involve reading a book and writing about it. There are probably some kids who could handle this totally alone, but DC is not one of them.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m waiting to see. My kids have no clue what CES is. Our principal tried to reassure parents, saying each school offers the same advancement opportunities as CES. I doubt this is true.

I know from posting on this board that my DC's non-CES ELC class is doing the same unit as the CES. DC's ES also has compacted math, and it is pretty much the same cohort of students. Plenty of challenge and good teaching.

Same poster. I'd also add that the ELC curriculum requires a lot of writing and independent work, including analysis of literary style and written argumentation with citations. Lexile levels and MAP scores definitely did not prepare us for this. DC has to work hard, and needs family involvement to explain concepts, teach writing technique, and get through the sheer planning of long-term projects (I've heard this from other parents in the class as well, so it is not just DC). We are _very_ pleased with the outcomes and the progress, but wonder what it would be like if we were unable to pitch in at home: the students get independent assignments with deadlines that are a month away that involve reading a book and writing about it. There are probably some kids who could handle this totally alone, but DC is not one of them.

This is VERY helpful, PP. I am one of the PPs with a high Map-R 3rd grader and we are hopeful that DC will get into CES, but this is very helpful... DC is already in a CES school so would not have to switch schools, and while very advanced in math and reading, pretty much hates writing and I am less than thrilled about the idea that these long-term projects would become my problem.

[Anonymous]

Anonymous wrote:Anyone gotten a response yet? Post yes or no & your kid’s MAP score for reading.

MCPS priority seems to be different now. Last thing they want to do is the CES letters.

[Anonymous]

Anonymous wrote:75 percentile for MAP-R does seem a bit wide, but I do think that so many more-advantaged parents are prepping their children, which puts the students whose parents are unlikely are unable to prep their children (lower SES, some ethnic groups) at a big disadvantage. So I do think the wider allowance sounds fine.

You mean some students work hard and seek guidance from parents and teacher while others spend time on video games? And now complain that they are at a disadvantage?

[Anonymous]

Anonymous wrote:my kid was 225 mapR in fall at 99 percentile. She came back from being out with covid and took the winter test at 224 or 97 percentile. It does seem like a big jump between 75 percentile and the 90s. Seems unfair to use a lottery and take kids with much lower scores.

Agree. Lottery is not random either. Current process put highly abled kids who put in the work at a disadvantage and other who are at 75th have a better chance to get enrichment. I am not sure if all 75th have same consideration. They have some criteria which none of us know unfortunately. Process is not transparent

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m waiting to see. My kids have no clue what CES is. Our principal tried to reassure parents, saying each school offers the same advancement opportunities as CES. I doubt this is true.

I know from posting on this board that my DC's non-CES ELC class is doing the same unit as the CES. DC's ES also has compacted math, and it is pretty much the same cohort of students. Plenty of challenge and good teaching.

CES doesn’t offer any enrichment or acceleration in math (that’s separate). The ELC is similar if not identical, so if your school offers ELC, the principal is at least close to correct. Those of us at schools without ELC are the ones who really “need” CES.

I also thought that CES and math enrichment would be separate. But it turns out my child’s entire CES class is doing compacted math. Even though our family got a letter from our home school last year —before CES acceptance off waitlist— saying our student was identified for grade-level math, not compacted. Maybe it is different at each CES.

[Anonymous]

I just looked at my USPS Informed Delivery email this morning, and there's a tear-the-edges letter to The Parents/Guardians of Larla Larlason, so I assume that will be it.

I don't see it in Parentvue-- I'd assume it would pop up on login or be in Documents?-- so PP who said they'd send it by mail and it wouldn't end up in Parentvue for another few weeks or w/e may be right.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:No response yet. 240 MAP-R, 280 MAP-M, high FARM rate school

What is your child's reading lexile level?

Not PP, but are you the same person who asked this earlier? Is there some significance to you about "1300?" Or if you're just trying to find out Lexile levels as reported with the MAP-R, you should know they correspond with the MAP score itself. As far as I know (and could stand to be corrected), kids don't score 240 and then have a Lexile of, say, 1000 or 500.

MAP-R can be correlated to Lexile. They should be aligned.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m waiting to see. My kids have no clue what CES is. Our principal tried to reassure parents, saying each school offers the same advancement opportunities as CES. I doubt this is true.

I know from posting on this board that my DC's non-CES ELC class is doing the same unit as the CES. DC's ES also has compacted math, and it is pretty much the same cohort of students. Plenty of challenge and good teaching.

CES doesn’t offer any enrichment or acceleration in math (that’s separate). The ELC is similar if not identical, so if your school offers ELC, the principal is at least close to correct. Those of us at schools without ELC are the ones who really “need” CES.

I also thought that CES and math enrichment would be separate. But it turns out my child’s entire CES class is doing compacted math. Even though our family got a letter from our home school last year —before CES acceptance off waitlist— saying our student was identified for grade-level math, not compacted. Maybe it is different at each CES.

It is different by CES. At some of the higher performing regional CESes they put everyone in compacted math but each year there may be 1 child that ops out. You can ask to have your child moved down. But they would then have to be humiliated by leaving their regular CES class for math. I remember this happening at DC's CES and it was difficult for those kids who wanted the regular grade level math because the math was not only compacted but enriched.